Research Article
BibTex RIS Cite

Okul Öncesi Eğitime Yönelik Teknolojik Pedagojik Alan Bilgisi (TPAB) Ölçeğinin Geçerlik ve Güvenilirlik Çalışması

Year 2023, , 1 - 27, 01.05.2023
https://doi.org/10.21666/muefd.1072821

Abstract

Bu araştırmanın temel amacı okul öncesi eğitime özgü teknolojik pedagojik alan bilgisi (TPAB) ölçeğini literatüre kazandırmaktır. Araştırmanın ikincil amacı ise okul öncesi öğretmenlerinin TPAB düzeylerinin yaş, kıdem ve öğrenim düzeyine göre istatistiksel anlamlılığını test etmektir. Araştırmaya toplamda 311 okul öncesi öğretmeni katılmıştır. Katılımcıların 42 maddeden oluşan ölçekten aldıkları puanlar üzerinde öncelikle açımlayıcı (AFA) ve doğrulayıcı (DFA) faktör analizleri ve Cronbach Alpha güvenirlik analizleri yapılmıştır. AFA sonucunda yapıyı bozan dört madde ölçekten çıkarılmıştır. DFA sonuçları, ölçeğin uyum iyiliği indekslerinin çoğunun mükemmel uyum kriterine uyduğunu göstermiştir. Cronbach Alpha güvenirlik analizi sonrası ölçeğin iç tutarlık katsayısı 0,95 olarak hesaplanmıştır. Araştırmanın ikinci aşamasında ölçek verileri üzerinde sırasıyla normallik testi, betimsel istatistik, Kruskal Wallis-H testi ve Pearson korelasyon analizi gerçekleştirilmiştir. Analiz sonuçları, katılımcı öğretmenlerin TPAB düzeylerinin yüksek olduğunu ve yaş, kıdem ve öğrenim düzeyine anlamlı olarak farklılaşmadığını göstermiştir. Ayrıca TPAB toplam puanları ile alt boyut puanları arasında pozitif-yüksek ve anlamlı bir ilişkinin olduğu ortaya çıkmıştır. Bu sonuçlar ışığında, okul öncesi eğitim literatürüne kazandırılan ölçeğin farklı bağlamlarda kullanılmasının sonuçların çeşitliliği açısından literatüre katkı sağlayacağı düşünülmektedir.

