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Year 2020, Volume: 21 Issue: Special Issue-IODL, 61 - 78, 17.07.2020
https://doi.org/10.17718/tojde.770914

Abstract

References

  • Akyuz, H. I., Pektas, M., Kurnaz, M. A., ve Memis, E. K. (2014). Akilli tahta kullanimli mikro ogretim uygulamalarinin fen bilgisi ogretmen adaylarinin TPAB’larina ve akilli tahta kullanima yonelik algilarina etkisi. Cumhuriyet International Journal of Education, 3(1), 1-14.
  • Alkan, C. (1998). Egitim teknolojisi [Education technology] (6th Edition). Ankara: Ani Publications.
  • Ay, Y. (2015). Ogretmenlerin teknolojik pedagojik alan bilgisi (TPAB) becerilerinin uygulama modeli baglaminda degerlendirilmesi. (Doctoral dissertation). Eskisehir Osmangazi University Graduate School of Educational Sciences, Eskisehir, Turkey. Available from http://hdl.handle.net/11684/361
  • Ay, Y., Karadag, E., & Acat, M.B. (2015). The technological pedagogical content knowledge-practical (TPACK- Practical) model: Examination of its validity in the Turkish culture via structural equation modeling. Computers & Education, 88, 97-108.
  • Bagdiken, P., & Akgunduz, D. (2018). Fen bilimleri ogretmenlerinin teknolojik pedagojik alan bilgisi ozguven duzeylerinin incelenmesi [An investigation of science teachers’ technological pedagogical content knowledge self confidence levels]. Gazi Universitesi Gazi Egitim Fakultesi Dergisi [Gazi University Journal of Gazi Educational Faculty], 38(2), 535-566.
  • Balcin, M.D., & Ergun, A. (2018). Fen bilgisi ogretmen adaylarinin sahip olduklari teknolojik pedagojik alan bilgisi (TPAB) ozyeterliliklerinin belirlenmesi ve cesitli degiskenlere gore incelenmesi. Mehmet Akif Ersoy Universitesi Egitim Fakultesi Dergisi [Mehmet Akif Ersoy University Journal of Faculty of Education], 45, 23-47.
  • Baris, M.F. (2015). Universite ogrencilerinin uzaktan ogretime yonelik tutumlarinin incelenmesi: Namik Kemal Universitesi ornegi [Analyzing the university students’ attitudes towards distance education: Namik Kemal University case study]. Sakarya University Journal of Education, 5/2, 36-46.
  • Buyukozturk, S., Kilic Cakmak, E., Akgun, O. E., Karadeniz, S., & Demirel, F. (2012). Bilimsel arastirma yontemleri [Scientific research methods] (11th Edition). Ankara: PegemA Publications.
  • Canbolat, N. (2011). Matematik ogretmen adaylarinin teknolojik pedagojik alan bilgileri ile dusunme stilleri arasindaki iliskinin incelenmesi. (Master’s dissertation). Selcuk University Graduate School of Educational Sciences, Konya, Turkey. Available from http://hdl.handle.net/123456789/1954
  • Horzum, M.B., Akgun, O.E., Ozturk E. (2014). The psychometric properties of the technological pedagogical content knowledge scale. International Online Journal of Educational Sciences, 6(3), 544-557.
  • Karadeniz, S., & Vatanartiran, S. (2015). Sinif ogretmenlerinin teknolojik pedagojik alan bilgilerinin incelenmesi [Primary school teachers’ technological pedagogical content knowledge]. Elementary Education Online, 14(3), 1017-1028.
  • Kartal, T., Kartal, B., & Uluay, G. (2016). Technological pedagogical content knowledge self assessment scale (TPACK- SAS) for pre-service teachers: Development, validity and reliability. IJOESS, 7(23), 1-36.
  • Kilic, S. (2013). Ornekleme yontemleri [Sampling Methods]. Journal of Mood Disorders, 3(1), 44-6.
  • Koehler, M.J. & Mishra, P. (2008). Introducing TPCK. In D.Stoilescu, D.E.McDougall (Eds.), The handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-29). AACTE Committee on Innovation and Technology. NY: Routledge/Taylor & Francis Group.
  • 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.
  • Onal, N. (2016). Development, validity and reliability of TPACK scale with pre-service mathematics teachers. International Online Journal of Educational Sciences, 8(2), 93-107.
  • Ozen, E. (2019). Egitimde guncel egilimler ve egitim bilisim agi [Current trends in education and education information network]. In T. Mehmetoglu, & Z.Sakhi (Eds.) Zeugma II. International Multidisciplinary Studies Congress, 2019 (pp. 2070-2085). Iksad Publications.
  • Perkmen, S. & Tezci, E. (2011). Egitimde teknoloji entegrasyonu: Materyal gelistirme ve coklu ortam tasarimi [Technology integration in education: Material development and multiple media design]. Ankara: Pegem Akademi Publications.
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
  • Teo, T., Ursavas, F. O., & Bahcekapili, E. (2012). An assessment of pre-service teachers’ technology acceptance in Turkey: A structural equation modeling approach. The Asia-Pacific Education Researcher, 21(1), 191–202.
  • Temizyurek, D., Unlu, O. (2015). Dil ogretiminde teknolojinin materyal olarak kullanimina bir ornek: “Flipped classroom”. Bartin University Journal of Faculty of Education, 4(1), 64-72. Retrieved from https://dergipark.org.tr/tr/pub/buefad/issue/3816/51248
  • Yarar, G. (2018). Ingilizce ogretim elemanlarinin teknolojik pedagojik alan bilgilerinin bazi degiskenler acisindan degerlendirilmesi: Ankara ili ornegi. Uluslararasi Sosyal Arastirmalar Dergisi [The Journal of International Social Research], 11(57), 455-468. http://dx.doi.org/10.17719/jisr.2018.2464
  • Yilmaz, G.K. (2015). Analysis of technological pedagogical content knowledge studies in Turkey: a meta-synthesis study. Education and Science. 40(178), 103-122.

