Matematik Öğretmen Adaylarının TPACK Yeterlilik Düzeyleri Algıları ve Eğitimde Teknoloji kullanımına Yönelik Görüşleri

Öz

Bu çalışmanın amacı, matematik öğretmen adaylarının teknolojik pedagojik içerik bilgilerine (TPİB) yönelik yeterlik algılarını ve eğitimde teknoloji kullanımı konusundaki görüşlerini incelemektir. Bu amaçla bu çalışmada nicel ve nitel veri toplama araçlarının birlikte kullanıldığı karma desen benimsenmiştir. Çalışmanın katılımcılarını bir devlet üniversitesinde öğrenim görmekte olan ikinci sınıf 65 ortaokul matematik öğretmen adayı oluşturmaktadır. Araştırmanın nicel boyutu için veriler Teknopedagojik Eğitim Yeterlik (TPACK-deep) Ölçeği kullanılarak ve nitel boyutu için yarı yapılandırılmış görüşme soruları sorularak toplanmıştır. Analizler sonucunda öğretmen adaylarının TPACK yeterlik algılarının ileri düzeyde olduğu ve eğitimde teknoloji kullanımına yönelik olumlu görüşlerinin olduğu sonucuna ulaşılmıştır. Öğretmen adaylarının teknolojinin eğitimde kullanımına ilişkin olumlu görüşleri, teknolojik pedagojik içerik bilgilerine (TPİB) yönelik yeterlik algılarının yüksek olması ile ilişkilendirilmiştir. Öğretmen adayları eğitime teknolojiyi entegre etmenin öğretmen ve öğrenci arasındaki iletişimi sağlaması, pratik olması, öğretmenlerin ders içeriğini zenginleştirmesini sağlaması ve öğrenciler için ilgi çekici olması gibi avantajlar taşıdığını belirtirken bu durumun aynı zamanda öğretmenlerin sorumluluklarını artıracağını da vurgulamışlardır.

Anahtar Kelimeler

• Matematik eğitimi
• matematik öğretmen adayları
• teknolojik pedogojik alan bilgisi
• TPİB yeterliği

TPACK Competency Perceptions of Preservice Mathematics Teachers and Their Views on Use of Technology in Education

Abstract

The purpose of this study was to investigate preservice mathematics teachers’ competency perceptions of technological pedagogical and content knowledge (TPACK) and their thoughts on the use of technology in education. To that end, the study utilized a mixed design, combining quantitative and qualitative data collection tools. The participants were 65 second-year students studying middle school mathematics teaching at a public university. Data for the quantitative part of the research was collected using the Technopedagogical Education Competency (TPACK-deep) Scale, while semi-structured interview questions were utilized to collect data for the qualitative part. As a result of the analysis, it was concluded that the preservice teachers had advanced TPACK competency perceptions and had rather positive views on the use of technology in education. The preservice teachers’ positive views on the use of technology were associated with their high level of TPACK competency perceptions. While the preservice teachers stated that integrating technology into education would bring advantages such as providing communication between teacher and student, being practical, enriching the course content, and being interesting for students, they also emphasized that this situation would increase the responsibilities of teachers.

Keywords

• technological pedagogical content knowledge
• Mathematics education
• preservice mathematic teacher
• TPACK competency

