BibTex RIS Kaynak Göster

-

Yıl 2014, Cilt: 10 Sayı: 1, 171 - 201, 02.02.2014

Beril Ceylan Mesut Türk Fatih Yaman İşıl Kabakçı Yurdakul

Öz

The purpose of this study is to determine the changes of Information and Communication Technology and Guidance teacher candidates’ Technological Pedagogical Content Knowledge competency levels, Information and Communication Technology usage stages and levels. The research was designed as onegroup pre-test post-test experimental model and correlational research model. The study was conducted in the spring term 2012-2013 and the study sample consisted of 71 students of Department of Computer Education and Instructional Technology in a state university. Technological Pedagogical Content Knowledge Competency Scale, Information Communication Technology Usage Stage Survey and Information Communication Technology Usage Levels Survey were the instruments. The data were gathered both before and after the learning process. Descriptive analysis methods like frequency, standard deviation and mean and multiple regression analysis were conducted for data analysis. There was a significant difference between the pre-test and post-test scores of Information and Communication Technology and Guidance teacher candidate’s Technological Pedagogical Content Knowledge competency levels, Information and Communication Technology usage stage and Information and Communication Technology usage levels. It was determined that Information and Communication Technology usage stage and Information and Communication Technology usage levels were important predictors of Technological Pedagogical Content Knowledge competency. The recommendations for future research and the study were presented based on the results of the study.

Anahtar Kelimeler

Information communication technology and guidance teacher candidate information and communication technology usage technological pedagogical content knowledge.

