Research Article
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Year 2015, Volume: 2 Issue: 1, 44 - 56, 30.04.2015
https://doi.org/10.17275/per.14.19.2.1

Abstract

References

  • Angeli, C., & Valanides, N. (2005). Preservice elementary teachers as information and communication technology designers: an instructional systems design model based on an expanded view of pedagogical content knowledge. Journal of Computer Assisted Learning, 21(4), 292–302.
  • Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT-TPACK: advances in technological pedagogical content knowledge (TPACK). 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.
  • 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.
  • Archambault, L., & Oh-Young, C. (2009, March). Putting the T in PCK: Exploring the nature of the TPACK framework among K-12 online educators using a web-based survey. In Society for Information Technology & Teacher Education International Conference (Vol. 2009, No. 1, pp. 4008-4014).
  • Baxter, J. A. & Lederman, N. G. (1999). Assessment and Measurement of Pedagogical Content Knowledge. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge (pp. 147-161). Dordrecht: Kluwer.
  • Beaudin, L., & Hadden, C. (2004). Developing Technopedagogical Skills in Pre-service Teachers. In World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (Vol. 2004, No. 1, pp. 492-498).
  • Becker, H. J. (2001). How are teachers using computers in instruction. In annual meeting of the American Educational Research Association, Seattle, WA.
  • Brand, G. A. (1998). What research says: Training teachers for using technology. Journal of staff development, 19, 10-13.
  • Burgoyne, N., Graham, C. R., & Sudweeks, R. (2010). The validation of an instrument measuring TPACK. In D. Gibson, & B. Dodge (Eds.), Proceedings of society for information technology & teacher education international conference 2010 (pp. 3787–3794).Chesapeake, VA: AACE.
  • Büyüköztürk, Ş.(2007). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem-A Yayıncılık.
  • Çağıltay, K., Çakıroğlu, J., Çağıltay, N. ve Çakıroğlu, E. (2001). Öğretimde Bilgisayar Kullanımına İlişkin Öğretmen Görüşleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi,21, 19-28.
  • Chai, C. S., Ling Koh, J. H., Tsai, C. C., & Lee Wee Tan, L. (2011). Modeling primary school preservice teachers’ Technological Pedagogical Content Knowledge (TPACK) for meaningful learning with information and communication technology (ICT). Computers & Education, 57(1), 1184-1193.
  • Cochran, K. F. (1991). Pedagogical Content Knowledge: A Tentative Model for Teacher Preparation.
  • Cox, S. (2008). A conceptual analysis of technological pedagogical content knowledge. Brigham Young University.
  • Cox, S., & Graham, C. R. (2009). Diagramming TPACK in practice: using and elaborated model of the TPACK framework to analyze and depict teacher knowledge. TechTrends, 53 (5), 60–69.
  • Davis, K. S., & Falba, C. J. (2002). Integrating Technology in Elementary Preservice Teacher Education: Orchestrating Scientific Inquiry in Meningful Ways. Journal of Science Teacher Education, 13(4), 303-329.
  • Dawson, K., Pringle, R., & Lott Adams, T. (2003). Providing links between technology integration, methods courses, and school-based field experiences: A curriculum-based and technology-enhanced microteaching. Journal of Computing in Teacher Education, 20(1), 41-47.
  • 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.
  • Gess-Newsome, J. (1999). Pedagogical content knowledge: An introduction and orientation. In Examining pedagogical content knowledge (pp. 3-17). Springer Netherlands.
  • Goktas, Y., Yildirim, S., & Yildirim, Z. (2009). Main Barriers and Possible Enablers of ICTs Integration into Pre-service Teacher Education Programs. Journal of Educational Technology & Society, 12(1).
  • Graham, C. R. (2011). Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers & Education, 57(3), 1953-1960.
  • Graham, C. R., Burgoyne, N., Cantrell, P., Smith, L., St. Clair, L., & Harris, R. (2009). TPACK Development in Science Teaching: Measuring the TPACK Confidence of Inservice Science Teachers, TechTrends, Special Issue on TPACK, 53(5), 70-79.
  • Harris, J., Mishra, P., & Koehler, M. (2009). Teachers’ technological pedagogical content knowledge and learning activity types: curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(4), 393–416.
  • Hewitt, J. (2008). Reviewing the handbook of technological pedagogical content knowledge (TPCK) for educators. Canadian Journal of Science, Mathematics, and Technology Education, 8(4), 355–360.
  • Jonassen, D., ve Reeves, T. (1996). Leaming with Technology: Using Computers as Cognitiye Tools. In D. l-I. Jonassen (Ed.), Handbook of Research on Educational Communications and Technology (pp. 693-719).
  • Karasar, N. (2006). Bilimsel araştırma yöntemleri. Ankara: Nobel Yayın Dağıtım.
  • 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. (2008). Introducing TPACK. In AACTE. (Ed.), Handbook of technological pedagogical content knowledge (TPACK) for educators (pp. 3–29). New York: Routledge.
  • Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)?. Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
  • Koh, J., Chai, C. S., & Tsai, C. C. (2010). Examining the technological pedagogical content knowledge of Singapore preservice teachers with a large-scale survey. Journal of Computer Assisted Learning, 26, 563–573.
  • Loveless A. & Dore B. eds (2002) ICT in the Primary School. Open University Press, Buckingham, UK.
  • 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.
  • Mazman, S. G., & Koçak Usluel, Y. (2011). Bilgi ve iletişim teknolojilerinin öğrenme-öğretme süreçlerine entegrasyonu: modeller ve göstergeler. Eğitim Teknolojisi: Kuram ve Uygulama, 1, 62-79.
  • Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: a framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.
  • Mumtaz, S. (2000). Factors affecting teachers' use of information and communications technology: a review of the literature. Journal of information technology for teacher education, 9(3), 319-342.
  • Niess, M. L. (2011). Investigating TPACK: Knowledge growth in teaching with technology. Journal of educational computing research, 44(3), 299-317.
  • Pamuk, S. (2011). Understanding preservice teachers' technology use through TPACK framework. Journal of Computer Assisted Learning, 28: 425–439. doi: 10.1111/j.1365-2729.2011.00447.x
  • Pringle, R. M., Dawson, K., & Adams, T. (2003). Technology, science and preservice teachers: Creating a culture of technology-savvy elementary teachers. Action in Teacher Education, 24(4), 46-52.
  • Sahin, I. (2011). Development of survey of technological pedagogical and content knowledge (TPACK). Turkish Online Journal of Educational Technology-TOJET, 10(1), 97-105.
  • 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 massessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 27.
  • Segall, A. (2004). Revisiting pedagogical content knowledge: the pedagogy of content/the content of pedagogy. Teaching and Teacher Education, 20(5), 489–504.
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. doi:10.3102/0013189X015002004
  • Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
  • Thompson, A. D., Schmidt, D. A., & Davis, N. E. (2003). Technology collaboratives for simultaneous renewal in teacher education. Educational Technology Research and Development, 51(1), 73-89.
  • Timur, B., & Taşar, M. F. (2011). Teknolojik Pedagojik Alan Bilgisi Öz Güven Ölçeğinin (TPABÖGÖ) Türkçe'ye Uyarlanması. University of Gaziantep Journal of Social Sciences, 10(2).
  • Turkish Education Association (2009). Öğretmen Yeterlikleri[Teachers’ Sufficiency], Ankara: Adım Okan Matbaacılık.
  • Usta, E., & Korkmaz, Ö. (2010). Öğretmen adaylarının bilgisayar yeterlikleri ve teknoloji kullanımına ilişkin algıları ile öğretmenlik mesleğine yönelik tutumları.Uluslararası İnsan Bilimleri Dergisi, 7(1), 1335-1349.
  • Yurdakul, I. K., Odabaşı H. F. (2013). Teknopedagojik Eğitim Modeli. Yurdakul (Ed.), Teknopedagojik Eğitime Dayalı Öğretim Teknolojileri ve Materyal Tasarımı (ss. 39-69). Ankara: Anı.
  • Yurdakul, I. K., 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.
  • Yurdakul, I. K., Odabasi, H. F., Sahin, Y. L., & Coklar, A. N. (2013). A TPACK Course for Developing Pre-Service Teachers’ Technology Integration Competencies: From Design and Application to Evaluation. In J. Keengwe (Ed.), Research Perspectives and Best Practices in Educational Technology Integration (pp. 242-269). Hershey, PA: Information Science Reference. doi:10.4018/978-1-4666-2988-2.ch013

