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ÖĞRETMEN ADAYLARININ WEB PEDAGOJİK İÇERİK BİLGİSİ ALGI DÜZEYLERİNİN İNCELENMESİ

Year 2015, Volume: 23 Issue: 1, 197 - 210, 15.01.2015

Abstract

Bu çalışma ile öğretmen adaylarının internet kullanımına ilişkin alışkanlıkları ve Web pedagojik içerik bilgilerinin incelenmesi amaçlanmaktadır. Tarama modeli ile desenlenen araştırma örneklemini, Adnan Menderes Eğitim Fakültesi son sınıf ve pedagojik formasyon eğitimini sürdüren 343 öğretmen adayı oluşmaktadır. Yapılan araştırmalar sonucunda, Eğitim Fakültesi son sınıf öğrencileri lehine ayrıca kendine ait bilgisayarı olan, daha sık internet ve sosyal ağ kullanan öğretmen adayları lehine anlamlı farklılıklara ulaşılmıştır. Sonuç olarak öğretmen adaylarının eğitim-öğretim faaliyetlerini sürdürdükleri ortamlarda bilişim teknolojilerini etkin kullanabilme ve internete erişim olanakları arttırılmalıdır.

References

  • Akgün, F. (2013). Öğretmen Adaylarının Web Pedagojik İçerik Bilgileri ve Öğretmen Öz-Yeterlik Algıları ile İlişkisi. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 3 (1), 48-588.
  • Archambault, L., Wetzel, K., Foulger, T., ve diğerleri (2010). Professional Development 2.0: Trans- forming Teacher Education Pedagogy with 21st Century Tools. Journal of Digital Learning in Teacher Education, 27 (1), 4-11.
  • Chien, Y., T. Wang, C., Y. Yeh, T., K. & Chang, K., E. (2012). Engaging pre-service science teachers to act as active designers of technology integration: A MAGDAIRE framework. Teaching and Teacher Education, 28, 578-588.
  • Chuen, J., M. Wang, L., P. & Lin, C., C. (2012). Pedagogy * technology: A two-dimensional model for teachers’ ICT integration. British Journal of Educational Technology, 43 (1), 97-108.
  • Georgina, A., D. & Hosford, C., C. (2009). Higher education faculty perceptions on technology integration and training. Teaching and Teacher Education, 25, 690-696.
  • Gömleksiz, M. N. ve Fidan, E. K. (2011).Pedagojik Formasyon Programı Öğrencilerinin Web Pedagojik İçerik Bilgisine İlişkin Öz-Yeterlik Algı Düzeyleri. Turkish Studies - International Periodical For The Languages, Literature and History of Turkish or Turkic, 6(4), 593-620 , TURKEY.
  • Graham, C., R. Borup, J. & Smith, N., B. (2012). Using TPACK as a framework to understand teacher candidates’ technology integration decisions. Journal of Computer Assisted Learning, 28 (6), 530-546.
  • Horzum M., B. (2011). Web Pedagojik İçerik Bilgisi Ölçeği’nin Türkçeye Uyarlaması. İlköğretim Online, 10, (1), 257-272.
  • Karasar, N. (2008) Bilimsel araştırma yöntemi(7. Baskı). Ankara: Nobel Yayın Dağıtım.
  • Kayri, M., & Çakır, Ö. (2010). An Applied Study On Educational Use Of Facebook As A Web 2.0 Tool: The Sample Lesson Of Computer Networks And Communication. International Journal of computer science & information Technology, 2 (4), 48-58.
  • Kazu, İ. Y. ve Erten, P. (2011). Sınıf Öğretmeni Adaylarının Web Pedagojik İçerik Bilgisine İlişkin Görüşleri. 10. Ulusal Sınıf Öğretmenliği Eğitim Sempozyumu, Cumhuriyet Üniversitesi.
  • Koh, J., H., L. Chai,C., S. & Tsait,C., C. (2010). Examining the technological pedagogical content knowledge of Singapore pre-service teachers with a large scale survey. Journal of Computer Assisted Learning, 26 (6), 563-573.
  • Mazman, S., G. & Usluel, Y., K. (2011). Bilgi ve İletişim Teknolojilerinin Öğrenme-Öğretme Süreçlerine Entegrasyonu: Modeller ve Göstergeler. Eğitim Teknolojisi Kuram ve Uygulama, 1, (1) 62-79.
  • Mishra, P. ve Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. The Teachers College Record, 108 (6), 1017–1054.
  • Newhouse, P. C., Trinidad, S. & Clarkson, B. (2002). Quality pedagogy and effective learning with information and communications technology (ICT): a review of the literature.
  • www.eddept.wa.edu.au/cmis/eval/downloads/pd/litreview.pdf Erişim tarihi 17.05.2013
  • Lee, M.H., Tsai, C.C. & Chang, C.Y. (2008, March). Exploring Teachers’ Self-Efficacy toward the Web Pedagogical Content Knowledge in Taiwan. Paper presented at the Annual Meeting of the American Educational Research Association. New York City.
  • Lin, T-C. Tsai, C-C. Chai, C., S. & Lee, M-H (2012). Identifying Science eachers’ Perceptions of Technolo- gical Pedagogical and Content Knowledge (TPACK). Journal of Science Education and Technology.
  • Roblyer, M.D., McDaniel, M., Webb, M., Herman, J., & Witty. J. V. (2010). Findings on Facebook in higher education: A comparison of college faculty and student uses and perceptions of social networking sites. Internet and Higher Education, 13. 134–140.
  • Shulman, L.S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Re- searcher, 15 (2), 4-14.
  • Şahin, I. (2011). Development of survey of technological pedagogical and content knowledge (tpack). Turkish Online Journal of Educational Technology, 10(1), 97-105.
  • Yurdakul K. I. (2011). Öğretmen Adaylarının Teknopedagojik Eğitim Yeterliklerinin Bilgi ve İle- tişim Teknolojilerini Kullanımları Açısından İncelenmesi”, Hacettepe Üniversitesi Eğitim Fa- kültesi Dergisi, 40, 397-408.
  • Wang, Q. Woo, H. Quek, C. Yang, Y. & Liu, M. (2012). Using the Facebook Group as a Learning Mana- gement System: An Exploratory Study. British Journal of Educational Technology, 43 (3), 428-438.
  • Webb, M. (2011). Changing models for researching pedagogy with information and communicati- ons technologies. Journal of Computer Assisted Learning, 29 (1), 1-15.