Kaynakça

  • Abbitt, J. T. (2011). An Investigation of the Relationship between Self-Efficacy Beliefs about Technology Integration and Technological Pedagogical Content Knowledge (TPACK) among Preservice Teachers. Journal of Digital Learning in Teacher Education, 27(4), 134-143.
  • Allan, W. C., Erickson, J. L., Brookhouse, P. ve Johnson, J. L. (2010). EcoSienceWorks: Teacher Professional Development Through a Collaborative Curriculum Project- an Example of TPACK in Maine, TechTrends, 54(6), 37-43.
  • Archambault, L. ve Crippen, K. (2009). Examining TPACK among K-12 online distance educators in the United States. Contemporary Issues in Technology and Teacher Education, 9(1),71-88.
  • Baran, E., Chuang H. H. ve Thompson, A. (2011) TPACK: An Emerging Research and Development Tool for Teacher Educators. The Turkish Online Journal of Educational, 10(4), 370-377.
  • Bilişim Teknolojileri Rehberliği Görevi (Tereddüt edilen hususlar). (b.t.). http://trabzon.meb.gov.tr/meb_iys_dosyalar/2013_01/07043407_bt_rehberlig i_tereddt_edilen_hususlar.pdf adresinden 15 Eylül 2013 tarihinde erişilmiştir. Bingimlas, K. (2009). Barriers to the successful integration of ICT in teaching and learning environments: a review of the literature. Eurasia Journal of Mathematics, Science & Technology Education, 5(3), 235–245.
  • Chai, C. S., Koh, J. H. L. ve Tsai, C. C. (2010). Facilitating preservice teachers’ development of technological, pedagogical, and content knowledge (TPACK). Educational Technology & Society, 13(4), 63–73.
  • Chai, C. S., Koh, J. H. L., Tsai, C. C. ve Tan, L. W. L. (2011). Modeling primary school preservice teachers’ Technological Pedagogical Content Knowledge (TPACK) for meaningful learning with information and communication technology (ICT). Computers & Education, 57(1), 1184–1193.
  • Cohen, J. W. (1998). Statistical power analysis for the behavioral sciences (Second Edition). Hillsdale, NJ: Lawrance Erlbaum Associates.
  • Cox, S. ve Graham, C. R. (2009). Diagramming TPACK in Practice: Using an elaborated model of the TPACK framework to analye and depict teacher knowledge. TechTrends, 53(5), 60-69.
  • Creswell, J. W. (2009). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (third edition). California: Sage Publications.
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (forth edition). Boston: Pearson.
  • Doering, A., Veletsianos, G., Scharber, C. ve Miller, C. (2009). Using the technological, pedagogical, and content knowledge framework to design online learning environments and professional development. Journal of Educational Computing Research, 41(3), 319–346.
  • Ertmer, P. A. (1999). Addressing first- and second-order barriers to change: strategies for technology integration. Educational Technology Research and Development, 47(4), 47–61.
  • Fraenkel, J., Wallen, N. ve Hyun, H.H. (2012). How to design and evaluate research in education (8th ed.). Boston: McGraw Hill.
  • Graham, C. R., Borup, J. ve Smith, N.B. (2012). Using TPACK as a framework to understand teacher candidates' technology integration decisions, Journal of Computer Assisted Learning, 28, 530–546.
  • Graham, C. R., Burgoyne, N., Cantrell, P., Smith, L., St. Clair, L. ve Harris, R. (2009). TPACK development in science teaching: measuring the TPCK confidence of inservice science teachers. Tech Trends, 53(5), 70–79.
  • Guzey, S. S. ve Roehrig, G. H. (2009). Teaching science with technology: case studies of science teachers’ development of technology, pedagogy, and content knowledge. Contemporary Issues in Technology and Teacher Education, 9(1), 25–45.
  • Harriman, C. L S. ve Branch, R.M. (2012). Aligning Digital Storytelling to The TPACK Framework: A Learning Experience for Pre-Service Teachers in A Learning-By-Designing Project. Anais do Congresso Brasileiro de Sociologia. Rio de Janeiro.
  • Harris, J., Mishra, P. ve Koehler, M. (2009). Teachers’ technological pedagogical content knowledge and learning activity types: curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(4), 393–416.
  • Hew, K. ve Brush, T. (2007). Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223–252.
  • Hewitt, J. (2008). Reviewing the Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators. Canadian Journal of Science, Mathematics, and Technology Education, 8(4), 355-360.
  • Hubbard, J.D. ve Price, G. (2013). Cross-Culture and Technology Integration: Examining the Impact of a TPACK-focused Collaborative Project on Preservice Teachers and Teacher Education Faculty. Journal of the Research Center for Educational Technology (RCET), 9(1), 131-155.
  • International Society for Technology in Education. (2008). The ISTE NETS and performance indicators for teachers (NETS-T), NETS for teachers. Retrieved semptember 15, 2013, from http://www.iste.org
  • Jang, S. J. (2010). Integrating the interactive whiteboard and peer coaching to develop the TPACK of secondary science teachers. Computers & Education, 55(4), 1744–1751.
  • Kabakçı Yurdakul, I. (2011). Öğretmen adaylarının teknopedagojik eğitim yeterliklerinin bilgi ve iletişim teknolojilerini kullanımları açısından incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education), 40, 397-408
