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Abstract

It was determined that Technological Pedagogical Content Knowledge Model (TPACK) is the mostly utilized model in researches on the integration of information and communication technologies into teaching and learning processes. Model suggests that technological knowledge, pedagogical knowledge and content knowledge have a direct and positive effect on TPACK. Thus, the purpose of the study is to evaluate the model and the process with a critical perspective by examining the researches based on TPACK in the integration process. In this regard, articles published between the years of 2003-2013 and based on TPACK framework for the integration of technology in education are searched with a descriptive review in the Web of Science database. As a result of the descriptive review, 75 research articles have been reached. The articles were analyzed in terms of year, country, journal, context, method, study group and the sample size, technological innovations used and research results by content analysis method. As a result, it was determined that there were contradictory findings regarding the elements in the model and interaction of these elements in the literature. It was taught that rather than repetition of researches regarding to explaining the integration process with reference to this model, making different modelling studies which focus on the individual and system interaction can make more contribution to both the literature and the implementation

Keywords

• technological pedagogical content knowledge (TPACK), integration, integration models

BİT’İN ÖĞRENME ÖĞRETME SÜRECİNE ENTEGRASYONU VE TEKNOLOJİK PEDAGOJİK İÇERİK BİLGİSİ MODELİNE ELEŞTİREL BİR BAKIŞ

Abstract

Bilgi ve iletişim teknolojilerinin (BİT) öğrenme ve öğretme sürecine entegrasyonuna ilişkin araştırmalarda en fazla yararlanılan modelin Teknolojik Pedagojik İçerik Bilgisi Modeli (TPİB) olduğu belirlenmiştir. Model; teknolojik bilgi, pedagojik bilgi, içerik bilgisinin TPİB üzerinde doğrudan ve pozitif yönde etkili olduğunu ileri sürmektedir. Bu çalışmada, entegrasyon sürecinde TPİB’in temel alındığı araştırmaları irdeleyerek model, hipotezleri ve sürecin eleştirel bir bakış açısıyla değerlendirilmesi amaçlanmıştır. Bu doğrultuda, betimsel tarama yöntemiyle Web of Science veritabanında 2003-2013 yılları arasında eğitimde teknoloji entegrasyonu konusunda TPİB’i temel alan çalışmalara ulaşılmış ve analiz edilmiştir. Tarama ölçütlere uyan 75 araştırma makalesi çalışmaya dâhil edilmiştir. Makaleler; yıl, ülke, yayınlandığı dergi, kullanılan yöntem ve çalışma grubu açısından betimlendikten sonra, çalışmanın bağlamı ve araştırma sonuçları açısından içerik analizi yöntemiyle çözümlenmiştir. Analiz sonucunda model içinde yer alan ögeler ve bu ögelerin etkileşimi ile ilgili hipotezler konusunda alanyazında çelişkili bulgulara ulaşıldığı dikkati çekmiştir. Bu sınırlılıkta modelin içerik ögesinin önemli bir payının olduğu ifade edilebilir. Oysa entegrasyon sürecinin politik sistem, ekonomik sistem gibi sistemle ilgili unsurlar ile inanç, özdüzenleme, motivasyon gibi bireyle ilgili unsurlar ve bunların birbirleriyle etkileşimi ile ilişkili olduğu ortaya konulmuştur.  Buradan hareketle, entegrasyon sürecinin TPİB modelini temel alarak açıklanmasına yönelik araştırmaların tekrarlanması yerine, süreci içerik bilgisinden bağımsız olarak ele alan, birey ve sistem etkileşimine odaklanan farklı modelleme çalışmalarına gidilmesinin öğretim teknolojisi alanına ve uygulamaya daha fazla katkı getirebileceği ileri sürülebilir.

Keywords

• teknolojik pedagojik içerik bilgisi (TPİB), TPACK, entegrasyon, entegrasyon modelleri

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