The Effect of Instructional Technology and Material Design Course to Teacher Candidates’ Gaining of Technological Pedagogical Content Knowledge Competencies

Year 2015, Volume: 2 Issue: 1, 44 - 56, 30.04.2015
https://doi.org/10.17275/per.14.19.2.1

Abstract

The aim of this study is to determine Technological Pedagogical Content
Knowledge (TPACK) Competencies of teacher candidates in Turkish
Teaching department of Mevlana (Rumi) University and the effect of
Instructional Technology and Material Design (ITMD) Course on TPACK.
The study is a study of quantitative type and single-group pretest-posttest
experimental design has been used. The study has been conducted in the
spring semester of 2013/2014 academic year, candidates who are studying
in 2nd class of Turkish teaching department in Education Faculty of
Mevlana (Rumi) University. In this study, Sahin (2011)’s Technological
Pedagogical Content Knowledge (TPACK) Survey has been used. The
survey is a 5 point likert type survey and it has 47 items in total. This survey
has been applied as pre-test in the classroom to the students who
participated in the study. After a period of 10 weeks, the same survey has
been applied again to the same students as post-test and thus, pre-test/posttest data has been obtained for the study. According to the findings of the
study, TPACK levels of Turkish teacher candidates who participated in the
study have been differentiated significantly in terms of all the subscales of
the survey. In the light of this study, it can be said that TPACK model plays
a leading role on the subject of teachers’ needs about technology, pedagogy
and content in order to ensure professional development of teachers

