BibTex RIS Kaynak Göster

-

Yıl 2015, Cilt: 5 Sayı: 1, 34 - 54, 07.02.2015

Yasemin Koçak Usluel , Büşra Özmen , Fatma Çelen

https://doi.org/10.17943/etku.14356
Cited By: 6

Öz

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

Anahtar Kelimeler

technological pedagogical content knowledge (TPACK) integration integration models

Kaynakça

  • Altun, T. (2013). Examination of classroom teachers' technological pedagogical and content knowledge on the basis of their demographic profiles. Croatian Journal of Education-Hrvatskı Casopıs Za Odgoj I Obrazovanje, 15(2), 365-397.
  • Anderson, A., Barham, N., & Northcote, M. (2013). Using the TPACK framework to unite disciplines in online learning. Australasian Journal of Educational Technology, 29(4), 549-565.
  • Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT-TPCK: Advances in technological pedagogical content knowledge. (TPCK). Computers & Education, 52(1), 154-168.
  • Archambault, L. M., & Barnett, J. H. (2010). Revisiting technological pedagogical content knowledge: Exploring the TPACK framework. Computers & Education, 55(4), 1656-1662.
  • Blonder, R., Jonatan, M., Bar-Dov, Z., Benny, N., Rap, S., & Sakhninia, S. (2013). Can You Tube it? Providing chemistry teachers with technological tools and enhancing their self-efficacy beliefs. Chemistry Education Research and Practice, 2013(14), 269-285.
  • Chai, C. S., Chin, C. K., Koh, J. H. L., & Tan, C. L. (2013). Exploring Singaporean Chinese language teachers' technological pedagogical content knowledge and its relationship to the teachers' pedagogical beliefs. Asia-Pacific Education Researcher, 22(4), 657-666.
  • Chai, C. S., Eugenia, M. W., Li, W., Hong, H. Y., & Koh, J. H. L. (2013). Validating and modelling technological pedagogical content knowledge framework among Asian preservice teachers. Australasian Journal of Educational Technology, 29(1), 41-53.
  • Chai, C. S., Koh, J. H. L., Ho, H. N. J., & Tsai, C. (2012). Examining preservice teachers' perceived knowledge of TPACK and cyberwellness through structural equation modeling. Australasian Journal of Educational Technology, 28(6), 1000-1019.
  • Chai, C. S., Koh, J. H. L., Tsai, C., & Tan, W. L. L. (2011). Modeling primary school pre-service teachers' Technological Pedagogical Content Knowledge (TPACK) for meaningful learning with information and communication technology. (ICT). Computers & Education, 57(1), 1184-1193.
  • Chen, Y. L. (2008). Modeling the determinants of Internet use. Computers & Education, 51(2), 545-558.
  • Cox, S. & Graham, C. (2009). An elaborated model of the TPACK framework. In I. Gibson et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2009 (pp. 4042-4049). Chesapeake, VA: AACE.
  • Demiraslan, Y., ve Usluel, Y. K. (2006). Bilgi ve iletişim teknolojilerinin öğrenme-öğretme sürecine entegrasyonunun etkinlik kuramına göre incelenmesi. Eğitim Araştırmaları Dergisi, 23, 38-49.
  • Dikkartin Ovez, F. T., & Akyüz, G. (2013). Modelling technological pedagogical content knowledge constructs of pre-service elementary mathematics teachers. Eğitim ve Bilim, 38(170).
  • Fraenkel, J., Wallen, N., & Hyun, H. (2011). How to design and evaluate research in education. 8th Edition. Columbus, OH: McGraw-Hill.
  • Graham, C. R. (2011). Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers & Education, 57(3), 1953-1960.
  • Haşlaman, T., Kuşkaya-Mumcu, F. & Usluel, Y. (2008). Integration of ICT into the teaching-learning process: Toward a unified model. In J. Luca & E. Weippl (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications. 2384-2389. AACE.
  • Jang, S., & Tsai, M. (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.
  • Kabakçı-Yurdakul, I., Odabaşı, H. F., Kılıçer, K., Çoklar, A. N., Birinci, G., & Kurt, A. A. (2012). The development, validity and reliability of TPACK-deep: A technological pedagogical content knowledge scale. Computers & Education, 58(3), 964-977.
  • Kadijevich, D. M. (2012). TPCK framework: assessing teachers' knowledge and designing courses for their professional development. British Journal of Educational Technology, 43(1), 28-30.
  • Kaya, S., & Dağ, F. (2013). Turkish adaptation of technological pedagogical content knowledge survey for elementary teachers. Kuram ve Uygulamada Eğitim Bilimleri, 13(1), 302.
  • Kaya, G., ve Usluel, Y.K. (2011). Öğrenme-öğretme süreçlerinde BİT entegrasyonunu ve kullanımını etkileyen faktörlere yönelik içerik analizi. Buca Eğitim Fakültesi Dergisi, 31, 48-67.
  • Kaya, Z., Kaya, O. N., & Emre, I. (2013). Adaptation of technological pedagogical content knowledge scale to Turkish. Kuram ve Uygulamada Eğitim Bilimleri, 13(4), 2367-2375.
  • Koehler, M. J., & 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. (2008). Introducing technological pedagogical knowledge. In AACTE (Ed.), The Handbook of technological pedagogical content knowledge for educators. New York: Routledge/Taylor & Francis Group for the American Association of Colleges for Teacher Education.
  • 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., & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology. Computers & Education, 49(3), 740-762.
  • Koh, J. H. L., Chai, C. S., & Tsai, C. C. (2010). Examining the technological pedagogical content knowledge of Singapore pre-service teachers with a large-scale survey. Journal of Computer Assısted Learning, 26(6), 563-573.
  • Koh, J. H. L., Chai, C. S., & Tsai, C. (2013). Examining practicing teachers' perceptions of technological pedagogical content knowledge (TPACK) pathways: A structural equation modeling approach. Instructional Science, 41(4), 793-809.