Kaynakça

1. Agyei, D., & Voogt, J. (2011). Exploring the potential of the will, skill, tool model in Ghana: Predicting prospective and practicing teachers’ use of technology. Computers & Education, 56, 91-100. https://doi.org/10.1016/j.compedu.2010.08.017
2. Akkoç, H. (2011). Investigating the development of prospective mathematics teachers’ technological pedagogical content knowledge. Research in Mathematics Education, 13(1), 75-76. https://doi.org/10.1080/14794802.2011.550729
3. Akkoyunlu, B. (2002). Educational technology in Turkey: Past, present and future. Educational Media International, 39(2), 165-174. https://doi.org/10.1080/09523980210155352
4. Aktepe, V. (2011). The classroom teachers’ views on computer use in their courses. Ahi Evran University Journal of Kırşehir Education Faculty, 12(3), 75-92.
5. Alakoç, Z. (2003). Technological modern teaching approaches in mathematics teaching. TOJET: The Turkish Online Journal of Educational Technology, 2(1), 43-49.
6. Albayrak, A., Bilici, S. C., Baran, E., & Özbay, U. (2016). Investigating the relationship between teachers’ technological pedagogical content knowledge (TPACK) competencies and attitudes towards information and communication technologies. Educational Technology Theory and Practice, 6(1), 1-21. https://doi.org/10.17943/etku.11643
7. Banaszewski, T. M. (2005). Digital storytelling: Supporting digital literacy in grades 4-12. Doctoral dissertation, Georgia Institute of Technology.
8. Başarıcı, R., & Ural, A., (2009). Attitudes of computer teacher candidates towards computer-aided education. International Online Journal of Educational Sciences, 1(1), 165-176.