References

  • Aksan, A. N., & Kutluca, A. Y. (2021). Investigation of preschool teachers' use of technology in teaching in terms of technology selfefficacy levels. Kastamonu Eğitim Dergisi, 29(3), 611-626.
  • Alqurashi, E., Gokbel, E. N., & Carbonara, D. (2017). Teachers’ knowledge in content, pedagogy and technology integration: A comparative analysis between teachers in Saudi Arabia and United States. British Journal of Educational Technology, 48(6), 1414-1426.
  • Allen, M. J., & Yen, W. M. (2002). Introduction to measurement theory. Waveland Press.
  • Altun, D. (2019). Investigating pre-service early childhood education teachers' technological pedagogical content knowledge (TPACK) competencies regarding digital literacy skills and their technology attitudes and usage. Journal of Education and Learning, 8(1), 249-263.
  • Archambault, L. M., & Barnett, J. H. (2010). Revisiting technological pedagogical content knowledge: Exploring the TPACK framework. Computers & Education, 55(4), 1656-1662.
  • Archambault, L., & Crippen, K. (2009). Examining TPACK among k–12 online distance educators in the United States. Contemporary Issues in Technology and Teacher Education, 9(1), 71–88.
  • Atasoy, E., Uzun, N., & Aygün, B. (2015). Dinamik matematik yazılımları ile desteklenmiş öğrenme ortamında öğretmen adaylarının teknolojik pedagojik alan bilgilerinin incelenmesi. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 4(2), 611-633.
  • Bagheri, M. (2020). Validation of Iranian EFL teachers' technological pedagogical content knowledge (TPACK) Scale. TESL-EJ, 24(2), 1-20.
  • Balçın, M. D., & Ergün, A. (2016). Fen bilgisi öğretmen adaylarının materyal geliştirme konusundaki teknolojik pedagojik alan bilgisi (TPAB) öz-yeterlik ölçeği: geliştirme, güvenirlik ve geçerlik çalışması. Turkish Journal of Education, 5(3), 130-143.
  • Barrett, P. M., Cooper, M. & Teoh, A. B. (2014). When time is off the essence: A rationale for earlier early intervention. Journal of Psychological Abnormalities in Chidren, 3(4), 133-140.
  • Bartholomew, D. J., Knott, M., & Moustaki, I. (2011). Latent variable models and factor analysis: A unified approach (Vol. 904). John Wiley & Sons.
  • Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological bulletin, 107(2), 238-246.
  • Bentler, P. M., & Bonett, D. G. (1980). Significance tests and goodness of fit in the analysis of covariance structures. Psychological bulletin, 88(3), 588-606.
  • Bilici, S. C., Yamak, H., Kavak, N., & Guzey, S. S. (2013). Technological pedagogical content knowledge self-efficacy scale (TPACK-SeS) for pre-service science teachers: Construction, validation, and reliability. Eurasian Journal of Educational Research, 52, 37-60.
  • Bilici, S., & Güler, Ç. (2016). Ortaöğretim öğretmenlerinin TPAB düzeylerinin öğretim teknolojilerini kullanma durumlarına göre incelenmesi. Ilkogretim Online, 15(3), 898-921.
  • Blackwell, C. K., Lauricella, A. R., & Wartella, E. (2016). The influence of TPACK contextual factors on early childhood educators’ tablet computer use. Computers & Education, 98, 57-69.
  • Blum, C., & Parette, H. P. (2015). Universal design for learning and technology in the early childhood classroom. In L. Heider, & M. R. Jalongo (Eds.), Young children and families in the information age (pp. 165-182). Springer.
  • Brown, T. A. (2015). Confirmatory factor analysis for applied research. Guilford publications.
  • Büyüköztürk, Ş. (2018). Sosyal bilimler için veri analizi el kitabı. Pegem Atıf İndeksi, 001-214.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2017). Bilimsel araştırma yöntemleri. Pegem Atıf İndeksi, 2017, 1-360.
  • Cabrera-Nguyen, P. (2010). Author guidelines for reporting scale development and validation results in the journal of the society for social work and research. Journal of the Society for Social Work and Research, 1(2), 99-103.
  • Carpenter, S. (2018). Ten steps in scale development and reporting: A guide for researchers. Communication Methods and Measures, 12(1), 25-44.
  • Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2013). A review of technological pedagogical content knowledge. Journal of Educational Technology & Society, 16(2), 31-51.
  • Chen, R. J. (2010). Investigating models for preservice teachers’ use of technology to support student-centered learning. Computers & Education, 55(1), 32-42.
  • Child, D. (2006). The essentials of factor analysis. A&C Black.
  • Chuang, H. H., & Ho, C. J. (2011). An investigation of early childhood teachers’ technological pedagogical content knowledge TPACK in Taiwan. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 12(2), 99-117.
  • Conole, G., De Laat, M., Dillon, T., & Darby, J. (2008). ‘Disruptive technologies’,‘pedagogical innovation’: What’s new? Findings from an in-depth study of students’ use and perception of technology. Computers & Education, 50(2), 511-524.
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları (Vol. 2). Pegem Akademi. D'agostino Sr, R. B., & Russell, H. K. (2005). Scree test. Encyclopedia of biostatistics, 7.
  • DeVellis, R. F. (2016). Scale development: Theory and applications (Vol. 26), SAGE.
  • Doğan, N., Soysal, S., & Karaman, H. (2017). Aynı örnekleme açımlayıcı ve doğrulayıcı faktör analizi uygulanabilir mi?. Pegem Atıf İndeksi, 373-400.
  • Dong, Y., Chai, C. S., Sang, G., Koh, J. H. L., & Tsai, C. C. (2015). Exploring the profiles and interplays of pre-service and in-service teachers' technological pedagogical content knowledge (TPACK) in China. J. Educ. Technol. Soc., 18(1), 158-169.
  • Ercan, İ., & Kan, İ. (2004). Ölçeklerde güvenirlik ve geçerlik. Uludağ Üniversitesi Tıp Fakültesi Dergisi, 30(3), 211-216.
  • Field, A. (2013). Discovering statistics using IBM SPSS statistics. SAGE.
  • Genceli, M. (2007). Kolmogorov-smirnov, lilliefors and shaphiro-wilk tests for normality. Sigma Journal of Engineering and Natural Sciences, 25(4), 306-328.
  • Graham, R. C., Burgoyne, N., Cantrell, P., Smith, L., St Clair, L., & Harris, R. (2009). Measuring the TPACK confidence of inservice science teachers. TechTrends, 53(5), 70-79.