  • Koh, J. H. L., Woo, H., & Lim, W. Y. (2013). Understanding the relationship between Singapore preservice teachers' ICT course experiences and technological pedagogical content knowledge (TPACK) through ICT course evaluation. Educational Assessment Evaluation and Accountability, 25(4), 321-339.
  • Koo, A.-C. (2008). Factors affecting teachers' perceived readiness for online collaborative learning: A case study in Malaysia. Educational Technology & Society, 11(1), 266-278.
  • Kramarski, B., & Michalsky, T. (2010). Preparing preservice teachers for self-regulated Learning in the context of technological pedagogical content knowledge. Learning and Instruction, 20(5), 434-447.
  • Krauskopf, K., Zahn, C., & Hesse, F. W. (2012). Leveraging the affordances of YouTube: The role of pedagogical knowledge and mental models of technology functions for lesson planning with technology. Computers & Education, 58(4), 1194-1206.
  • Krippendorff, K. (2004). Content analysis: An introduction to its methodology (2nd ed.). Thousand Oaks: CA: Sage.
  • Lee, M., & Tsai, C. (2010). Exploring teachers' perceived self-efficacy and technological pedagogical content knowledge with respect to Educational use of the World Wide Web. Instructıonal Science, 38(1), 1-21.
  • Lin, T. C., Tsai, C., Chai, C. S., & Lee, M. H. (2013). Identifying Science Teachers' Perceptions of Technological Pedagogical and Content Knowledge(TPACK). Journal of Science Education Aand Technology, 22(3), 325-336.
  • Lux, N. J., Bangert, A. W., & Whittier, D. B. (2011). The development of an instrument to assess preservice teacher’s technological pedagogical content knowledge. Journal of Educational Computing Research, 45(4), 415-431.
  • Meneses, J., Fabregues, S., Rodriguez-Gomez, D., & Ion, G. (2012). Internet in teachers' professional practice outside the classroom: Examining supportive and management uses in primary and secondary schools. Computers & Education, 59(3), 915-924.
  • Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
  • Niess, M. L. (2011). Investigating TPACK: Knowledge growth in teaching with technology. Journal of Educational Computing Research, 44(3), 299-317.
  • Özmen, B., Usluel, Y., ve Çelen, F. K. (2014). Araştırmalarda bilgi ve iletişim teknolojilerinin
  • öğrenme-öğretme sürecine entegrasyonu konusunda var olan durum ve yönelimler. 2nd International Instructional Technologies & Teacher Education Symposium, Afyonkarahisar, Türkiye.
  • Pamuk, S. (2012). Understanding preservice teachers' technology use through TPACK framework. Journal of Computer Assisted Learning, 28(5), 425-439.
  • Pamuk, S., Çakır, R., Ergun, M., Yılmaz, H. B., & Ayas, C. (2013). The Use of Tablet PC and Interactive Board from the Perspectives of Teachers and Students: Evaluation of the FATIH Project. Kuram ve Uygulamada Eğitim Bilimleri, 13(3), 1815-1822.
  • Papanastasiou, E. C., & Angeli, C. (2008). Evaluating the use of ICT in education: Psychometric properties of the survey of factors affecting teachers teaching with technology (SFA-T [superscript 3]). Educational Technology & Society, 11(1), 69-86.
  • Rienties, B., Brouwer, N., & Lygo-Baker, S. (2013). The effects of online professional development on higher Education teachers' beliefs and intentions towards Learning facilitation and technology. Teaching and Teacher Education, 29(2013), 122-131.
  • Rienties, B., Brouwer, N., & Lygo-Baker, S. (2013). The effects of online professional development on higher Education teachers' beliefs and intentions towards Learning facilitation and technology. Teaching and Teacher Education, 29(2013), 122-131.
  • Roblyer, M. D. (2006). Integrating educational technology into teaching. Columbus, Ohio: Prentice Hall’s.
  • Shih, C., & Chuang, H. (2013). The development and validation of an instrument for assessing college students' perceptions of faculty knowledge in technology-supported class environments. Computers & Education, 63(2013), 109-118.
  • Shulman, L. S. (1986). Those who understand: knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
  • Stemler, S. (2001). An overview of content analysis. Practical Assessment, Research & Evaluation, 7(17).
  • Usluel, Y., ve Yıldız, B. (2012). Bilgi ve İletişim Teknolojilerinin Öğrenme Öğretme Sürecine Entegrasyonu: Süreçle İlgili Kontrol Listesinin Geliştirilmesi. X. Ulusal Fen ve Matematik Eğitimi kongresinde sunulmuştur, 27-30 Haziran 2012, Niğde Üniversitesi, Niğde.
  • Velazquez, C. M. (2008). Testing predictive models of technology integration in Mexico and the United States. Computers in the Schools, 24(3), 153-173.
  • Vanderlinde, R., & van 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(2). 541-553.
  • Tondeur, J., Roblin, N. P., van Braak, J., Fisser, P., & Voogt, J. (2013). Technological pedagogical content knowledge in teacher Education: in search of a new curriculum. Educational Studies, 39(2), 239-243.
  • Ward, L., & Parr, J. M. (2010). Revisiting and Reframing Use: Implications for the Integration of ICT. Computers & Education, 54(1), 113-122.
  • Wang, T. (2009). Rethinking teaching with information and communication technologies. (ICTs) in architectural Education. Teaching and Teacher Education, 25(8), 1132-1140.
  • Wang, Q., & Woo, H. L. (2007). Systematic planning for ICT integration in topic learning. Educational Technology & Society, 10(1), 148-156.
  • Yıldırım, A., ve Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.