9. Baykul, Y. (2004). İlköğretimde matematik öğretimi 1-5. sınıflar için [Mathematics teaching at elementary education for 1-5 classes]. Ankara: Anı Publishing.
10. Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2011). Exploring the factor structure of the constructs of technological, pedagogical, content knowledge (TPACK). The Asia-Pacific Education Researcher, 20(3), 595-603.
11. Creswell, J. W. (2014). A concise introduction to mixed methods research. SAGE publications.
12. Çelik, H. C., & Kahyaoğlu, M. (2007). The cluster analysis of primary school candidate teachers’ attitudes toward technology. The Journal of Turkish Educational Sciences, 5(4), 571-586.
13. Çetin, O., Çalışkan, E., & Menzi, N. (2012). The relationship between technological competencies and attitudes of pre-service teachers towards technology. Elementary Education Online, 11(2), 273-291.
14. Çoklar, A. N. (2014). Primary School preservice teachers’ technological pedagogical content knowledge competency in terms of gender and ICT use phase. Education and Science, 39(175), 319-330. https://doi.org/10.15390/EB.2014.3464
15. Dikovic, L. (2009). Applications GeoGebra into teaching some topics of mathematics at the college level. Computer Science and Information Systems, 6(2), 191-203. https://doi.org/10.2298/csis0902191D
16. Dincer, A. (2014). Antecedents and outcomes of self-determined engagement in Turkish EFL classrooms: A mixed method approach (Unpublished doctoral thesis). Ataturk University, Erzurum, Turkey.
17. Doukakis, S., Chionidou-Moskofoglou, M., Mangina-Phelan, E., & Roussos, P. (2010). Researching technological and mathematical knowledge (TCK) of undergraduate primary teachers. International Journal Technology Enhanced Learning, 2(4), 372-382. https://doi.org/10.1504/IJTEL.2010.035739
18. Erdemir, N., Bakırcı, H., & Eyduran, E. (2009). Determining of student teachers’ self-confidence using technology in instruction. Journal of Turkish Science Education, 6(3), 99-108.
19. Ertmer, P. A., & Hruskocy, C. (1999). Impacts of a university-elementary school partnership designed to support technology integration. Educational Technology Research and Development, 47(1), 81-96. https://doi.org/10.1007/BF02299478
20. Forgasz, H. (2006). Factors that encourage or inhibit computer use for secondary mathematics teaching. Journal of Computers in Mathematics and Science Teaching, 25(1), 77-93.
21. Glazewski, K., Brush, T. A., Ku, H.Y. & Igoe, A. (2002). The current state of technology integration in preservice teacher education. Paper presented at American Educational Research Association Annual Meeting, New Orleans.
22. 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 in-service science teachers. TechTrends, 53(5), 70-79. https://doi.org/10.1007/s11528-009-0328-0
23. Grandgenett, N. F. (2008). Perhaps a matter of imagination: Technological pedagogical content knowledge in mathematics education. In M. Koehler & P. Mishra, (Eds.), The handbook of technological pedagogical content knowledge for teaching (pp. 145-166). New York: Routledge.
24. Gündüz, Ş., Emlek, B. & Bozkurt, A. (2008). Computer aided teaching trigonometry using dynamic modeling in high school. Proceedings of 8. International Educational Technology Conference, Eskişehir, Turkey, 1039-1042.
25. Harris, J., & Hofer, M. (2009). Instructional planning activity types as vehicles for curriculum-based TPACK development. In Maddux, C. D. (Ed), Research highlights in technology and teacher education, (pp. 99-108). Chesapeake, VA: AACE.
26. Harter, C. A. & Ku, H. (2007). The effects of spatial contiguity within computer-based instruction of group personalized two-step mathematics word problems. Computers in Human Behavior, 24(4), 1668-1685. https://doi.org/10.1016/j.chb.2007.06.006
27. Helvacı, M. A. (2008). A study on examining school administrators’ attitudes towards technology (Uşak case). Ankara University Journal of Faculty of Educational Sciences, 41(1), 115-133. https://doi.org/10.1501/Egifak_0000000200
28. İpek, C., & Acuner, H. Y. (2011). Primary pre-service teachers computer self-efficacy beliefs and attitudes toward educational technologies. Ahi Evran University Journal of Kırşehir Education Faculty, 12(2), 23-40.
29. Kabakçı Yurdakul, I. Odabası, 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. https://doi.org/10.1016/j.compedu.2011.10.012
30. Kaleli Yılmaz, G., Ertem, E., & Güven, B. (2010). Dynamic geometry software of cabri’s influence on 11 grade students’ to learn in trigonometry issues. Turkish Journal of Computer and Mathematics Education, 1(2), 200-216.
31. Kebritchi, M., Hirumi, A. & Bai, H. (2010). The effects of modern mathematics computer games on mathematics achievement and class motivation. Computers & Education, 55(2), 427-443. https://doi.org/10.1016/j.compedu.2010.02.007
32. Kır, D. (2011). Hikâyelerle matematik öğretiminin ilköğretim 2. sınıf öğrencilerinin toplama ve çıkarmaya ilişkin sözel problem çözme becerileri üzerindeki etkileri [The effects of mathematics teaching through storytelling on second grade elementary school students’ word problem solving skills in relevant to addition and subtraction]. Unpublished Master Dissertation, Çukurova University, Adana.
33. 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. https://doi.org/10.2190/0EW7-01WB-BKHL-QDYV