  • Grimley, M., & Allan, M. (2010). Towards a pre-teen typology of digital media. Australasian Journal of Educational Technology, 26(5), 571-584.
  • Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis (7th ed.). Upper Saddle River, NJ: Prentice-Hall Inc.
  • Harrington, D. (2009). Confirmatory factor analysis. Oxford university press.
  • Harris, J. B., Phillips, M., Koehler, M. J., & Rosenberg, J. M. (2017). Editorial 33 (3): TPCK/TPACK research and development: Past, present, and future directions. Australasian Journal of Educational Technology, 33(3), i–viii. doi:10.14742/ajet.3907.
  • Hartwick, J., & Barki, H. (1994). Explaining the role of user participation in information system use. Management science, 40(4), 440-465.
  • Haugland, S. W. (1992). The effect of computer software on preschool children's developmental gains. Journal of computing in childhood education, 3(1), 15-30.
  • Henson, R. K., & Roberts, J. K. (2006). Use of exploratory factor analysis in published research: Common errors and some comment on improved practice. Educational and Psychological measurement, 66(3), 393-416.
  • Hoe, S. L. (2008). Issues and procedures in adopting structural equation modelling technique. Journal of Quantitative Methods, 3(1), 76-83.
  • Hsu, C. Y., Liang, J. C., & Su, Y. C. (2015). The role of the TPACK in game-based teaching: Does instructional sequence matter?. The Asia-Pacific Education Researcher, 24(3), 463-470.
  • Hsu, C. Y., Tsai, C. C., & Liang, J. C. (2011). Facilitating preschoolers’ scientific knowledge construction via computer games regarding light and shadow: The effect of the prediction-observation-explanation (POE) strategy. Journal of Science Education and Technology, 20(5), 482-493.
  • Hsu, C. Y., Liang, J. C., Chai, C. S., & Tsai, C. C. (2013). Exploring preschool teachers' technological pedagogical content knowledge of educational games. Journal of Educational Computing Research, 49(4), 461-479.
  • İlkay, M. (2017). Okul öncesi öğretmen adaylarının teknolojik pedagojik alan bilgilerine yönelik özyeterlikleri (Sakarya Üniversitesi örneği) (Yayımlanmamış Yüksek Lisans Tezi). Sakarya Üniversitesi, Sakarya.
  • Jang, S. J., & Tsai, M. F. (2012). Exploring the TPACK of Taiwanese elementary mathematics and science teachers with respect to use of interactive whiteboards. Computers & Education, 59(2), 327-338.
  • Kabakçı-Yurdakul, I. (2011). Öğretmen adaylarının teknopedagojik eğitim yeterliklerinin bilgi ve iletişim teknolojileri kullanımları açısından incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 40, 397-408.
  • Kabakçı-Yurdakul, I., Odabasi, H. F., Kilicer, K., Coklar, 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.
  • Kadıoğlu-Akbulut, C., Cetin-Dindar, A., Küçük, S., & Acar-Şeşen, B. (2020). Development and validation of the ICT-TPACK-science scale. Journal of Science Education and Technology, 29(3), 355-368.
  • Kara, N., & Cagiltay, K. (2017). In-service preschool teachers’ thoughts about technology and technology use in early educational settings. Contemporary Educational Technology, 8(2), 119-141.
  • Kline, R. B. (2015). Principles and practice of structural equation modeling. Guilford publications. Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)?. Contemporary issues in technology and teacher education, 9(1), 60-70.
  • Koehler, M. J., Mishra, P., Kereluik, K., Shin, T. S., & Graham, C. R. (2014). The technological pedagogical content knowledge framework. In J. Spector, M. Merrill, J. Elen, & M. Bishop (Eds.), Handbook of research on educational communications and technology (pp. 101-111). Springer.
  • Koh, J. H. L., Chai, C. S., Hong, H. Y., & Tsai, C. C. (2014). A survey to examine teachers’ perceptions of design dispositions, lesson design practices, and their relationships with technological pedagogical content knowledge (TPACK). Asia-Pacific Journal of Teacher Education, 43(5), 378-391.
  • Kutluca, A. Y., Soysal, Y., & Radmard, S. (2018). Öğrenmeye yönelik epistemolojik inançlar ölçeğinin uygulamalı olarak uyarlama, geçerlik ve güvenirlik çalışması. Eğitimde Kuram ve Uygulama, 14(2), 129-152.
  • Lavidas, K., Katsidima, M. A., Theodoratou, S., Komis, V., & Nikolopoulou, K. (2021). Preschool teachers’ perceptions about TPACK in Greek educational context. Journal of Computers in Education, 8, 395-410.
  • 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.
  • Liang, J. C., Chai, C. S., Koh, J. H. L., Yang, C. J., & Tsai, C. C. (2013). Surveying in-service preschool teachers' technological pedagogical content knowledge. Australasian Journal of Educational Technology, 29(4), 581-594.
  • Liang, J. C. (2015). Exploring the relationships between in-service preschool teachers’ perceptions of classroom authority and their TPACK. The Asia-Pacific Education Researcher, 24(3), 471-479.
  • Margerum-Leys, J., & Marx, R.W. (2002). Teacher knowledge of educational technology: A case study of student/mentor teacher pairs. Journal of Educational Computing Research, 26(4), 427-462.
  • Martinovic, D., & Zhang, Z. (2012). Situating ICT in the teacher education program: Overcoming challenges, fulfilling expectations. Teaching and Teacher Education, 28(3), 461-469.
  • Masoumi, D. (2015). Preschool teachers’ use of ICTs: Towards a typology of practice. Contemporary Issues in Early Childhood, 16(1), 5-17.
  • 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.
  • Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
  • Murray, A. L., Booth, T., Eisner, M., Obsuth, I., & Ribeaud, D. (2019). Quantifying the strength of general factors in psychopathology: A comparison of CFA with maximum likelihood estimation, BSEM, and ESEM/EFA bifactor approaches. Journal of personality assessment, 101(6), 631-643.
  • Nacar, S., & Kutluca, A. Y. (2020). Bir okul öncesi öğretmeninin fen öğretimine yönelik pedagojik alan bilgisinin keşfedilmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 16(3), 529-545.