References

  • Angeli, C., & Valanides, N. (2005). Preservice elementary teachers as information and communication technology designers: an instructional systems design model based on an expanded view of pedagogical content knowledge. Journal of Computer Assisted Learning, 21(4), 292–302.
  • Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT-TPACK: advances in technological pedagogical content knowledge (TPACK). 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.
  • 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.
  • Archambault, L., & Oh-Young, C. (2009, March). Putting the T in PCK: Exploring the nature of the TPACK framework among K-12 online educators using a web-based survey. In Society for Information Technology & Teacher Education International Conference (Vol. 2009, No. 1, pp. 4008-4014).
  • Baxter, J. A. & Lederman, N. G. (1999). Assessment and Measurement of Pedagogical Content Knowledge. In J. Gess-Newsome & N. G. Lederman (Eds.), Examining pedagogical content knowledge (pp. 147-161). Dordrecht: Kluwer.
  • Beaudin, L., & Hadden, C. (2004). Developing Technopedagogical Skills in Pre-service Teachers. In World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (Vol. 2004, No. 1, pp. 492-498).
  • Becker, H. J. (2001). How are teachers using computers in instruction. In annual meeting of the American Educational Research Association, Seattle, WA.
  • Brand, G. A. (1998). What research says: Training teachers for using technology. Journal of staff development, 19, 10-13.
  • Burgoyne, N., Graham, C. R., & Sudweeks, R. (2010). The validation of an instrument measuring TPACK. In D. Gibson, & B. Dodge (Eds.), Proceedings of society for information technology & teacher education international conference 2010 (pp. 3787–3794).Chesapeake, VA: AACE.
  • Büyüköztürk, Ş.(2007). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem-A Yayıncılık.
  • Çağıltay, K., Çakıroğlu, J., Çağıltay, N. ve Çakıroğlu, E. (2001). Öğretimde Bilgisayar Kullanımına İlişkin Öğretmen Görüşleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi,21, 19-28.
  • Chai, C. S., Ling Koh, J. H., Tsai, C. C., & Lee Wee Tan, L. (2011). Modeling primary school preservice teachers’ Technological Pedagogical Content Knowledge (TPACK) for meaningful learning with information and communication technology (ICT). Computers & Education, 57(1), 1184-1193.
  • Cochran, K. F. (1991). Pedagogical Content Knowledge: A Tentative Model for Teacher Preparation.
  • Cox, S. (2008). A conceptual analysis of technological pedagogical content knowledge. Brigham Young University.
  • Cox, S., & Graham, C. R. (2009). Diagramming TPACK in practice: using and elaborated model of the TPACK framework to analyze and depict teacher knowledge. TechTrends, 53 (5), 60–69.
  • Davis, K. S., & Falba, C. J. (2002). Integrating Technology in Elementary Preservice Teacher Education: Orchestrating Scientific Inquiry in Meningful Ways. Journal of Science Teacher Education, 13(4), 303-329.
  • Dawson, K., Pringle, R., & Lott Adams, T. (2003). Providing links between technology integration, methods courses, and school-based field experiences: A curriculum-based and technology-enhanced microteaching. Journal of Computing in Teacher Education, 20(1), 41-47.
  • 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.
  • Gess-Newsome, J. (1999). Pedagogical content knowledge: An introduction and orientation. In Examining pedagogical content knowledge (pp. 3-17). Springer Netherlands.
  • Goktas, Y., Yildirim, S., & Yildirim, Z. (2009). Main Barriers and Possible Enablers of ICTs Integration into Pre-service Teacher Education Programs. Journal of Educational Technology & Society, 12(1).
  • Graham, C. R. (2011). Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers & Education, 57(3), 1953-1960.
  • Graham, C. R., Burgoyne, N., Cantrell, P., Smith, L., St. Clair, L., & Harris, R. (2009). TPACK Development in Science Teaching: Measuring the TPACK Confidence of Inservice Science Teachers, TechTrends, Special Issue on TPACK, 53(5), 70-79.
  • Harris, J., Mishra, P., & Koehler, M. (2009). Teachers’ technological pedagogical content knowledge and learning activity types: curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(4), 393–416.
  • Hewitt, J. (2008). Reviewing the handbook of technological pedagogical content knowledge (TPCK) for educators. Canadian Journal of Science, Mathematics, and Technology Education, 8(4), 355–360.