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

Yıl 2015, Cilt: 5 Sayı: 1, 34 - 54, 07.02.2015

Yasemin Koçak Usluel , Büşra Özmen , Fatma Çelen

https://doi.org/10.17943/etku.14356
Cited By: 6

Öz

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.

Anahtar Kelimeler

teknolojik pedagojik içerik bilgisi (TPİB) TPACK entegrasyon entegrasyon modelleri

Kaynakça

  • Altun, T. (2013). Examination of classroom teachers' technological pedagogical and content knowledge on the basis of their demographic profiles. Croatian Journal of Education-Hrvatskı Casopıs Za Odgoj I Obrazovanje, 15(2), 365-397.
  • Anderson, A., Barham, N., & Northcote, M. (2013). Using the TPACK framework to unite disciplines in online learning. Australasian Journal of Educational Technology, 29(4), 549-565.
  • Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT-TPCK: Advances in technological pedagogical content knowledge. (TPCK). Computers & Education, 52(1), 154-168.
  • Archambault, L. M., & Barnett, J. H. (2010). Revisiting technological pedagogical content knowledge: Exploring the TPACK framework. Computers & Education, 55(4), 1656-1662.
  • Blonder, R., Jonatan, M., Bar-Dov, Z., Benny, N., Rap, S., & Sakhninia, S. (2013). Can You Tube it? Providing chemistry teachers with technological tools and enhancing their self-efficacy beliefs. Chemistry Education Research and Practice, 2013(14), 269-285.
  • Chai, C. S., Chin, C. K., Koh, J. H. L., & Tan, C. L. (2013). Exploring Singaporean Chinese language teachers' technological pedagogical content knowledge and its relationship to the teachers' pedagogical beliefs. Asia-Pacific Education Researcher, 22(4), 657-666.
  • Chai, C. S., Eugenia, M. W., Li, W., Hong, H. Y., & Koh, J. H. L. (2013). Validating and modelling technological pedagogical content knowledge framework among Asian preservice teachers. Australasian Journal of Educational Technology, 29(1), 41-53.
  • Chai, C. S., Koh, J. H. L., Ho, H. N. J., & Tsai, C. (2012). Examining preservice teachers' perceived knowledge of TPACK and cyberwellness through structural equation modeling. Australasian Journal of Educational Technology, 28(6), 1000-1019.
  • Chai, C. S., Koh, J. H. L., Tsai, C., & Tan, W. L. L. (2011). Modeling primary school pre-service teachers' Technological Pedagogical Content Knowledge (TPACK) for meaningful learning with information and communication technology. (ICT). Computers & Education, 57(1), 1184-1193.
  • Chen, Y. L. (2008). Modeling the determinants of Internet use. Computers & Education, 51(2), 545-558.
  • Cox, S. & Graham, C. (2009). An elaborated model of the TPACK framework. In I. Gibson et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2009 (pp. 4042-4049). Chesapeake, VA: AACE.
  • Demiraslan, Y., ve Usluel, Y. K. (2006). Bilgi ve iletişim teknolojilerinin öğrenme-öğretme sürecine entegrasyonunun etkinlik kuramına göre incelenmesi. Eğitim Araştırmaları Dergisi, 23, 38-49.
  • Dikkartin Ovez, F. T., & Akyüz, G. (2013). Modelling technological pedagogical content knowledge constructs of pre-service elementary mathematics teachers. Eğitim ve Bilim, 38(170).
  • Fraenkel, J., Wallen, N., & Hyun, H. (2011). How to design and evaluate research in education. 8th Edition. Columbus, OH: McGraw-Hill.
  • Graham, C. R. (2011). Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers & Education, 57(3), 1953-1960.
  • Haşlaman, T., Kuşkaya-Mumcu, F. & Usluel, Y. (2008). Integration of ICT into the teaching-learning process: Toward a unified model. In J. Luca & E. Weippl (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications. 2384-2389. AACE.
  • Jang, S., & Tsai, M. (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.