  • National Association for the Education of Young Children [NAEYC]. (2012). Technology and interactive media as tools in early childhood programs serving children from birth through age 8. Retrieved from: https://www.naeyc.org/resources/topics/technology-and-media/preschoolers-and-kindergartners
  • Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21(5), 509-523.
  • Noar, S. M. (2009). The role of structural equation modeling in scale development. Structural equation modeling, 10(4), 622-647.
  • Norris, M., & Lecavalier, L. (2010). Evaluating the use of exploratory factor analysis in developmental disability psychological research. Journal of autism and developmental disorders, 40(1), 8-20.
  • Orçan, F. (2018). Exploratory and confirmatory factor analysis: which one to use first?. Journal of Measurement and Evaluation in Education and Psychology, 9(4), 414-421.
  • O'Mara, J., & Laidlaw, L. (2011). Living in the iworld: Two literacy researchers reflect on the changing texts and literacy practices of childhood. English Teaching: Practice and Critique, 10(4), 149-159.
  • Önal, N. (2016). Development, validity and reliability of TPACK scale with pre-service mathematics teachers. International Online Journal of Educational Sciences, 8(2), 93-107.
  • Özdemir, M. (2016). An examination of the techno-pedagogical education competencies (TPACK) of pre-service elementary school and preschool teachers. Journal of Education and Training Studies, 4(10), 70-78.
  • Özdurak-Sıngın, R. H., & Gökbulut, B. (2020). Okul öncesi öğretmenlerinin teknopedagojik yeterliklerinin belirlenmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 20(1), 269-280.
  • Özgen, K., & Bayram, B. (2019). Problem kurma öz yeterlik ölçeğinin geliştirilmesi. Ilkogretim Online, 18(2), 663-680.
  • Öztürk, E., & Horzum, M. B. (2011). Teknolojik pedagojik içerik bilgisi ölçeği’nin türkçeye uyarlamasi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 12(3), 255-278.
  • Öztürk, E. (2013). Sınıf öğretmeni adaylarının teknolojik pedagojik alan bilgilerinin bazı değişkenler açısından değerlendirilmesi. Uşak Üniversitesi Sosyal Bilimler Dergisi, 6(2), 223-238.
  • Pallant, J. (2013). SPSS survival manual. McGraw-hill education.
  • Panagiotakou, C., & Pange, J. (2010). The use of ICT in preschool music education. Procedia-Social and Behavioral Sciences, 2(2), 3055-3059.
  • Plowman, L., & Stephen, C. (2007). Guided interaction in pre‐school settings. Journal of Computer Assisted Learning, 23(1), 14-26.
  • Preacher, K. J., & MacCallum, R. C. (2003). Repairing Tom Swift's electric factor analysis machine. Understanding statistics: Statistical issues in psychology, education, and the social sciences, 2(1), 13-43.
  • Rhodes, A. (2017). Screen time and kids: What’s happening in our homes. Detailed report. Melbourne (VIC): The Royal Children’s Hospital Melbourne.
  • Robert, C., & Casella, G. (2013). Monte Carlo statistical methods. Springer Science & Business Media.
  • Sancar-Tokmak, H. (2013). Changing preschool teacher candidates’ perceptions about technology integration in a TPACK-based material design course. Education as Change, 17(1), 115-129.
  • Sancar-Tokmak, H., Yavuz Konokman, G., & Yanpar Yelken, T. (2013). Mersin üniversitesi okul öncesi öğretmen adaylarının teknolojik pedagojik alan bilgisi (TPAB) özgüven algılarının incelenmesi. Journal of Kirsehir Education Faculty, 14(1), 35-51.
  • Sang, G., Tondeur, J., Chai, C. S., & Dong, Y. (2016). Validation and profile of Chinese pre-service teachers’ technological pedagogical content knowledge scale. Asia-Pacific Journal of Teacher Education, 44(1), 49-65.
  • Sarıkaya, İ., & Sökmen, Y. (2021). Challenges and fundamental skills for primary school teachers: Developing self-efficacy beliefs scale. Turkish Journal of Education, 10(4), 274-296.
  • Sayan, H. (2016). Okul öncesi eğitimde teknoloji kullanımı. 21. Yüzyılda Eğitim ve Toplum Eğitim Bilimleri ve Sosyal Araştırmalar Dergisi, 5(13), 67-83.
  • Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of psychological research online, 8(2), 23-74.
  • Schmidt, D. A., 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.
  • Seçer, İ. (2017). SPSS ve LISREL ile pratik veri analizi. Anı Yayıncılık.
  • Shulman, L.S. (1986). Those who understand; knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
  • Solak, M. (2012). Öğretmenlerin akıllı tahta kullanımına karşı tutumlarının teknoloji kabul modeline göre incelenmesi (Yayımlanmamış Yüksek Lisans Tezi). Sakarya Üniversitesi, Sakarya.
  • Sumer, N. (2000). Structural equation modelling: basic concepts and applications. Turkish Psychological Articles, 3(6), 49-74.
  • Süer, S., & Oral, B. (2021). Innovative pedagogical practices scale for teachers: A study of validity and reliability. Mersin University Journal of the Faculty of Education, 17(1), 132-147.
  • Şahin, I. (2011). Development of survey of technological pedagogical and content knowledge (TPACK). Turkish Online Journal of Educational Technology, 10(1), 97-105.
  • Tabachnick, B. G., & Fidell, L. S. (2015). Çok değişkenli istatistiklerin kullanımı. Nobel.
  • Thomopoulos, N. T. (2012). Essentials of Monte Carlo simulation: Statistical methods for building simulation models. Springer Science & Business Media.
  • Timur, B., & Taşar, M. F. (2011). Teknolojik pedagojik alan bilgisi öz güven ölçeğinin (TPABÖGÖ) Türkçe'ye uyarlanması. Gaziantep University Journal of Social Sciences, 10(2), 839-856.
  • Türk Eğitim Derneği [TED]. (2009). Öğretmen yeterlikleri özet rapor. Adım Okan Matbaacılık.
  • Urban, M. J., & Falvo, D. A. (2016). Preface. In M. J. Urban, & D. A. Falvo (Eds.), Improving K-12 STEM education outcomes through technological integration. IGI Global.
  • Wu, H., & Estabrook, R. (2016). Identification of confirmatory factor analysis models of different levels of invariance for ordered categorical outcomes. Psychometrika, 81(4), 1014-1045.
  • Yazıcı E. (2015). Erken Okuryazarlık ve Bilgi, İletişim Teknolojileri. Her Yönüyle Okul Öncesi Eğitim 8 Dil ve Erken Okuryazarlık. (s: 215-242). Ankara: Hedef CS Basın Yayın.

