Technological Pedagogical Content Knowledge of Mathematics Teachers and the Effect of Demographic Variables

Year 2019, , 1 - 24, 15.01.2019

Melike Ozudogru Fatma Ozudogru

https://doi.org/10.30935/cet.512515

Cited By: 2

Abstract

With increasing global requirements for
the use of technological tools and resources in K-12 settings, there is a need to examine the technological
pedagogical content knowledge (TPACK) levels of mathematics teachers because technology use in class
may enhance students’ engagement and motivation in learning mathematics. Hence,
the purpose of this study was to develop and validate a TPACK scale to
be used in investigating mathematics teachers’ knowledge levels in TPACK components, and investigate
if mathematics teachers’ TPACK levels differed in terms of gender, teaching
experience and level of school. This study is based on survey research design. Data
were collected from 202 mathematics teachers in the spring semester of
2016-2017 academic year. MANOVA was used for data
analysis.  As a
result of exploratory and confirmatory factor analysis, the TPACK instrument was developed as a valid and reliable 39-item
5-point Likert scale consisting of six scales: 1. Technological Knowledge, 2. Pedagogical
Knowledge, 3. Content Knowledge, 4. Technological Content Knowledge, 5. Pedagogical
Content Knowledge and 6. TPACK. The results also
revealed that there were significant differences between gender and
technological knowledge domain in favor of male teachers. However, it was found
that teaching experience and level of school had no significant effect on TPACK
domains.

Keywords

Technological pedagogical content knowledge, TPACK, Scale development, Mathematics teachers