  • Kabakçı-Yurdakul, I., Odabaşı, H. F., Kılıçer, K., Çoklar, A. N., Birinci, G., & Kurt, A. A. (2012). The development, validity and reliability of TPACK-deep: A technological pedagogical content knowledge scale. Computers & Education, 58(3), 964-977.
  • Kadijevich, D. M. (2012). TPCK framework: assessing teachers' knowledge and designing courses for their professional development. British Journal of Educational Technology, 43(1), 28-30.
  • Kaya, S., & Dağ, F. (2013). Turkish adaptation of technological pedagogical content knowledge survey for elementary teachers. Kuram ve Uygulamada Eğitim Bilimleri, 13(1), 302.
  • Kaya, G., ve Usluel, Y.K. (2011). Öğrenme-öğretme süreçlerinde BİT entegrasyonunu ve kullanımını etkileyen faktörlere yönelik içerik analizi. Buca Eğitim Fakültesi Dergisi, 31, 48-67.
  • Kaya, Z., Kaya, O. N., & Emre, I. (2013). Adaptation of technological pedagogical content knowledge scale to Turkish. Kuram ve Uygulamada Eğitim Bilimleri, 13(4), 2367-2375.
  • Koehler, M. J., & 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. (2008). Introducing technological pedagogical knowledge. In AACTE (Ed.), The Handbook of technological pedagogical content knowledge for educators. New York: Routledge/Taylor & Francis Group for the American Association of Colleges for Teacher Education.
  • 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., & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology. Computers & Education, 49(3), 740-762.
  • Koh, J. H. L., Chai, C. S., & Tsai, C. C. (2010). Examining the technological pedagogical content knowledge of Singapore pre-service teachers with a large-scale survey. Journal of Computer Assısted Learning, 26(6), 563-573.
  • Koh, J. H. L., Chai, C. S., & Tsai, C. (2013). Examining practicing teachers' perceptions of technological pedagogical content knowledge (TPACK) pathways: A structural equation modeling approach. Instructional Science, 41(4), 793-809.
  • Koh, J. H. L., Woo, H., & Lim, W. Y. (2013). Understanding the relationship between Singapore preservice teachers' ICT course experiences and technological pedagogical content knowledge (TPACK) through ICT course evaluation. Educational Assessment Evaluation and Accountability, 25(4), 321-339.
  • Koo, A.-C. (2008). Factors affecting teachers' perceived readiness for online collaborative learning: A case study in Malaysia. Educational Technology & Society, 11(1), 266-278.
  • Kramarski, B., & Michalsky, T. (2010). Preparing preservice teachers for self-regulated Learning in the context of technological pedagogical content knowledge. Learning and Instruction, 20(5), 434-447.
  • Krauskopf, K., Zahn, C., & Hesse, F. W. (2012). Leveraging the affordances of YouTube: The role of pedagogical knowledge and mental models of technology functions for lesson planning with technology. Computers & Education, 58(4), 1194-1206.
  • Krippendorff, K. (2004). Content analysis: An introduction to its methodology (2nd ed.). Thousand Oaks: CA: Sage.
  • Lee, M., & Tsai, C. (2010). Exploring teachers' perceived self-efficacy and technological pedagogical content knowledge with respect to Educational use of the World Wide Web. Instructıonal Science, 38(1), 1-21.
  • Lin, T. C., Tsai, C., Chai, C. S., & Lee, M. H. (2013). Identifying Science Teachers' Perceptions of Technological Pedagogical and Content Knowledge(TPACK). Journal of Science Education Aand Technology, 22(3), 325-336.
  • Lux, N. J., Bangert, A. W., & Whittier, D. B. (2011). The development of an instrument to assess preservice teacher’s technological pedagogical content knowledge. Journal of Educational Computing Research, 45(4), 415-431.