Validity and Reliability Study of the Technological Pedagogical Content Knowledge (TPACK) Scale for Preschool Education

Year 2023, , 1 - 27, 01.05.2023
https://doi.org/10.21666/muefd.1072821

Abstract

The main purpose of this study is to bring the technological pedagogical content knowledge (TPACK) scale specific to preschool education to the literature. The secondary aim of the study is to test the statistical significance of preschool teachers' TPACK levels according to age, seniority and education level. A total of 311 preschool teachers participated in this study. First of all, exploratory (EFA) and confirmatory (CFA) factor analyzes and Cronbach Alpha reliability analyzes were performed on the scores of the participants from the 42-item scale. As a result of EFA, four items that disrupted the structure were removed from the scale. The CFA results showed that most of the goodness-of-fit indices of the scale fit the perfect fit criterion. After the Cronbach Alpha reliability analysis, the internal consistency coefficient of the scale was calculated as 0.95. In the second stage of the study, normality test, descriptive statistics, Kruskal Wallis-H test and Pearson correlation analysis were performed on the scale data, respectively. The results of the analysis showed that the TPACK levels of the participating teachers were high and did not differ significantly according to age, seniority and education level. In addition, it was revealed that there was a positive-high and significant relationship between TPACK total scores and sub-dimension scores. In the light of these results, it is thought that the use of the scale introduced in the preschool education literature in different contexts will contribute to the literature in terms of the diversity of the results.