  • Kabakçı Yurdakul, I., Odabaşı, H.F., Kılıçer, K., Çoklar, A.N., Birinci, G. ve Kurt, A.A. (2012). The development, validity and reliability of TPACK-deep: A technological pedagogical content knowledge scale. Computers & Education, 58, 964-977.
  • Koehler, M. J. ve Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131–152.
  • Koehler, M. ve Mishra, P. (2008). Introducing TPCK. In AACTE Committee on Innovation and Technology. (Ed.), Handbook of technological pedagogical content knowledge (TPCK). New York: Routledge.
  • Koehler, M. J. ve Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70.
  • Koehler, M. J., Mishra, P. ve Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: integrating content, pedagogy and technology. Computers & Education, 49, 740–762.
  • Koehler, M. J., Mishra, P., Akcaoglu, M. ve Rosenberg, J. M. (2013). The Technological Pedagogical Content Knowledge Framework for Teachers and Teacher Educators.
  • Koh, J.H.L. & Chai, C.S. (2011). Modeling pre-service teachers’ technological pedagogical content knowledge (TPACK) perceptions: The influence of demographic factors and TPACK constructs. In G.Williams, P. Statham, N. Brown, B. Cleland (Eds.), Changing Demands, Changing Directions. Proceedings ascilite Hobart 2011, 735-746.
  • Koh, J. H. L. ve Divaharan, S. (2013). Towards a TPACK-fostering ICT instructional process for teachers: Lessons from the implementation of interactive whiteboard instruction. Australasian Journal of Educational Technology, 29(2), 233-247.
  • Lee, M. H. ve Tsai, C. C. (2010). Exploring teachers’ perceived self-efficacy and technological pedagogical content knowledge with respect to educational use of theWorld Wide Web. Instructional Science, 38(1), 1–21.
  • Maor, D. ve Roberts, P. (2011). Does the TPACK framework help to design a more engaging learning environment? World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) (pp 34983504). 27 June - 1 July 2011, Lisbon, Portugal.
  • Martin, W. E. ve Bridgmon, K. D. (2012). Quantitative and statistical research methods: from hypothesis to results. San Francisco: Wiley, John & Sons.
  • Mishra, P. ve Koehler, M. J. (2006). Technological pedagogical content knowledge: a framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.
  • Nelson, J., Christopher A. ve Mims, C. (2009) TPACK and Web 2.0: Transformation of Teaching and Learning, TechTrends, 53(5), 80-87.
  • Niess, M. L., Ronau, R. N., Shafer, K. G., Driskell, S. O., Harper S. R., Johnston, C., Browning, C., Özgün-Koca, S. A. ve Kersaint, G. (2009). Mathematics teacher TPACK standards and development model. Contemporary Issues in Technology and Teacher Education, 9(1), 4-24.
  • Özgün-Koca, S.A., Meagher, M. ve Edwards, M.T. (2009). Preservice Teachers’ Emerging TPACK in a Technology-Rich Methods Class. The Mathematics Educators, 19(2), 10-20.
  • Pamuk, S. (2012). Understanding preservice teachers' technology use through TPACK framework. Journal of Computer Assisted Learning, 28(5), 425-439. Richardson, S. (2009). Mathematics teachers’ development, exploration, and advancement of technological pedagogical content knowledge in the teaching and learning of algebra. Contemporary Issues in Technology and Teacher Education [Online serial], 9(2).
  • Ritter, D. S. (2012). Teachers’ Planning process: TPACK, Professional Development, and the purposeful Integration of Technology. Unpublished master thesis. ABD: Montana State University.
  • Sandholtz, J., Ringsta ff , C., & Dwyer, D. (1997). Teaching with technology: creating student-centered classrooms. New York: Teachers College Press.
  • Schmidt, D. A., Baran, E., Thompson, A. D., Koehler, M. J., Mishra, P. ve Shin, T. (2009). Technological pedagogical content knowledge (TPACK): the development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123–149.
  • Shulman, L. S. (1986). Those who understand: knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
  • Srisawasdi, N. (2012). The role of TPACK in physics classroom: case studies of preservice physics teachers. Procedia-Social and Behavioral Sciences, 46, 3235-3243.
  • Tabachnick, B. G. ve Fidell, L. S. (1996). Using multivariate statistics (3rd ed.). New York: Harper Collins.
  • Toledo, C. (2005). A Five-Stage Model of Computer Technology Infusion Into Teacher Education Curriculum. Contemporary Issues in Technology and Teacher Education, 5(2), 177-191. AACE.
  • Vanderlinde, R. Ve Braak, J. (2010). The e-capacity of primary schools: Development of a conceptual model and scale construction from a school improvement perspective. Computers & Education, 55, 541-553.
  • Wang, Q. ve Woo, H. L.. (2007). Systematic Planning for ICT Integration in Topic Learning. Educational Technology & Society, 10 (1), 148-156.
  • Wilson, E. ve Wright, V. (2010). Images over time: the intersection of social studies through technology, content, and pedagogy. Contemporary Issues in Technology and Teacher Education, 10(2), 220–233.
  • Zhao, Y. (2007). Social studies teachers’ perspectives of technology integration. Journal of Technology and Teacher Education, 15(3), 311-33.