  • Meneses, J., Fabregues, S., Rodriguez-Gomez, D., & Ion, G. (2012). Internet in teachers' professional practice outside the classroom: Examining supportive and management uses in primary and secondary schools. Computers & Education, 59(3), 915-924.
  • Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
  • Niess, M. L. (2011). Investigating TPACK: Knowledge growth in teaching with technology. Journal of Educational Computing Research, 44(3), 299-317.
  • Özmen, B., Usluel, Y., ve Çelen, F. K. (2014). Araştırmalarda bilgi ve iletişim teknolojilerinin
  • öğrenme-öğretme sürecine entegrasyonu konusunda var olan durum ve yönelimler. 2nd International Instructional Technologies & Teacher Education Symposium, Afyonkarahisar, Türkiye.
  • Pamuk, S. (2012). Understanding preservice teachers' technology use through TPACK framework. Journal of Computer Assisted Learning, 28(5), 425-439.
  • Pamuk, S., Çakır, R., Ergun, M., Yılmaz, H. B., & Ayas, C. (2013). The Use of Tablet PC and Interactive Board from the Perspectives of Teachers and Students: Evaluation of the FATIH Project. Kuram ve Uygulamada Eğitim Bilimleri, 13(3), 1815-1822.
  • Papanastasiou, E. C., & Angeli, C. (2008). Evaluating the use of ICT in education: Psychometric properties of the survey of factors affecting teachers teaching with technology (SFA-T [superscript 3]). Educational Technology & Society, 11(1), 69-86.
  • Rienties, B., Brouwer, N., & Lygo-Baker, S. (2013). The effects of online professional development on higher Education teachers' beliefs and intentions towards Learning facilitation and technology. Teaching and Teacher Education, 29(2013), 122-131.
  • Rienties, B., Brouwer, N., & Lygo-Baker, S. (2013). The effects of online professional development on higher Education teachers' beliefs and intentions towards Learning facilitation and technology. Teaching and Teacher Education, 29(2013), 122-131.
  • Roblyer, M. D. (2006). Integrating educational technology into teaching. Columbus, Ohio: Prentice Hall’s.
  • Shih, C., & Chuang, H. (2013). The development and validation of an instrument for assessing college students' perceptions of faculty knowledge in technology-supported class environments. Computers & Education, 63(2013), 109-118.
  • Shulman, L. S. (1986). Those who understand: knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
  • Stemler, S. (2001). An overview of content analysis. Practical Assessment, Research & Evaluation, 7(17).
  • Usluel, Y., ve Yıldız, B. (2012). Bilgi ve İletişim Teknolojilerinin Öğrenme Öğretme Sürecine Entegrasyonu: Süreçle İlgili Kontrol Listesinin Geliştirilmesi. X. Ulusal Fen ve Matematik Eğitimi kongresinde sunulmuştur, 27-30 Haziran 2012, Niğde Üniversitesi, Niğde.
  • Velazquez, C. M. (2008). Testing predictive models of technology integration in Mexico and the United States. Computers in the Schools, 24(3), 153-173.
  • Vanderlinde, R., & van 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(2). 541-553.
  • Tondeur, J., Roblin, N. P., van Braak, J., Fisser, P., & Voogt, J. (2013). Technological pedagogical content knowledge in teacher Education: in search of a new curriculum. Educational Studies, 39(2), 239-243.
  • Ward, L., & Parr, J. M. (2010). Revisiting and Reframing Use: Implications for the Integration of ICT. Computers & Education, 54(1), 113-122.
  • Wang, T. (2009). Rethinking teaching with information and communication technologies. (ICTs) in architectural Education. Teaching and Teacher Education, 25(8), 1132-1140.
  • Wang, Q., & Woo, H. L. (2007). Systematic planning for ICT integration in topic learning. Educational Technology & Society, 10(1), 148-156.
  • Yıldırım, A., ve Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
Toplam 58 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Yasemin Koçak Usluel