EVALUATION OF TEACHERS’ TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE WITHIN THE FRAMEWORK OF EDUCATIONAL INFORMATION NETWORK AND OTHER VARIABLES

Year 2020, Volume: 21 Issue: Special Issue-IODL, 61 - 78, 17.07.2020
https://doi.org/10.17718/tojde.770914

Abstract

The aim of this study is to examine the relationship between Technological Pedagogical Content Knowledge (TPACK) of teachers teaching at different levels of educational institutions and demographic information about them as well as their technology and Educational Information Network (EIN) use. The participants of the study were determined by using stratified sampling method from the teachers teaching in state-run primary schools, secondary schools and high schools in Eskisehir in Turkey. 364 teachers voluntarily participated in the study by filling out the data collection tool. The first part of the survey includes questions to collect demographic data about the participants as well as the ones related to their technology and EIN use. The second part involves TPACK scale developed by Horzum, Akgun and Ozturk (2014). According to the results of the statistical analysis, the teachers find themselves competent in terms of TPACK factors and there are significant differences between TPACK factors and demographic information about the participants as well as their technology and EIN use. It is believed that increasing technology knowledge of teachers will also improve their pedagogy and content knowledge. Therefore; it is suggested that more studies should be conducted which combine technology, pedagogy and content knowledge.