Determining the Changes of Information and Communication Technology Guidance Teacher Candidates' Technological Pedagogical Content Knowledge Competency, Information and Communication Technology Usage Stages and Levels / Bilişim Teknolojileri Rehber Öğretm

Yıl 2014, Cilt: 10 Sayı: 1, 171 - 201, 02.02.2014

Beril Ceylan Mesut Türk Fatih Yaman İşıl Kabakçı Yurdakul

Öz

Bu araştırmanın amacı, BT Rehber öğretmen adaylarının teknopedagojik eğitim düzeylerinin değişiminin çeşitli değişkenler açısından incelenmesidir. Araştırma tek grup öntest - sontest deneysel desen ve ilişkisel tarama modelinde desenlenmiştir. Araştırmanın katılımcıları, 2012-2013 öğretim yılı bahar döneminde bir devlet üniversitesinin Bilgisayar ve Öğretim Teknolojileri Eğitimi (BÖTE) bölümünde öğrenim görmekte olan 71 öğrencidir. Araştırmada veri toplama aracı olarak teknopedagojik eğitime yönelik yeterlik ölçeği, BİT kullanım aşamaları anketi ve BİT kullanım düzeyi anketi kullanılmıştır. 2012-2013 Öğretim yılının Bahar döneminde Öğretim Tasarımı dersini alan öğrencilerin katılımıyla ders döneminin başında ve sonunda araştırma verileri toplanmıştır. Verilerin analiz için frekans, standart sapma ve ortalama gibi betimsel istatistikler ile çoklu regresyon analizi kullanılmıştır.

Araştırmada BT Rehber öğretmen adaylarının öğretim tasarımı dersi öncesi ve sonrası TPİB düzeyleri, BIT kullanım aşamaları ve düzeyleri arasında anlamlı bir farklılık olduğu belirlenmiştir. BİT kullanım aşamaları ve BİT kullanım düzeyleri, TPİB yeterliğinin önemli bir yordayıcısı olduğu belirlenmiştir. Elde edilen sonuçlara dayalı olarak uygulamaya ve gelecekte yapılacak araştırmalara yönelik öneriler sunulmuştur.

 

Anahtar Kelimeler

Bilgi ve iletişim teknolojileri kullanımı bilişim teknolojileri rehber öğretmeni teknolojik pedagojik içerik bilgisi