EXAMINATION OF THE WEB PEDAGOGICAL CONTENT KNOWLEDGE OF PRE-SERVICE TEACHERS IN TERMS OF SOME VARIABLES

Year 2015, Volume: 23 Issue: 1, 197 - 210, 15.01.2015

Abstract

In this study, it is aimed to investigate web pedagogical knowledge and the internet habits of pre-service teachers. Survey method is used in this study. Study group of this research consists of 343 pre-service teachers. 221 pre-service teachers of which are attending the last year at the departments of science, primary school, social science and 112 of which are receiving pedagogical formation at the Faculty of Education at Adnan Menderes University. Following the searches, there are significant differences in favor of seniors, having computer, often usage of internet and social networks. As a result, pre-service teachers' effective use of ICT in educational environments should be increased. The number of unit contents with more activities and model applications of information technologies should be increased in the curriculum.

References

  • Akgün, F. (2013). Öğretmen Adaylarının Web Pedagojik İçerik Bilgileri ve Öğretmen Öz-Yeterlik Algıları ile İlişkisi. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 3 (1), 48-588.
  • Archambault, L., Wetzel, K., Foulger, T., ve diğerleri (2010). Professional Development 2.0: Trans- forming Teacher Education Pedagogy with 21st Century Tools. Journal of Digital Learning in Teacher Education, 27 (1), 4-11.
  • Chien, Y., T. Wang, C., Y. Yeh, T., K. & Chang, K., E. (2012). Engaging pre-service science teachers to act as active designers of technology integration: A MAGDAIRE framework. Teaching and Teacher Education, 28, 578-588.
  • Chuen, J., M. Wang, L., P. & Lin, C., C. (2012). Pedagogy * technology: A two-dimensional model for teachers’ ICT integration. British Journal of Educational Technology, 43 (1), 97-108.
  • Georgina, A., D. & Hosford, C., C. (2009). Higher education faculty perceptions on technology integration and training. Teaching and Teacher Education, 25, 690-696.
  • Gömleksiz, M. N. ve Fidan, E. K. (2011).Pedagojik Formasyon Programı Öğrencilerinin Web Pedagojik İçerik Bilgisine İlişkin Öz-Yeterlik Algı Düzeyleri. Turkish Studies - International Periodical For The Languages, Literature and History of Turkish or Turkic, 6(4), 593-620 , TURKEY.
  • Graham, C., R. Borup, J. & Smith, N., B. (2012). Using TPACK as a framework to understand teacher candidates’ technology integration decisions. Journal of Computer Assisted Learning, 28 (6), 530-546.
  • Horzum M., B. (2011). Web Pedagojik İçerik Bilgisi Ölçeği’nin Türkçeye Uyarlaması. İlköğretim Online, 10, (1), 257-272.
  • Karasar, N. (2008) Bilimsel araştırma yöntemi(7. Baskı). Ankara: Nobel Yayın Dağıtım.
  • Kayri, M., & Çakır, Ö. (2010). An Applied Study On Educational Use Of Facebook As A Web 2.0 Tool: The Sample Lesson Of Computer Networks And Communication. International Journal of computer science & information Technology, 2 (4), 48-58.
