The Impact of Teachers' Technological Self-Efficacy on Gifted Technological Pedagogical Content Knowledge: A Case Study

Abstract

This qualitative study explores the role of teachers' technological self-efficacy in integrating advanced tools, such as augmented reality (AR) and digital design software, into their instructional practices for gifted students. Through semi-structured interviews and classroom observations of three science teachers at a Science and Arts Center (SAC) in southeastern Turkey, the study examines the intersection of self-efficacy, technological pedagogical content knowledge (TPCK), and gifted education. This study employed a qualitative research design, specifically utilizing a case study approach. Thematic analysis revealed five key themes: (1) Technology Integration, highlighting the use of AR and digital tools to enrich learning experiences; (2) Impact on Learning, showing how technology increases student engagement and retention; (3) Teachers' Technological Self-Efficacy, demonstrating that teachers with higher self-efficacy were more confident in using and experimenting with technology; (4) Differentiated Instruction, emphasizing the role of technology in tailoring learning experiences for gifted students; and (5) Barriers and Challenges, identifying obstacles such as limited resources and insufficient professional development. The findings suggest that while technology has significant potential to enhance gifted education, there is a pressing need for ongoing training and institutional support to address barriers and strengthen teachers' technological competencies. The study provides practical recommendations for improving technology integration in education and advancing teachers' technological self-efficacy.

Keywords

• Technological Self-efficacy
• Gifted Education
• Differentiation
• Technology Integration
• Augmented Reality

Üstün Yetenekliler Eğitiminde Öğretmenlerin Teknolojik Öz Yeterliklerinin Teknolojik Pedagojik Alan Bilgisine Etkisi: Bir Durum Çalışması

Abstract

Bu nitel çalışma, öğretmenlerin artırılmış gerçeklik (AG) ve dijital tasarım yazılımı gibi gelişmiş araçları üstün yetenekli öğrencilere yönelik öğretim uygulamalarına entegre etmede teknolojik öz yeterliliklerinin rolünü araştırmaktadır. Çalışma, Türkiye'nin güneydoğusundaki bir Bilim ve Sanat Merkezi'nde (BİLSEM) görev yapan üç fen bilimleri öğretmeniyle yapılan yarı yapılandırılmış görüşmeler ve sınıf içi gözlemler aracılığıyla öz yeterlilik, teknolojik pedagojik içerik bilgisi (TPAB) ve üstün yeteneklilerin eğitiminin kesişimini incelemektedir. Bu çalışmada nitel bir araştırma tasarımı kullanılmış, vaka çalışması yaklaşımı benimsenmiştir. Tematik analiz beş ana temayı ortaya çıkarmıştır: (1) Öğrenme deneyimlerini zenginleştirmek için AG ve dijital araçların kullanımını vurgulayan Teknoloji Entegrasyonu; (2) Teknolojinin öğrenci katılımını ve kalıcılığını nasıl artırdığını gösteren Öğrenme Üzerindeki Etkisi; (3) Yüksek öz yeterliliğe sahip öğretmenlerin teknolojiyi kullanma ve deneme konusunda kendilerine daha fazla güvendiklerini gösteren Öğretmenlerin Teknolojik Öz Yeterliliği; (4) Üstün yetenekli öğrenciler için öğrenme deneyimlerini uyarlamada teknolojinin rolünü vurgulayan Farklılaştırılmış Öğretim; ve (5) Sınırlı kaynaklar ve yetersiz mesleki gelişim gibi engelleri tanımlayan Engeller ve Zorluklar. Bulgular, teknolojinin üstün yetenekliler eğitimini geliştirmek için önemli bir potansiyele sahip olmasına rağmen, engelleri ele almak ve öğretmenlerin teknolojik yeterliliklerini güçlendirmek için sürekli eğitim ve kurumsal desteğe acil ihtiyaç olduğunu göstermektedir. Çalışma, eğitimde teknoloji entegrasyonunun iyileştirilmesi ve öğretmenlerin teknolojik öz yeterliliklerinin geliştirilmesi için pratik öneriler sunmaktadır.

Keywords

• Teknolojik Öz-yeterlilik
• Üstün Yetenekliler Eğitimi
• Farklılaştırma
• Teknoloji Entegrasyonu
• Artırılmış Gerçeklik

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