Kaynakça

  • Abbitt, J. T. (2011). An Investigation of the Relationship between Self-Efficacy Beliefs about Technology Integration and Technological Pedagogical Content Knowledge (TPACK) among Preservice Teachers. Journal of Digital Learning in Teacher Education, 27(4), 134-143.
  • Allan, W. C., Erickson, J. L., Brookhouse, P. ve Johnson, J. L. (2010). EcoSienceWorks: Teacher Professional Development Through a Collaborative Curriculum Project- an Example of TPACK in Maine, TechTrends, 54(6), 37-43.
  • Archambault, L. ve Crippen, K. (2009). Examining TPACK among K-12 online distance educators in the United States. Contemporary Issues in Technology and Teacher Education, 9(1),71-88.
  • Baran, E., Chuang H. H. ve Thompson, A. (2011) TPACK: An Emerging Research and Development Tool for Teacher Educators. The Turkish Online Journal of Educational, 10(4), 370-377.
  • Bilişim Teknolojileri Rehberliği Görevi (Tereddüt edilen hususlar). (b.t.). http://trabzon.meb.gov.tr/meb_iys_dosyalar/2013_01/07043407_bt_rehberlig i_tereddt_edilen_hususlar.pdf adresinden 15 Eylül 2013 tarihinde erişilmiştir. Bingimlas, K. (2009). Barriers to the successful integration of ICT in teaching and learning environments: a review of the literature. Eurasia Journal of Mathematics, Science & Technology Education, 5(3), 235–245.
  • Chai, C. S., Koh, J. H. L. ve Tsai, C. C. (2010). Facilitating preservice teachers’ development of technological, pedagogical, and content knowledge (TPACK). Educational Technology & Society, 13(4), 63–73.
  • Chai, C. S., Koh, J. H. L., Tsai, C. C. ve Tan, L. W. L. (2011). Modeling primary school preservice teachers’ Technological Pedagogical Content Knowledge (TPACK) for meaningful learning with information and communication technology (ICT). Computers & Education, 57(1), 1184–1193.
  • Cohen, J. W. (1998). Statistical power analysis for the behavioral sciences (Second Edition). Hillsdale, NJ: Lawrance Erlbaum Associates.
  • Cox, S. ve Graham, C. R. (2009). Diagramming TPACK in Practice: Using an elaborated model of the TPACK framework to analye and depict teacher knowledge. TechTrends, 53(5), 60-69.
  • Creswell, J. W. (2009). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (third edition). California: Sage Publications.
  • Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (forth edition). Boston: Pearson.
  • Doering, A., Veletsianos, G., Scharber, C. ve Miller, C. (2009). Using the technological, pedagogical, and content knowledge framework to design online learning environments and professional development. Journal of Educational Computing Research, 41(3), 319–346.
  • Ertmer, P. A. (1999). Addressing first- and second-order barriers to change: strategies for technology integration. Educational Technology Research and Development, 47(4), 47–61.
  • Fraenkel, J., Wallen, N. ve Hyun, H.H. (2012). How to design and evaluate research in education (8th ed.). Boston: McGraw Hill.
  • Graham, C. R., Borup, J. ve Smith, N.B. (2012). Using TPACK as a framework to understand teacher candidates' technology integration decisions, Journal of Computer Assisted Learning, 28, 530–546.
  • Graham, C. R., Burgoyne, N., Cantrell, P., Smith, L., St. Clair, L. ve Harris, R. (2009). TPACK development in science teaching: measuring the TPCK confidence of inservice science teachers. Tech Trends, 53(5), 70–79.
  • Guzey, S. S. ve Roehrig, G. H. (2009). Teaching science with technology: case studies of science teachers’ development of technology, pedagogy, and content knowledge. Contemporary Issues in Technology and Teacher Education, 9(1), 25–45.
  • Harriman, C. L S. ve Branch, R.M. (2012). Aligning Digital Storytelling to The TPACK Framework: A Learning Experience for Pre-Service Teachers in A Learning-By-Designing Project. Anais do Congresso Brasileiro de Sociologia. Rio de Janeiro.
  • Harris, J., Mishra, P. ve Koehler, M. (2009). Teachers’ technological pedagogical content knowledge and learning activity types: curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(4), 393–416.
  • Hew, K. ve Brush, T. (2007). Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223–252.
  • Hewitt, J. (2008). Reviewing the Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators. Canadian Journal of Science, Mathematics, and Technology Education, 8(4), 355-360.
  • Hubbard, J.D. ve Price, G. (2013). Cross-Culture and Technology Integration: Examining the Impact of a TPACK-focused Collaborative Project on Preservice Teachers and Teacher Education Faculty. Journal of the Research Center for Educational Technology (RCET), 9(1), 131-155.
  • International Society for Technology in Education. (2008). The ISTE NETS and performance indicators for teachers (NETS-T), NETS for teachers. Retrieved semptember 15, 2013, from http://www.iste.org
  • Jang, S. J. (2010). Integrating the interactive whiteboard and peer coaching to develop the TPACK of secondary science teachers. Computers & Education, 55(4), 1744–1751.
  • Kabakçı Yurdakul, I. (2011). Öğretmen adaylarının teknopedagojik eğitim yeterliklerinin bilgi ve iletişim teknolojilerini kullanımları açısından incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi (H. U. Journal of Education), 40, 397-408
  • Kabakçı Yurdakul, I., Odabaşı, H.F., Kılıçer, K., Çoklar, A.N., Birinci, G. ve Kurt, A.A. (2012). The development, validity and reliability of TPACK-deep: A technological pedagogical content knowledge scale. Computers & Education, 58, 964-977.