Büşra Özmen

Fatma Çelen

Yayımlanma Tarihi 7 Şubat 2015
Yayımlandığı Sayı Yıl 2015 Cilt: 5 Sayı: 1

Kaynak Göster

APA Koçak Usluel, Y., Özmen, B., & Çelen, F. (2015). BİT’İN ÖĞRENME ÖĞRETME SÜRECİNE ENTEGRASYONU VE TEKNOLOJİK PEDAGOJİK İÇERİK BİLGİSİ MODELİNE ELEŞTİREL BİR BAKIŞ. Eğitim Teknolojisi Kuram Ve Uygulama, 5(1), 34-54. https://doi.org/10.17943/etku.14356

Cited By

WEB 2.0 DESTEKLİ BİR STEM ETKİNLİĞİ: TELESKOP TASARLAYALIM
Anadolu Öğretmen Dergisi
https://doi.org/10.35346/aod.1485040
The Effect of 5W1H Tecnology Model on Some Variables Related to Reading Skills in Primary School
International Online Journal of Primary Education
https://doi.org/10.55020/iojpe.1158631
The relationship between teachers' information technology integration self-efficacy and TPACK: A meta-analysis
Frontiers in Psychology
https://doi.org/10.3389/fpsyg.2022.1091017
Relationship between Teacher Efficacy and Information and Communication Technology Competencies of Pre-Service Teachers
Khazar Journal of Humanities and Social Sciences
https://doi.org/10.5782//2223-2621.2021.24.3.43
Teknolojik Pedagojik Alan Bilgisi (TPAB) Kavramının Yakından İncelenmesi: İlköğretim Fen Bilgisi Öğretmen Adaylarının TPAB’ ının Modellemesi
İlköğretim Online
Sevgi Aydın Günbatar
https://doi.org/10.17051/ilkonline.2017.330232
Teknoloji destekli öğretim materyalleri WebQuestlerin yeterliklerini yordayan değişkenler
Balıkesir Üniversitesi Fen Bilimleri Enstitüsü Dergisi
Mevhibe KOBAK-DEMİR
https://doi.org/10.25092/baunfbed.343230