References

  • Aksan, A. N., & Kutluca, A. Y. (2021). Investigation of preschool teachers' use of technology in teaching in terms of technology selfefficacy levels. Kastamonu Eğitim Dergisi, 29(3), 611-626.
  • Alqurashi, E., Gokbel, E. N., & Carbonara, D. (2017). Teachers’ knowledge in content, pedagogy and technology integration: A comparative analysis between teachers in Saudi Arabia and United States. British Journal of Educational Technology, 48(6), 1414-1426.
  • Allen, M. J., & Yen, W. M. (2002). Introduction to measurement theory. Waveland Press.
  • Altun, D. (2019). Investigating pre-service early childhood education teachers' technological pedagogical content knowledge (TPACK) competencies regarding digital literacy skills and their technology attitudes and usage. Journal of Education and Learning, 8(1), 249-263.
  • Archambault, L. M., & Barnett, J. H. (2010). Revisiting technological pedagogical content knowledge: Exploring the TPACK framework. Computers & Education, 55(4), 1656-1662.
  • Archambault, L., & Crippen, K. (2009). Examining TPACK among k–12 online distance educators in the United States. Contemporary Issues in Technology and Teacher Education, 9(1), 71–88.
  • Atasoy, E., Uzun, N., & Aygün, B. (2015). Dinamik matematik yazılımları ile desteklenmiş öğrenme ortamında öğretmen adaylarının teknolojik pedagojik alan bilgilerinin incelenmesi. Bartın Üniversitesi Eğitim Fakültesi Dergisi, 4(2), 611-633.
  • Bagheri, M. (2020). Validation of Iranian EFL teachers' technological pedagogical content knowledge (TPACK) Scale. TESL-EJ, 24(2), 1-20.
  • Balçın, M. D., & Ergün, A. (2016). Fen bilgisi öğretmen adaylarının materyal geliştirme konusundaki teknolojik pedagojik alan bilgisi (TPAB) öz-yeterlik ölçeği: geliştirme, güvenirlik ve geçerlik çalışması. Turkish Journal of Education, 5(3), 130-143.
  • Barrett, P. M., Cooper, M. & Teoh, A. B. (2014). When time is off the essence: A rationale for earlier early intervention. Journal of Psychological Abnormalities in Chidren, 3(4), 133-140.
  • Bartholomew, D. J., Knott, M., & Moustaki, I. (2011). Latent variable models and factor analysis: A unified approach (Vol. 904). John Wiley & Sons.
  • Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological bulletin, 107(2), 238-246.
  • Bentler, P. M., & Bonett, D. G. (1980). Significance tests and goodness of fit in the analysis of covariance structures. Psychological bulletin, 88(3), 588-606.
  • Bilici, S. C., Yamak, H., Kavak, N., & Guzey, S. S. (2013). Technological pedagogical content knowledge self-efficacy scale (TPACK-SeS) for pre-service science teachers: Construction, validation, and reliability. Eurasian Journal of Educational Research, 52, 37-60.
  • Bilici, S., & Güler, Ç. (2016). Ortaöğretim öğretmenlerinin TPAB düzeylerinin öğretim teknolojilerini kullanma durumlarına göre incelenmesi. Ilkogretim Online, 15(3), 898-921.
  • Blackwell, C. K., Lauricella, A. R., & Wartella, E. (2016). The influence of TPACK contextual factors on early childhood educators’ tablet computer use. Computers & Education, 98, 57-69.
  • Blum, C., & Parette, H. P. (2015). Universal design for learning and technology in the early childhood classroom. In L. Heider, & M. R. Jalongo (Eds.), Young children and families in the information age (pp. 165-182). Springer.
  • Brown, T. A. (2015). Confirmatory factor analysis for applied research. Guilford publications.
  • Büyüköztürk, Ş. (2018). Sosyal bilimler için veri analizi el kitabı. Pegem Atıf İndeksi, 001-214.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2017). Bilimsel araştırma yöntemleri. Pegem Atıf İndeksi, 2017, 1-360.
  • Cabrera-Nguyen, P. (2010). Author guidelines for reporting scale development and validation results in the journal of the society for social work and research. Journal of the Society for Social Work and Research, 1(2), 99-103.
  • Carpenter, S. (2018). Ten steps in scale development and reporting: A guide for researchers. Communication Methods and Measures, 12(1), 25-44.
  • Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2013). A review of technological pedagogical content knowledge. Journal of Educational Technology & Society, 16(2), 31-51.
  • Chen, R. J. (2010). Investigating models for preservice teachers’ use of technology to support student-centered learning. Computers & Education, 55(1), 32-42.
  • Child, D. (2006). The essentials of factor analysis. A&C Black.
  • Chuang, H. H., & Ho, C. J. (2011). An investigation of early childhood teachers’ technological pedagogical content knowledge TPACK in Taiwan. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 12(2), 99-117.
  • Conole, G., De Laat, M., Dillon, T., & Darby, J. (2008). ‘Disruptive technologies’,‘pedagogical innovation’: What’s new? Findings from an in-depth study of students’ use and perception of technology. Computers & Education, 50(2), 511-524.
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları (Vol. 2). Pegem Akademi. D'agostino Sr, R. B., & Russell, H. K. (2005). Scree test. Encyclopedia of biostatistics, 7.
  • DeVellis, R. F. (2016). Scale development: Theory and applications (Vol. 26), SAGE.
  • Doğan, N., Soysal, S., & Karaman, H. (2017). Aynı örnekleme açımlayıcı ve doğrulayıcı faktör analizi uygulanabilir mi?. Pegem Atıf İndeksi, 373-400.
  • Dong, Y., Chai, C. S., Sang, G., Koh, J. H. L., & Tsai, C. C. (2015). Exploring the profiles and interplays of pre-service and in-service teachers' technological pedagogical content knowledge (TPACK) in China. J. Educ. Technol. Soc., 18(1), 158-169.
  • Ercan, İ., & Kan, İ. (2004). Ölçeklerde güvenirlik ve geçerlik. Uludağ Üniversitesi Tıp Fakültesi Dergisi, 30(3), 211-216.
  • Field, A. (2013). Discovering statistics using IBM SPSS statistics. SAGE.
  • Genceli, M. (2007). Kolmogorov-smirnov, lilliefors and shaphiro-wilk tests for normality. Sigma Journal of Engineering and Natural Sciences, 25(4), 306-328.
  • Graham, R. C., Burgoyne, N., Cantrell, P., Smith, L., St Clair, L., & Harris, R. (2009). Measuring the TPACK confidence of inservice science teachers. TechTrends, 53(5), 70-79.
  • Grimley, M., & Allan, M. (2010). Towards a pre-teen typology of digital media. Australasian Journal of Educational Technology, 26(5), 571-584.
  • Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis (7th ed.). Upper Saddle River, NJ: Prentice-Hall Inc.
  • Harrington, D. (2009). Confirmatory factor analysis. Oxford university press.
  • Harris, J. B., Phillips, M., Koehler, M. J., & Rosenberg, J. M. (2017). Editorial 33 (3): TPCK/TPACK research and development: Past, present, and future directions. Australasian Journal of Educational Technology, 33(3), i–viii. doi:10.14742/ajet.3907.
  • Hartwick, J., & Barki, H. (1994). Explaining the role of user participation in information system use. Management science, 40(4), 440-465.
  • Haugland, S. W. (1992). The effect of computer software on preschool children's developmental gains. Journal of computing in childhood education, 3(1), 15-30.
  • Henson, R. K., & Roberts, J. K. (2006). Use of exploratory factor analysis in published research: Common errors and some comment on improved practice. Educational and Psychological measurement, 66(3), 393-416.
  • Hoe, S. L. (2008). Issues and procedures in adopting structural equation modelling technique. Journal of Quantitative Methods, 3(1), 76-83.
  • Hsu, C. Y., Liang, J. C., & Su, Y. C. (2015). The role of the TPACK in game-based teaching: Does instructional sequence matter?. The Asia-Pacific Education Researcher, 24(3), 463-470.
  • Hsu, C. Y., Tsai, C. C., & Liang, J. C. (2011). Facilitating preschoolers’ scientific knowledge construction via computer games regarding light and shadow: The effect of the prediction-observation-explanation (POE) strategy. Journal of Science Education and Technology, 20(5), 482-493.
  • Hsu, C. Y., Liang, J. C., Chai, C. S., & Tsai, C. C. (2013). Exploring preschool teachers' technological pedagogical content knowledge of educational games. Journal of Educational Computing Research, 49(4), 461-479.
  • İlkay, M. (2017). Okul öncesi öğretmen adaylarının teknolojik pedagojik alan bilgilerine yönelik özyeterlikleri (Sakarya Üniversitesi örneği) (Yayımlanmamış Yüksek Lisans Tezi). Sakarya Üniversitesi, Sakarya.
  • Jang, S. J., & Tsai, M. F. (2012). Exploring the TPACK of Taiwanese elementary mathematics and science teachers with respect to use of interactive whiteboards. Computers & Education, 59(2), 327-338.
  • Kabakçı-Yurdakul, I. (2011). Öğretmen adaylarının teknopedagojik eğitim yeterliklerinin bilgi ve iletişim teknolojileri kullanımları açısından incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 40, 397-408.
  • Kabakçı-Yurdakul, I., Odabasi, H. F., Kilicer, K., Coklar, 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.
  • Kadıoğlu-Akbulut, C., Cetin-Dindar, A., Küçük, S., & Acar-Şeşen, B. (2020). Development and validation of the ICT-TPACK-science scale. Journal of Science Education and Technology, 29(3), 355-368.
  • Kara, N., & Cagiltay, K. (2017). In-service preschool teachers’ thoughts about technology and technology use in early educational settings. Contemporary Educational Technology, 8(2), 119-141.
  • Kline, R. B. (2015). Principles and practice of structural equation modeling. Guilford publications. Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)?. Contemporary issues in technology and teacher education, 9(1), 60-70.
  • Koehler, M. J., Mishra, P., Kereluik, K., Shin, T. S., & Graham, C. R. (2014). The technological pedagogical content knowledge framework. In J. Spector, M. Merrill, J. Elen, & M. Bishop (Eds.), Handbook of research on educational communications and technology (pp. 101-111). Springer.
  • Koh, J. H. L., Chai, C. S., Hong, H. Y., & Tsai, C. C. (2014). A survey to examine teachers’ perceptions of design dispositions, lesson design practices, and their relationships with technological pedagogical content knowledge (TPACK). Asia-Pacific Journal of Teacher Education, 43(5), 378-391.
  • Kutluca, A. Y., Soysal, Y., & Radmard, S. (2018). Öğrenmeye yönelik epistemolojik inançlar ölçeğinin uygulamalı olarak uyarlama, geçerlik ve güvenirlik çalışması. Eğitimde Kuram ve Uygulama, 14(2), 129-152.
  • Lavidas, K., Katsidima, M. A., Theodoratou, S., Komis, V., & Nikolopoulou, K. (2021). Preschool teachers’ perceptions about TPACK in Greek educational context. Journal of Computers in Education, 8, 395-410.
  • 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.
  • Liang, J. C., Chai, C. S., Koh, J. H. L., Yang, C. J., & Tsai, C. C. (2013). Surveying in-service preschool teachers' technological pedagogical content knowledge. Australasian Journal of Educational Technology, 29(4), 581-594.
  • Liang, J. C. (2015). Exploring the relationships between in-service preschool teachers’ perceptions of classroom authority and their TPACK. The Asia-Pacific Education Researcher, 24(3), 471-479.
  • Margerum-Leys, J., & Marx, R.W. (2002). Teacher knowledge of educational technology: A case study of student/mentor teacher pairs. Journal of Educational Computing Research, 26(4), 427-462.
  • Martinovic, D., & Zhang, Z. (2012). Situating ICT in the teacher education program: Overcoming challenges, fulfilling expectations. Teaching and Teacher Education, 28(3), 461-469.
  • Masoumi, D. (2015). Preschool teachers’ use of ICTs: Towards a typology of practice. Contemporary Issues in Early Childhood, 16(1), 5-17.
  • 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.
  • Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
  • Murray, A. L., Booth, T., Eisner, M., Obsuth, I., & Ribeaud, D. (2019). Quantifying the strength of general factors in psychopathology: A comparison of CFA with maximum likelihood estimation, BSEM, and ESEM/EFA bifactor approaches. Journal of personality assessment, 101(6), 631-643.
  • Nacar, S., & Kutluca, A. Y. (2020). Bir okul öncesi öğretmeninin fen öğretimine yönelik pedagojik alan bilgisinin keşfedilmesi. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 16(3), 529-545.
  • National Association for the Education of Young Children [NAEYC]. (2012). Technology and interactive media as tools in early childhood programs serving children from birth through age 8. Retrieved from: https://www.naeyc.org/resources/topics/technology-and-media/preschoolers-and-kindergartners
  • Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21(5), 509-523.
