Abstract

The main objective of this study was to translate and validate the technical pedagogical content knowledge (TPACK) and the technology acceptance (TAM) questionnaires on the use of online learning management systems in a sample of Chilean university professors. An instrumental design was applied and a total of 292 professors (n=137 women) from a Chilean university participated in the study. Both questionnaires were translated and adapted to Spanish. Exploratory factor analyses were performed by means of polychoric correlation while verifying internal consistency. In the case of TPACK, four factors were identified that explain 62% of the variance. These factors were not originally proposed. In the case of TAM, the proposed two-factor structure was confirmed. Adequate internal consistency indices were validated in both questionnaires. In conclusion, both instruments were valid and reliable for use in Chilean higher education.