34. Koehler, M. J., & Mishra, P. (2008). Introducing technological pedagogical knowledge. In AACTE. (Ed.), The Handbook of technological pedagogical content knowledge for educators. Routledge/Taylor & Francis Group for the American Association of Colleges for Teacher Education.
35. Koehler, M. J., & Mishra, P. (2009). What Is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
36. Lou, N. M., Chaffee, K. E., Vargas Lascano, D. I., Dincer, A., & Noels, K. A. (2018). Complementary perspectives on autonomy in self‐determination theory and language learner autonomy. TESOL Quarterly, 52(1), 210-220. https://doi.org/10.1002/tesq.403
37. McCulloch, A.W., Hollebrands, K., Lee, H., Harrison, T., & Mutlu, A. (2018). Factors that influence secondary mathematics teachers' integration of technology in mathematics lessons. Computers & Education, 123, 26-40. https://doi.org/10.1016/j.compedu.2018.04.008
38. Mishra, P. & Koehler, M. (2005). Educational Technology by Design: Results from a Survey Assessing its Effectiveness. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price,
39. R. Weber & D. Willis (Eds.), Proceedings of SITE 2005--Society for Information Technology & Teacher Education International Conference (pp. 1511-1517). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE).
40. Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
41. National Council of Teachers of Mathematics (2000). Curriculum and evaluation standards for school mathematics. Reston, VA: NCTM.
42. Niess, M. L. (2006). Guest Editorial: Preparing teachers to teach mathematics with technology. Contemporary Issues in Technology and Teacher Education, 6(2), 195-203.
43. Noels, K. A. (2009). The internalisation of language learning into the self and social identity. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 295–313). Bristol, UK: Multilingual Matters.
44. Öksüz, C., & Ak, Ş. (2009). Preservice teachers’ perceptions for technology use in the teaching of mathematics in elementary schools. Yüzüncü Yıl University Journal of Education, 6(2), 1-19.
45. Özdamlı, F. (2017). Attitudes and opinions of special education candidate teachers regarding digital technology. World Journal on Educational Technology, 9(4), 191-200. https://doi.org/10.18844/wjet.v9i4.2581
46. Özgen, K., Narlı, S., & Alkan, H. (2013). Mathematics teacher trainees’ technological pedagogical content knowledge and their perception of the frequency of technology use. Electronic Journal of Social Sciences, 12(44), 31-51.
47. Polly, D., Mims, C., Shepherd, C., & Inan, F. (2010). Evidence of impact: Transforming teacher education with preparing tomorrow’s teachers to teach with technology (PT3) grants. Teaching and Teacher Education, 26, 863–870. https://doi.org/10.1016/j.tate.2009.10.024
48. Richardson, S. (2009). Mathematics teachers’ development, exploration, and advancement of technological pedagogical content knowledge in the teaching and learning of algebra. Contemporary Issues in Technology and Teacher Education, 9(2), 117-130.
49. Russell, M., Bebell, D., O’Dwyer, L. & O’Connor, K. (2003). Examining teacher technology use: implications for preservice and inservice teacher preparation. Journal of Teacher Education, 54, 297- 310. https://doi.org/10.1177/0022487103255985
50. Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. New York, NY: The Guilford Press.
51. Schmidt, D. A., Baran, E., Thompson A. D., Koehler, M. J., Mishra, P., & Shin, T. (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. https://doi.org/10.1080/15391523.2009.10782544
52. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. https://doi.org/10.3102/0013189X015002004
53. Şen, A. İ. (2001). New Approaches in Physics Education Supported with Computers. Gazi University Journal of Gazi Educational Faculty, 21(3), 61- 71.
54. Tatar, E., Kağızmanlı, T. B., & Akkaya, A. (2014). Content analysis of the researches on technology-assisted mathematics instruction in Turkey. Journal of Buca Faculty of Education, 35, 33-45. http://doi.org/10.31681/jetol.898014
55. Tondeur, J., Pareja, Roblin N., van Braak, J., Fisser, P., & Voogt, J. (2013). Technological pedagogical content knowledge in teacher education: In search of a new curriculum. Educational Studies, 39, 239-243. https://doi.org/10.1080/03055698.2012.713548
56. Tondeur, J., Van Braak, J., Ertmer, P. A., & Ottenbreit-Leftwich, A. (2017). Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidence. Educational technology research and development, 65(3), 555-575. https://doi.org/10.1007/s11423-016-9481-2
57. Uslupehlivan, E., Erden, M. K., & Cebesoy, Ü. B. (2017). Digital story creation experiences of pre-service teachers. Uşak University Journal of Social Sciences, 10(Special Issue), 1-22.
58. Usta, E., & Korkmaz, Ö. (2010). Pre-service teachers’ computer competencies, perception of technology use and attitudes toward teaching career. International Journal of Human Sciences, 7(1), 1335-1349.
59. Umay, A. (2004). Primary mathematics teachers’ and prospective teachers’ perspectives towards ICT use. Hacettepe University Journal of Education, 26, 176-181. Yurdakul, İ. K. (2011). Examining technopedagogical knowledge competencies of preservice teachers based on ICT usage. Hacettepe University Journal of Education, 40, 397-408.
60. Yürektür, F. N., & Coşkun, H. (2020). Views of Turkish Teachers on the Use of Technology and the Effectiveness of Technology-Assisted Turkish Teaching. Journal of Mother Tongue Education, 8(3), 986-1000. https://doi.org/10.16916/aded.748300