  • Koehler, M. J. ve Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131–152.
  • Koehler, M. ve Mishra, P. (2008). Introducing TPCK. In AACTE Committee on Innovation and Technology. (Ed.), Handbook of technological pedagogical content knowledge (TPCK). New York: Routledge.
  • Koehler, M. J. ve Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70.
  • Koehler, M. J., Mishra, P. ve Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: integrating content, pedagogy and technology. Computers & Education, 49, 740–762.
  • Koehler, M. J., Mishra, P., Akcaoglu, M. ve Rosenberg, J. M. (2013). The Technological Pedagogical Content Knowledge Framework for Teachers and Teacher Educators.
  • Koh, J.H.L. & Chai, C.S. (2011). Modeling pre-service teachers’ technological pedagogical content knowledge (TPACK) perceptions: The influence of demographic factors and TPACK constructs. In G.Williams, P. Statham, N. Brown, B. Cleland (Eds.), Changing Demands, Changing Directions. Proceedings ascilite Hobart 2011, 735-746.
  • Koh, J. H. L. ve Divaharan, S. (2013). Towards a TPACK-fostering ICT instructional process for teachers: Lessons from the implementation of interactive whiteboard instruction. Australasian Journal of Educational Technology, 29(2), 233-247.
  • Lee, M. H. ve Tsai, C. C. (2010). Exploring teachers’ perceived self-efficacy and technological pedagogical content knowledge with respect to educational use of theWorld Wide Web. Instructional Science, 38(1), 1–21.
  • Maor, D. ve Roberts, P. (2011). Does the TPACK framework help to design a more engaging learning environment? World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) (pp 34983504). 27 June - 1 July 2011, Lisbon, Portugal.
  • Martin, W. E. ve Bridgmon, K. D. (2012). Quantitative and statistical research methods: from hypothesis to results. San Francisco: Wiley, John & Sons.
  • Mishra, P. ve Koehler, M. J. (2006). Technological pedagogical content knowledge: a framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.
  • Nelson, J., Christopher A. ve Mims, C. (2009) TPACK and Web 2.0: Transformation of Teaching and Learning, TechTrends, 53(5), 80-87.
  • Niess, M. L., Ronau, R. N., Shafer, K. G., Driskell, S. O., Harper S. R., Johnston, C., Browning, C., Özgün-Koca, S. A. ve Kersaint, G. (2009). Mathematics teacher TPACK standards and development model. Contemporary Issues in Technology and Teacher Education, 9(1), 4-24.
  • Özgün-Koca, S.A., Meagher, M. ve Edwards, M.T. (2009). Preservice Teachers’ Emerging TPACK in a Technology-Rich Methods Class. The Mathematics Educators, 19(2), 10-20.
  • Pamuk, S. (2012). Understanding preservice teachers' technology use through TPACK framework. Journal of Computer Assisted Learning, 28(5), 425-439. Richardson, S. (2009). Mathematics teachers’ development, exploration, and advancement of technological pedagogical content knowledge in the teaching and learning of algebra. Contemporary Issues in Technology and Teacher Education [Online serial], 9(2).
  • Ritter, D. S. (2012). Teachers’ Planning process: TPACK, Professional Development, and the purposeful Integration of Technology. Unpublished master thesis. ABD: Montana State University.
  • Sandholtz, J., Ringsta ff , C., & Dwyer, D. (1997). Teaching with technology: creating student-centered classrooms. New York: Teachers College Press.
  • Schmidt, D. A., Baran, E., Thompson, A. D., Koehler, M. J., Mishra, P. ve Shin, T. (2009). Technological pedagogical content knowledge (TPACK): the development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123–149.
  • Shulman, L. S. (1986). Those who understand: knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
  • Srisawasdi, N. (2012). The role of TPACK in physics classroom: case studies of preservice physics teachers. Procedia-Social and Behavioral Sciences, 46, 3235-3243.
  • Tabachnick, B. G. ve Fidell, L. S. (1996). Using multivariate statistics (3rd ed.). New York: Harper Collins.
  • Toledo, C. (2005). A Five-Stage Model of Computer Technology Infusion Into Teacher Education Curriculum. Contemporary Issues in Technology and Teacher Education, 5(2), 177-191. AACE.
  • Vanderlinde, R. Ve Braak, J. (2010). The e-capacity of primary schools: Development of a conceptual model and scale construction from a school improvement perspective. Computers & Education, 55, 541-553.
  • Wang, Q. ve Woo, H. L.. (2007). Systematic Planning for ICT Integration in Topic Learning. Educational Technology & Society, 10 (1), 148-156.
  • Wilson, E. ve Wright, V. (2010). Images over time: the intersection of social studies through technology, content, and pedagogy. Contemporary Issues in Technology and Teacher Education, 10(2), 220–233.
  • Zhao, Y. (2007). Social studies teachers’ perspectives of technology integration. Journal of Technology and Teacher Education, 15(3), 311-33.
Toplam 52 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Beril Ceylan

Mesut Türk

Fatih Yaman

İşıl Kabakçı Yurdakul

Yayımlanma Tarihi 2 Şubat 2014
Gönderilme Tarihi 22 Eylül 2013
Yayımlandığı Sayı Yıl 2014 Cilt: 10 Sayı: 1

Kaynak Göster

APA Ceylan, B., Türk, M., Yaman, F., Kabakçı Yurdakul, İ. (2014). Determining the Changes of Information and Communication Technology Guidance Teacher Candidates’ Technological Pedagogical Content Knowledge Competency, Information and Communication Technology Usage Stages and Levels / Bilişim Teknolojileri Rehber Öğretm. Eğitimde Kuram Ve Uygulama, 10(1), 171-201. https://doi.org/10.17244/eku.86899
 Kapak Resmi İndir