  • Jonassen, D., ve Reeves, T. (1996). Leaming with Technology: Using Computers as Cognitiye Tools. In D. l-I. Jonassen (Ed.), Handbook of Research on Educational Communications and Technology (pp. 693-719).
  • Karasar, N. (2006). Bilimsel araştırma yöntemleri. Ankara: Nobel Yayın Dağıtım.
  • 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. (2008). Introducing TPACK. In AACTE. (Ed.), Handbook of technological pedagogical content knowledge (TPACK) for educators (pp. 3–29). New York: Routledge.
  • Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)?. Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
  • Koh, J., Chai, C. S., & Tsai, C. C. (2010). Examining the technological pedagogical content knowledge of Singapore preservice teachers with a large-scale survey. Journal of Computer Assisted Learning, 26, 563–573.
  • Loveless A. & Dore B. eds (2002) ICT in the Primary School. Open University Press, Buckingham, UK.
  • 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.
  • Mazman, S. G., & Koçak Usluel, Y. (2011). Bilgi ve iletişim teknolojilerinin öğrenme-öğretme süreçlerine entegrasyonu: modeller ve göstergeler. Eğitim Teknolojisi: Kuram ve Uygulama, 1, 62-79.
  • Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: a framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.
  • Mumtaz, S. (2000). Factors affecting teachers' use of information and communications technology: a review of the literature. Journal of information technology for teacher education, 9(3), 319-342.
  • Niess, M. L. (2011). Investigating TPACK: Knowledge growth in teaching with technology. Journal of educational computing research, 44(3), 299-317.
  • Pamuk, S. (2011). Understanding preservice teachers' technology use through TPACK framework. Journal of Computer Assisted Learning, 28: 425–439. doi: 10.1111/j.1365-2729.2011.00447.x
  • Pringle, R. M., Dawson, K., & Adams, T. (2003). Technology, science and preservice teachers: Creating a culture of technology-savvy elementary teachers. Action in Teacher Education, 24(4), 46-52.
  • Sahin, I. (2011). Development of survey of technological pedagogical and content knowledge (TPACK). Turkish Online Journal of Educational Technology-TOJET, 10(1), 97-105.
  • 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 massessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 27.
  • Segall, A. (2004). Revisiting pedagogical content knowledge: the pedagogy of content/the content of pedagogy. Teaching and Teacher Education, 20(5), 489–504.
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. doi:10.3102/0013189X015002004
  • Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
  • Thompson, A. D., Schmidt, D. A., & Davis, N. E. (2003). Technology collaboratives for simultaneous renewal in teacher education. Educational Technology Research and Development, 51(1), 73-89.
  • Timur, B., & Taşar, M. F. (2011). Teknolojik Pedagojik Alan Bilgisi Öz Güven Ölçeğinin (TPABÖGÖ) Türkçe'ye Uyarlanması. University of Gaziantep Journal of Social Sciences, 10(2).
  • Turkish Education Association (2009). Öğretmen Yeterlikleri[Teachers’ Sufficiency], Ankara: Adım Okan Matbaacılık.
  • Usta, E., & Korkmaz, Ö. (2010). Öğretmen adaylarının bilgisayar yeterlikleri ve teknoloji kullanımına ilişkin algıları ile öğretmenlik mesleğine yönelik tutumları.Uluslararası İnsan Bilimleri Dergisi, 7(1), 1335-1349.
  • Yurdakul, I. K., Odabaşı H. F. (2013). Teknopedagojik Eğitim Modeli. Yurdakul (Ed.), Teknopedagojik Eğitime Dayalı Öğretim Teknolojileri ve Materyal Tasarımı (ss. 39-69). Ankara: Anı.
  • Yurdakul, I. K., 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.
  • Yurdakul, I. K., Odabasi, H. F., Sahin, Y. L., & Coklar, A. N. (2013). A TPACK Course for Developing Pre-Service Teachers’ Technology Integration Competencies: From Design and Application to Evaluation. In J. Keengwe (Ed.), Research Perspectives and Best Practices in Educational Technology Integration (pp. 242-269). Hershey, PA: Information Science Reference. doi:10.4018/978-1-4666-2988-2.ch013
There are 51 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Articles
Authors

Süleyman Burak Tozkoparan This is me

Muhammet Emre Kılıç This is me

Ertuğrul Usta This is me

Publication Date April 30, 2015
Acceptance Date January 6, 2015
Published in Issue Year 2015 Volume: 2 Issue: 1

Cite

APA Tozkoparan, S. B., Kılıç, M. E., & Usta, E. (2015). The Effect of Instructional Technology and Material Design Course to Teacher Candidates’ Gaining of Technological Pedagogical Content Knowledge Competencies. Participatory Educational Research, 2(1), 44-56. https://doi.org/10.17275/per.14.19.2.1