This study utilized Rasch modeling to assess an existing TPACK instrument, perceived TPACK knowledge of online teachers, and the TPACK theoretical framework itself. An analysis from a nationwide sample of 165 online teachers indicated that the instrument is producing valid and reliable measures. Participants rated their own knowledge highest in areas related to Content and Pedagogy, and lowest in the area of Technology. Significant differences were found across genders, ages, and years of service. Data analysis also revealed that several of the component areas of TPACK were conflated by participants. Ultimately, this study could not validate the seven-component theoretical structure of TPACK, and offers an alternate framework based on the Rasch analysis.