References

• Acikgul, K. & Aslaner, R. (2015). İlkogretim matematik ogretmen adaylarinin TPAB guven algilarinin incelenmesi. Erzincan Universitesi Egitim Fakultesi Dergisi, 17(1), 118-152.
• Altun, T. (2013). Examination of classroom teachers’ technological pedagogical and content knowledge on the basis of their demographic profiles. Croatian Journal of Education, 15(2), 365-397.
• Baran, E. & Canbazoglu-Bilici, S. (2015). A review of the research on technological pedagogical content knowledge: The case of Turkey. Hacettepe University Journal of Education, 30(1), 15–32.
• Bulut, A. (2012). Investigating perceptions of preservice mathematics teachers on their technological pedagogical content knowledge (TPACK) regarding geometry (Unpublished masters’ thesis). Middle East Technical University, Ankara.
• Canbazoglu-Bilici, S., Yamak, H., Kavak, N., & Guzey, S. (2013). Technological pedagogical content knowledge self efficacy scale for preservice science teachers: Construction, validation and reliability. Eurasian Journal of Educational Research, 52, 37-60.
• Cetin, I. & Erdogan, A. (2018). Development, validity and reliability study of technological pedagogical content knowledge (TPACK) efficiency scale for mathematics teacher candidates. International Journal of Contemporary Educational Research, 5(1), 50-62.
• Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2011). Exploring the factor structure of the constructs of technological, pedagogical, content knowledge (TPACK). The Asia-Pacific Education Researcher, 20(3), 595-603.
• Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Boston: Pearson.
• Dede, Y. & Argun, Z. (2003). Matematik ogretiminde elektronik tablolarin kullanimi. Pamukkale University Faculty of Education Journal, 2(14), 113-131.
• Demir, S. & Bozkurt, A. (2011). Primary mathematics teachers’ views about their competencies concerning the integration of technology. Ilkogretim Online, 10(3), 850-860.
• Dikkartin-Ovez, F. T. & Akyuz, G. (2013). Ilkogretim matematik ogretmeni adaylarinin teknolojik pedagojik alan bilgisi yapilarinin modellenmesi. Education and Science, 38(170), 321-334.
• Erdogan, A. & Sahin, I. (2010). Relationship between math teacher candidates’ technological pedagogical and content knowledge (TPACK) and achievement levels. Procedia – Social and Behavioral Sciences, 2(2), 2707-2711. DOI:10.1016/j.sbspro.2010.03.400
• Feldt, R. C., Graham, M., & Dew, D. (2011). Measuring adjustment to college: Construct validity of the student adaptation to college questionnaire. Measurement and Evaluation in Counseling and Development, 44(2), 92-104.
• Field, A. (2009). Discovering statistics using SPSS (3rd Ed.). London: Sage.
• Fraenkel, J. R. & Wallen, N. E. (2009). How to design and evaluate research in education. Boston: McGraw-Hill.
• Graham, C. R. (2011). Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers & Education, 57(3), 1953-1960.
• Groth, R., Spickler, D., Bergner, J., & Bardzell, M. (2009). A qualitative approach to assessing technological pedagogical content knowledge. Contemporary Issues in Technology and Teacher Education, 9(4), 392-411.
• Hair, J. F., Black, W., Babin, B., & Anderson, R. E. (2010). Multivariate data analysis (7th Ed.). New York: Pearson Prentice Hall.
• Harvey, D.M. & Caro, R. (2017). Building TPACK in preservice teachers through explicit course design. TechTrends, 61, 106-114.
• Henriques, A. & Gutiérrez-Fallas, L. F. (2017, March). Prospective mathematics teachers’ beliefs and TPACK for teaching statistics. Proceedings of INTED2017 Conference (pp. 7193-7203). Valencia, Spain.
• Jang, S. & Chen, K. (2013). Development of an instrument to assess university students’ perceptions of their science instructors' TPACK. Journal of Modern Education Review, 3(10), 771-783.
• Jang, S. J. & Tsai, M. F. (2013). Exploring the TPACK of Taiwanese secondary school science teachers using a new contextualized TPACK model. Australasian Journal of Educational Technology, 29(4), 566-580.
• Jordan, K. (2013). The influence of gender on beginning teachers’ perceptions of their technological pedagogical content knowledge (TPACK). Australian Educational Computing, 28(2), 1-21.
• Kablan, Z., Baran, T., Isik, C., Kal, F. M., & Hazer, O. (2013). PowerPoint ogretim materyalleri ile somut ogretim materyallerin ogrenme etkililigi acisindan karsilastirilmasi. Education and Science, 38(170), 206-222.
• Kagizmanlı, T. B., Tatar, E., & Zengin, Y. (2013). Ogretmen adaylarinin matematik ogretiminde teknoloji kullanimina ilişkin algilarinin incelenmesi. Ahi Evran Universitesi Kirsehir Egitim Fakultesi Dergisi, 14(2), 349-370.
• Karaca, F. (2015). An investigation of preservice teachers’ technological pedagogical content knowledge based on a variety of characteristics. International Journal of Higher Education, 4(4), 128-136.
• Kartal, B. & Cinar, C. (2018). Examining pre-service mathematics teachers’ beliefs of tpack during a method course and field experience. Malaysian Online Journal of Educational Technology, 6(3), 11-37.
• Kaya, S. & Dag, F. (2013). Sinif ogretmenlerine yonelik teknolojik pedagojik icerik bilgisi olceginin Turkceye uyarlanmasi. Educational Sciences: Theory & Practice, 13(1), 291-306.
• Khine, M.S., Ali, N., & Afari, E. (2017). Exploring relationships among TPACK constructs and ICT achievement among trainee teachers. Education and Information Technologies, 22, 1605-1621. DOI: 10.1007/s10639-016-9507-8
• Koehler, M. J. & 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. J. & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
