Paper Title
A Quantitative Survey of TPACK in Special Education Schools for Visually Impaired Children in China

The TPACK theoretical framework focuses on technological (T), pedagogical (P) and content (C) knowledge (K) and has emerged as a widely accepted framework to account for teachers’ work in integrating information and communication technology (ICT) into classrooms around the world. In this paper we explore whether there are significant differences between teachers’ background information variables and TPACK variables (CK, PK, TK, TCK, TPK, and TPCK) and analyze the structural equation model of TPACK on teachers at special education schools for visually impaired learners. We investigated 281 participants working in special education schools in eleven major cities across seven provinces in China. Questionnaires were used to collect data and quantitatively analyzed. Analysis used independent sample t-tests, ANOVA and structural equation modeling. The study showed that: (1) Male teachers have significantly higher CK, TK, TCK and TPCK than female teachers; (2) Experienced teachers have more TPACK than their younger counterparts, but younger teachers have more TK than experienced teachers; (3) Teachers who teach students with multiple disabilities have better TPK and TPCK than teachers teaching students with only visual impairments; (4) Teachers who are experienced in using an e-learning platform have significantly higher CK, PK, PCK, TK, TCK, TPK and TPCK than teachers who do not use e-learning, and (5) TPACK models are similar for pre-service and in-service teachers, as shown in previous studies. Keywords - Students with visual impairments; Quantitative survey; Assistive technology; Technological Pedagogical Content Knowledge.