  • Kazu, İ. Y. ve Erten, P. (2011). Sınıf Öğretmeni Adaylarının Web Pedagojik İçerik Bilgisine İlişkin Görüşleri. 10. Ulusal Sınıf Öğretmenliği Eğitim Sempozyumu, Cumhuriyet Üniversitesi.
  • Koh, J., H., L. Chai,C., S. & Tsait,C., C. (2010). Examining the technological pedagogical content knowledge of Singapore pre-service teachers with a large scale survey. Journal of Computer Assisted Learning, 26 (6), 563-573.
  • Mazman, S., G. & Usluel, Y., K. (2011). Bilgi ve İletişim Teknolojilerinin Öğrenme-Öğretme Süreçlerine Entegrasyonu: Modeller ve Göstergeler. Eğitim Teknolojisi Kuram ve Uygulama, 1, (1) 62-79.
  • Mishra, P. ve Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. The Teachers College Record, 108 (6), 1017–1054.
  • Newhouse, P. C., Trinidad, S. & Clarkson, B. (2002). Quality pedagogy and effective learning with information and communications technology (ICT): a review of the literature.
  • www.eddept.wa.edu.au/cmis/eval/downloads/pd/litreview.pdf Erişim tarihi 17.05.2013
  • Lee, M.H., Tsai, C.C. & Chang, C.Y. (2008, March). Exploring Teachers’ Self-Efficacy toward the Web Pedagogical Content Knowledge in Taiwan. Paper presented at the Annual Meeting of the American Educational Research Association. New York City.
  • Lin, T-C. Tsai, C-C. Chai, C., S. & Lee, M-H (2012). Identifying Science eachers’ Perceptions of Technolo- gical Pedagogical and Content Knowledge (TPACK). Journal of Science Education and Technology.
  • Roblyer, M.D., McDaniel, M., Webb, M., Herman, J., & Witty. J. V. (2010). Findings on Facebook in higher education: A comparison of college faculty and student uses and perceptions of social networking sites. Internet and Higher Education, 13. 134–140.
  • Shulman, L.S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Re- searcher, 15 (2), 4-14.
  • Şahin, I. (2011). Development of survey of technological pedagogical and content knowledge (tpack). Turkish Online Journal of Educational Technology, 10(1), 97-105.
  • Yurdakul K. I. (2011). Öğretmen Adaylarının Teknopedagojik Eğitim Yeterliklerinin Bilgi ve İle- tişim Teknolojilerini Kullanımları Açısından İncelenmesi”, Hacettepe Üniversitesi Eğitim Fa- kültesi Dergisi, 40, 397-408.
  • Wang, Q. Woo, H. Quek, C. Yang, Y. & Liu, M. (2012). Using the Facebook Group as a Learning Mana- gement System: An Exploratory Study. British Journal of Educational Technology, 43 (3), 428-438.
  • Webb, M. (2011). Changing models for researching pedagogy with information and communicati- ons technologies. Journal of Computer Assisted Learning, 29 (1), 1-15.
There are 24 citations in total.

Details

Other ID JA43FM72GF
Journal Section Review Article
Authors

Taner Arabacıoğlu This is me

Fevzi Dursun This is me

Publication Date January 15, 2015
Published in Issue Year 2015 Volume: 23 Issue: 1

Cite

APA Arabacıoğlu, T., & Dursun, F. (2015). EXAMINATION OF THE WEB PEDAGOGICAL CONTENT KNOWLEDGE OF PRE-SERVICE TEACHERS IN TERMS OF SOME VARIABLES. Kastamonu Eğitim Dergisi, 23(1), 197-210.

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