References

  • Akyuz, H. I., Pektas, M., Kurnaz, M. A., ve Memis, E. K. (2014). Akilli tahta kullanimli mikro ogretim uygulamalarinin fen bilgisi ogretmen adaylarinin TPAB’larina ve akilli tahta kullanima yonelik algilarina etkisi. Cumhuriyet International Journal of Education, 3(1), 1-14.
  • Alkan, C. (1998). Egitim teknolojisi [Education technology] (6th Edition). Ankara: Ani Publications.
  • Ay, Y. (2015). Ogretmenlerin teknolojik pedagojik alan bilgisi (TPAB) becerilerinin uygulama modeli baglaminda degerlendirilmesi. (Doctoral dissertation). Eskisehir Osmangazi University Graduate School of Educational Sciences, Eskisehir, Turkey. Available from http://hdl.handle.net/11684/361
  • Ay, Y., Karadag, E., & Acat, M.B. (2015). The technological pedagogical content knowledge-practical (TPACK- Practical) model: Examination of its validity in the Turkish culture via structural equation modeling. Computers & Education, 88, 97-108.
  • Bagdiken, P., & Akgunduz, D. (2018). Fen bilimleri ogretmenlerinin teknolojik pedagojik alan bilgisi ozguven duzeylerinin incelenmesi [An investigation of science teachers’ technological pedagogical content knowledge self confidence levels]. Gazi Universitesi Gazi Egitim Fakultesi Dergisi [Gazi University Journal of Gazi Educational Faculty], 38(2), 535-566.
  • Balcin, M.D., & Ergun, A. (2018). Fen bilgisi ogretmen adaylarinin sahip olduklari teknolojik pedagojik alan bilgisi (TPAB) ozyeterliliklerinin belirlenmesi ve cesitli degiskenlere gore incelenmesi. Mehmet Akif Ersoy Universitesi Egitim Fakultesi Dergisi [Mehmet Akif Ersoy University Journal of Faculty of Education], 45, 23-47.
  • Baris, M.F. (2015). Universite ogrencilerinin uzaktan ogretime yonelik tutumlarinin incelenmesi: Namik Kemal Universitesi ornegi [Analyzing the university students’ attitudes towards distance education: Namik Kemal University case study]. Sakarya University Journal of Education, 5/2, 36-46.
  • Buyukozturk, S., Kilic Cakmak, E., Akgun, O. E., Karadeniz, S., & Demirel, F. (2012). Bilimsel arastirma yontemleri [Scientific research methods] (11th Edition). Ankara: PegemA Publications.
  • Canbolat, N. (2011). Matematik ogretmen adaylarinin teknolojik pedagojik alan bilgileri ile dusunme stilleri arasindaki iliskinin incelenmesi. (Master’s dissertation). Selcuk University Graduate School of Educational Sciences, Konya, Turkey. Available from http://hdl.handle.net/123456789/1954
  • Horzum, M.B., Akgun, O.E., Ozturk E. (2014). The psychometric properties of the technological pedagogical content knowledge scale. International Online Journal of Educational Sciences, 6(3), 544-557.
  • Karadeniz, S., & Vatanartiran, S. (2015). Sinif ogretmenlerinin teknolojik pedagojik alan bilgilerinin incelenmesi [Primary school teachers’ technological pedagogical content knowledge]. Elementary Education Online, 14(3), 1017-1028.
  • Kartal, T., Kartal, B., & Uluay, G. (2016). Technological pedagogical content knowledge self assessment scale (TPACK- SAS) for pre-service teachers: Development, validity and reliability. IJOESS, 7(23), 1-36.
  • Kilic, S. (2013). Ornekleme yontemleri [Sampling Methods]. Journal of Mood Disorders, 3(1), 44-6.
  • Koehler, M.J. & Mishra, P. (2008). Introducing TPCK. In D.Stoilescu, D.E.McDougall (Eds.), The handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-29). AACTE Committee on Innovation and Technology. NY: Routledge/Taylor & Francis Group.
  • 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.
  • Onal, N. (2016). Development, validity and reliability of TPACK scale with pre-service mathematics teachers. International Online Journal of Educational Sciences, 8(2), 93-107.
  • Ozen, E. (2019). Egitimde guncel egilimler ve egitim bilisim agi [Current trends in education and education information network]. In T. Mehmetoglu, & Z.Sakhi (Eds.) Zeugma II. International Multidisciplinary Studies Congress, 2019 (pp. 2070-2085). Iksad Publications.
  • Perkmen, S. & Tezci, E. (2011). Egitimde teknoloji entegrasyonu: Materyal gelistirme ve coklu ortam tasarimi [Technology integration in education: Material development and multiple media design]. Ankara: Pegem Akademi Publications.
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
  • Teo, T., Ursavas, F. O., & Bahcekapili, E. (2012). An assessment of pre-service teachers’ technology acceptance in Turkey: A structural equation modeling approach. The Asia-Pacific Education Researcher, 21(1), 191–202.
  • Temizyurek, D., Unlu, O. (2015). Dil ogretiminde teknolojinin materyal olarak kullanimina bir ornek: “Flipped classroom”. Bartin University Journal of Faculty of Education, 4(1), 64-72. Retrieved from https://dergipark.org.tr/tr/pub/buefad/issue/3816/51248
  • Yarar, G. (2018). Ingilizce ogretim elemanlarinin teknolojik pedagojik alan bilgilerinin bazi degiskenler acisindan degerlendirilmesi: Ankara ili ornegi. Uluslararasi Sosyal Arastirmalar Dergisi [The Journal of International Social Research], 11(57), 455-468. http://dx.doi.org/10.17719/jisr.2018.2464
  • Yilmaz, G.K. (2015). Analysis of technological pedagogical content knowledge studies in Turkey: a meta-synthesis study. Education and Science. 40(178), 103-122.
There are 23 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Kamil Cekerol This is me 0000-0002-9034-9470

Emin Ozen 0000-0001-7026-1503

Publication Date July 17, 2020
Submission Date October 1, 2019
Published in Issue Year 2020 Volume: 21 Issue: Special Issue-IODL

Cite

APA Cekerol, K., & Ozen, E. (2020). EVALUATION OF TEACHERS’ TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE WITHIN THE FRAMEWORK OF EDUCATIONAL INFORMATION NETWORK AND OTHER VARIABLES. Turkish Online Journal of Distance Education, 21(Special Issue-IODL), 61-78. https://doi.org/10.17718/tojde.770914