  • Noar, S. M. (2009). The role of structural equation modeling in scale development. Structural equation modeling, 10(4), 622-647.
  • Norris, M., & Lecavalier, L. (2010). Evaluating the use of exploratory factor analysis in developmental disability psychological research. Journal of autism and developmental disorders, 40(1), 8-20.
  • Orçan, F. (2018). Exploratory and confirmatory factor analysis: which one to use first?. Journal of Measurement and Evaluation in Education and Psychology, 9(4), 414-421.
  • O'Mara, J., & Laidlaw, L. (2011). Living in the iworld: Two literacy researchers reflect on the changing texts and literacy practices of childhood. English Teaching: Practice and Critique, 10(4), 149-159.
  • Önal, N. (2016). Development, validity and reliability of TPACK scale with pre-service mathematics teachers. International Online Journal of Educational Sciences, 8(2), 93-107.
  • Özdemir, M. (2016). An examination of the techno-pedagogical education competencies (TPACK) of pre-service elementary school and preschool teachers. Journal of Education and Training Studies, 4(10), 70-78.
  • Özdurak-Sıngın, R. H., & Gökbulut, B. (2020). Okul öncesi öğretmenlerinin teknopedagojik yeterliklerinin belirlenmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 20(1), 269-280.
  • Özgen, K., & Bayram, B. (2019). Problem kurma öz yeterlik ölçeğinin geliştirilmesi. Ilkogretim Online, 18(2), 663-680.
  • Öztürk, E., & Horzum, M. B. (2011). Teknolojik pedagojik içerik bilgisi ölçeği’nin türkçeye uyarlamasi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 12(3), 255-278.
  • Öztürk, E. (2013). Sınıf öğretmeni adaylarının teknolojik pedagojik alan bilgilerinin bazı değişkenler açısından değerlendirilmesi. Uşak Üniversitesi Sosyal Bilimler Dergisi, 6(2), 223-238.
  • Pallant, J. (2013). SPSS survival manual. McGraw-hill education.
  • Panagiotakou, C., & Pange, J. (2010). The use of ICT in preschool music education. Procedia-Social and Behavioral Sciences, 2(2), 3055-3059.
  • Plowman, L., & Stephen, C. (2007). Guided interaction in pre‐school settings. Journal of Computer Assisted Learning, 23(1), 14-26.
  • Preacher, K. J., & MacCallum, R. C. (2003). Repairing Tom Swift's electric factor analysis machine. Understanding statistics: Statistical issues in psychology, education, and the social sciences, 2(1), 13-43.
  • Rhodes, A. (2017). Screen time and kids: What’s happening in our homes. Detailed report. Melbourne (VIC): The Royal Children’s Hospital Melbourne.
  • Robert, C., & Casella, G. (2013). Monte Carlo statistical methods. Springer Science & Business Media.
  • Sancar-Tokmak, H. (2013). Changing preschool teacher candidates’ perceptions about technology integration in a TPACK-based material design course. Education as Change, 17(1), 115-129.
  • Sancar-Tokmak, H., Yavuz Konokman, G., & Yanpar Yelken, T. (2013). Mersin üniversitesi okul öncesi öğretmen adaylarının teknolojik pedagojik alan bilgisi (TPAB) özgüven algılarının incelenmesi. Journal of Kirsehir Education Faculty, 14(1), 35-51.
  • Sang, G., Tondeur, J., Chai, C. S., & Dong, Y. (2016). Validation and profile of Chinese pre-service teachers’ technological pedagogical content knowledge scale. Asia-Pacific Journal of Teacher Education, 44(1), 49-65.
  • Sarıkaya, İ., & Sökmen, Y. (2021). Challenges and fundamental skills for primary school teachers: Developing self-efficacy beliefs scale. Turkish Journal of Education, 10(4), 274-296.
  • Sayan, H. (2016). Okul öncesi eğitimde teknoloji kullanımı. 21. Yüzyılda Eğitim ve Toplum Eğitim Bilimleri ve Sosyal Araştırmalar Dergisi, 5(13), 67-83.
  • Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of psychological research online, 8(2), 23-74.
  • Schmidt, D. A., 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.
  • Seçer, İ. (2017). SPSS ve LISREL ile pratik veri analizi. Anı Yayıncılık.
  • Shulman, L.S. (1986). Those who understand; knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
  • Solak, M. (2012). Öğretmenlerin akıllı tahta kullanımına karşı tutumlarının teknoloji kabul modeline göre incelenmesi (Yayımlanmamış Yüksek Lisans Tezi). Sakarya Üniversitesi, Sakarya.
  • Sumer, N. (2000). Structural equation modelling: basic concepts and applications. Turkish Psychological Articles, 3(6), 49-74.
  • Süer, S., & Oral, B. (2021). Innovative pedagogical practices scale for teachers: A study of validity and reliability. Mersin University Journal of the Faculty of Education, 17(1), 132-147.
  • Şahin, I. (2011). Development of survey of technological pedagogical and content knowledge (TPACK). Turkish Online Journal of Educational Technology, 10(1), 97-105.
  • Tabachnick, B. G., & Fidell, L. S. (2015). Çok değişkenli istatistiklerin kullanımı. Nobel.
  • Thomopoulos, N. T. (2012). Essentials of Monte Carlo simulation: Statistical methods for building simulation models. Springer Science & Business Media.
  • Timur, B., & Taşar, M. F. (2011). Teknolojik pedagojik alan bilgisi öz güven ölçeğinin (TPABÖGÖ) Türkçe'ye uyarlanması. Gaziantep University Journal of Social Sciences, 10(2), 839-856.
  • Türk Eğitim Derneği [TED]. (2009). Öğretmen yeterlikleri özet rapor. Adım Okan Matbaacılık.
  • Urban, M. J., & Falvo, D. A. (2016). Preface. In M. J. Urban, & D. A. Falvo (Eds.), Improving K-12 STEM education outcomes through technological integration. IGI Global.
  • Wu, H., & Estabrook, R. (2016). Identification of confirmatory factor analysis models of different levels of invariance for ordered categorical outcomes. Psychometrika, 81(4), 1014-1045.
  • Yazıcı E. (2015). Erken Okuryazarlık ve Bilgi, İletişim Teknolojileri. Her Yönüyle Okul Öncesi Eğitim 8 Dil ve Erken Okuryazarlık. (s: 215-242). Ankara: Hedef CS Basın Yayın.
There are 105 citations in total.

Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Articles
Authors

Zeliha Buket Yalçın 0000-0001-6875-8430

Ali Yiğit Kutluca 0000-0002-1341-3432

Publication Date May 1, 2023
Published in Issue Year 2023

Cite

APA Yalçın, Z. B., & Kutluca, A. Y. (2023). Okul Öncesi Eğitime Yönelik Teknolojik Pedagojik Alan Bilgisi (TPAB) Ölçeğinin Geçerlik ve Güvenilirlik Çalışması. Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi, 10(1), 1-27. https://doi.org/10.21666/muefd.1072821