• Koh, J. H. L. & Sing, C. C. (2011). Modeling pre-service teachers’ technological pedagogical content knowledge (TPACK) perceptions: The influence of demographic factors and TPACK constructs. In G. Williams, N. Brown, M. Pittard, B. Cleland (Eds.), Changing demands, changing directions: Proceedings of ASCILITE 2011 (pp.735-746). Hobart, Australia.
• Kurt, G., Akyel, A., Kocoglu, Z., & Mishra, P. (2014). TPACK in practice : A qualitative study on technology integrated lesson planning and implementation of Turkish pre-service teacher of English. ELT Research Journal, 3(3), 153-166.
• Landry, G.A. (2010). Creating and validating an instrument to measure middle school mathematics teachers’ technological pedagogical content knowledge (TPACK). (Unpublished doctoral dissertation). University of Tennessee, Knoxville. Retrieved on 13 January 2018 from http://trace.tennessee.edu/utk_graddiss/720/
• Lee, M. H. & Tsai, C. C. (2010). Exploring teachers’ perceived self-efficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web. Instructional Science, 38(1), 1–21. DOI:10.1007/s11251-008-9075-4.
• Loong, E. Y. K. & Herbert, S. (2018). Primary school teachers’ use of digital technology in mathematics: The complexities. Mathematics Education Research Journal, 30, 475-498.
• Luik, P., Taimalu, M., & Suviste, R. (2018). Perceptions of technological, pedagogical and content knowledge (TPACK) among pre-service teachers in Estonia. Education and Information Technologies, 23, 741-755.
• Mai, M. Y. & Hamzah, M. (2016). Primary science teachers’ perceptions of technological pedagogical and content knowledge (TPACK) in Malaysia. European Journal of Social Sciences Education and Research, 6(2), 167-179.
• Mandaci-Sahin, S., Aydogan-Yenmez, A., Ozpinar, İ., & Kogce, D. (2013). Ogretmen adaylarinin teknolojik pedagojik alan bilgisi modeline uygun bir hizmet oncesi egitim programinin bilesenlerine iliskin gorusleri. Hacettepe Universitesi Egitim Fakultesi Dergisi, Ozel Sayi (1), 271-286.
• Mcgrath, J., Karabas, G., & Willis, J. (2011). From TPACK concept to TPACK practice : An analysis of the suitability and usefulness of the concept as a guide in the real world of teacher development. International Journal of Technology in Teaching and Learning, 7(1), 1-23.
• MoNE (2013). Ortaogretim matematik (9, 10, 11 ve 12. siniflar) dersi ogretim programi. Retrieved on 20 October 2017 from http://ttkb.meb.gov.tr/www/ogretimprogramlari/icerik/72
• Mutluoglu, A. (2012). Ilkogretim matematik ogretmenlerinin ogretim stili tercihlerine gore teknolojik pedagojik alan bilgisi (TPAB) duzeylerinin incelenmesi (Unpublished master’s thesis). Necmettin Erbakan University, Konya.
• Ocak, M. A., Gokcearslan, S., & Solmaz, E. (2014). Investigating Turkish pre-service teachers’ perceptions of blogs: Implications for the FATIH project. Contemporary Educational Technology, 5(1), 22-38.
• Ozturk, E. & Horzum, M. B. (2011). Teknolojik pedagojik icerik bilgisi olceginin Turkceye uyarlamasi. Ahi Evran University Journal of Faculty of Education, 12(3), 255-278.
• Ozturk, E. (2013). Sinif ogretmeni adaylarinin teknolojik pedagojik alan bilgilerinin bazi degiskenler acisindan degerlendirilmesi. Usak Universitesi Sosyal Bilimler Dergisi, 13, 223-238.
• Pamuk, S., Ulken, A., & Sener-Dilek, N. (2012). Ogretmen adaylarinin ogretimde teknoloji kullanim yeterliliklerinin teknolojik pedagojik icerik bilgisi kuramsal perspektifinden incelenmesi. Mustafa Kemal Universitesi Sosyal Bilimler Enstitusu Dergisi, 9(17), 415-438.
• Pamuk, S., Ergun, M., Cakir, R., Yilmaz, H. B., & Ayas, C. (2015). Exploring relationships among TPACK components and development of the TPACK instrument. Education and Information Technologies, 20, 241-263.
• Patahuddin, S.M., Lowrie, T., & Dalgarno, B. (2016). Analysing mathematics teachers’ TPACK through observation of practice. Asia- Pacific Education Research, 25(5-6), 863–872. DOI: 10.1007/s40299-016-0305-2
• Sancar-Tokmak, H., Incikabi, L., & Ozgelen, S. (2013). An investigation of change in mathematics, science, and literacy education pre-service teachers’ TPACK. The Asia Pacific Education Researcher, 22(4), 407-415. DOI: 10.1007/s40299-012-0040-2.
• Saralar, I. (2016). A pre-service mathematics teacher’s technological pedagogical content knowledge regarding different views of 3-D figures in geometry (Unpublished masters’ thesis). Middle East Technical University, Ankara.
• Schmidt, D., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (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. DOI:10.1007/978-1-60761-303-9
• Semiz, K. & Ince, M.L. (2012). Pre-service physical education teachers’ technological pedagogical content knowledge, technology integration self-efficacy and instructional technology outcome expectations. Australasian Journal of Educational Technology, 28(7), 1248-1265.
• Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
• Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22. Solak, E. & Cakir, R. (2014). Examining pre-service EFL teachers’ TPACK competencies in Turkey. Journal of Educators Online, 11(2), 1-22.
• Stevens, J. P. (1992). Applied multivariate statistics for the social sciences (2nd Ed.). Hillsdale, NJ: Erlbaum.
• Tabachnick, B. G. & Fidell, L. S. (2007). Using multivariate statistics. Boston: Pearson Education.
• Zelkowski, J., Gleason, J., Cox, D. C., & Bismarck, S. (2013). Developing and validating a reliable TPACK instrument for secondary mathematics preservice teachers. Journal of Research on Technology in Education, 46(2), 173-206. DOI: 10.1080/15391523.2013.10782618
• Zengin-Unal, O. (2015). Investigating the use of mobile-based vocabulary notebooks on students’ vocabulary achievement in English language learning (Unpublished master’s thesis). Middle East Technical University, Ankara.