European Teachers’ Technological Pedagogical Content Knowledge (TPCK) and Educational Use of Web Technologies

Yıl 2015, Cilt: 4 Sayı: 4, 149 - 155, 15.10.2015

Mehmet Fatih Baris

https://doi.org/10.12973/eu-jer.4.4.149

Öz

Several studies have been conducted on technological, pedagogical content knowledge and web-based education. In this study, the Technological Pedagogical Content Knowledge and Educational Use of Web Technologies (TPCK-W) were analyzed in addition to the self-efficacy and attitudes of 33 teachers from eight different branches carrying out their duties in 19 countries of the European Union (EU). In this study, the Technological Pedagogical Content Knowledge-Web (TPCK-W) Survey developed by Lee, Tsai, and Chan was used. The data obtained statistics software was analyzed using SPSS for Windows 17.0 statistics software. As a result of the analysis, it was revealed that TPCK-W self-efficacy of teachers carrying out their duties in EU countries was high and their attitudes were positive; and age, experience, and gender did not affect their TPCK-W self-efficacy and attitudes. Moreover, participants’ general web attitudes changed positively, depending on their web communication, web content, and pedagogical use of the web.

Anahtar Kelimeler

Technological pedagogical content knowledge, TPCK-W, AB TPCK-W, EU TPCK-W, TPCK-W self-efficacy

Kaynakça

• Agyei, D.D., & Voogt, J. (2012). Developing technological pedagogical content knowledge in pre-service mathematics teachers through collaborative design. Australasian Journal of Educational Technology, 28 (4), 547–564.
• Albion, P., Jamieson-Proctor, R. & Finger, G. (2010). Auditing the TPACK confidence of Australian pre-service teachers: The TPACK confidence survey (TCS). In D. Gibson and B. Dodge (Eds.). Proceedings of Society for Information Technology & Teacher Education International Conference 2010:3772–3779. Chesapeake, VA: AACE.
• Baran, E., Chuang, H.H., & Thompson, A., (2011). TPACK: An emerging research and development tool for teacher educators. TOJET: The Turkish Online Journal of Educational Technology, 10(4), 370-377.
• Baris, M.F. (2013). Trakya Kalkinma Ajansi, Bilgi Toplumu ve Yenilikcilik Ozel Ihtisas Komisyonu Raporu.
• Blignaut, S., Els, C., & Howie S (2010). Contextualizing South Africa’s participation in the SITES 2006 module. South African Journal of Education, 30, 555–570.
• Chigona, A., & Chigona, W., (2010). Capability approach on pedagogical use of ICT in schools. TD The Journal for Transdisciplinary Research in Southern Africa, 6(1), 209–224.
• Chuang, H.H., & Ho, C.J. (2011). An investigation of early childhood teachers’ technological pedagogical content knowledge (TPACK) in Taiwan. Ahi Evran Universitesi Egitim Fakultesi Dergisi, 12(2), 99–117.
• Chuang, H.H. (2013). A case study of e-tutors’ teaching practice: Does technology drive pedagogy? International Journal of Education in Mathematics, Science and Technology, 1(2),75– 82.
• Graham, C.R., Borup, J., & Smith, N.B. (2011). Using TPACK as a framework to understand teacher candidates’ technology integration decisions. Journal of Computer Assisted Learning, 28, 530–546.
• Horzum, M.B., & Gungoren, O.C. (2012). A model for beliefs, tool acceptance levels and web pedagogical content knowledge of science and technology preservice teachers towards web based instruction. Turkish Online Journal of Distance Education-TOJDE, 13(3), 3.
• Horzum, M.B. (2012). The effect of web based instruction on students’ web pedagogical content knowledge, course achievement and general course satisfaction. Cukurova University Faculty of Education Journal, 41(1),25–40.
• Kaya, Z., Ozdemir, T.Y., Emre, I., & Kaya O.N. (2011). Determination of preservice information technology teachers’ self-efficacy levels in technological pedagogical content knowledge. International Computer and Instructional Technologies Symposium (ICITS) Series, Firat Universitesi, Elazig, TUKEY.
• Lee, M.H., Tsai, C.C., & Chang, C. (2008). Exploring teachers’ self-efficacy toward the web pedagogical content knowledge in Taiwan. Annual Meeting of the American Educational Research Association, New York City, USA.
• Lee, M.H., & Tsai, C.C. (2005). Exploring high school students’ and teachers’ preferences toward the constructivist internet-based learning environments in Taiwan. Educational Studies, 31, 149–167.
• 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: An International Journal of the Learning Sciences, 38(1),1–21.
• Mishra, P., & Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teachers’ knowledge. Teachers College Record, 108(6),1 017–1054.
• Mostert, M., & Quinn, L. (2009). Using ICTs in teaching and learning: Reflections on professional development of academic staff. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 5(5),72–84.
• Sahin, I. (2011). Development of survey of technological pedagogical and content knowledge (TPACK). TOJET: The Turkish Online Journal of Educational Technology, 10(1).
• Semiz, K., & Ince, M.L. (2012). Pre-service physical education teachers’ technological pedagogical content knowledge, technology integration self-efficacy and instructional technology outcome expectations. Australasian Journal of Educational Technology, 28(7),1248–1265.
• The Global Information Society: A Statistical View, (2012). United Nations Publication, April.
• Yurdakul, I. K. (2011). Examining technopedagogical knowledge competencies of preservice teachers based on ICT usage. Hacettepe University Journal of Education, 40, 397–408.