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Abstract

The purpose of this study is to investigate the relationship between demographic and technology related variables with Technological Pedagogical Content Knowledge (TPACK) of primary school teachers. The participants were 411 primary school teachers in the city of Edirne who volunteered to answer the online data collection instrument. The first part of the instrument consisted of items on demographics and technology use. The second part was the TPACK instrument developed by Schmidt, et.al (2009) and adapted to Turkish by Öztürk and Horzum (2011). The results showed that primary school teachers found themselves competent in TPACK, the ANOVA results show that there was not a significant difference between the level of the last attained degree of the teachers and the factors of TPACK; however, there was a significant difference between some of the factors of TPACK and the other variables: Teachers’ TK showed significant difference in relation to gender; male teachers had a higher self-efficacy towards TK. Teachers with experience of 16 years and more found themselves more competent in CK and PCK compared to teachers with 1 to 5 years of experience. In addition, having an in-service training on technology had a positive influence on the development of teachers’ TK and CK

Keywords

• Primary school, primary school teachers, technological pedagogical content knowledge, TPACK

Sınıf Öğretmenlerinin Teknolojik Pedagojik Alan Bilgilerinin İncelenmesi

Öz

Araştırmanın amacı,  sınıf öğretmenlerinin Teknolojik Pedagojik Alan Bilgilerinin (TPAB) demografik ve teknolojiye ilişkin değişkenlerle ilişkilerinin incelenmesidir. Araştırmanın çalışma grubu, Edirne ili ilkokullarında görevlerine devam etmekte olan ve çevrimiçi yayınlanan veri toplama aracını gönüllü olarak cevaplandıran 411 sınıf öğretmeninden oluşmaktadır. Anketin ilk bölümünde demografik veriler ikinci bölümünde ise Schmidt ve diğerleri (2009) tarafından geliştirilen ve Öztürk ve Horzum (2011) tarafından Türkçeye uyarlanan “Teknolojik Pedagojik İçerik Bilgisi Ölçeği” kullanılmıştır. Sınıf öğretmenlerinin TPAB çerçevesinde kendilerini yeterli buldukları, ANOVA sonuçlarına göre öğretmenlerin eğitim durumları ile TPAB faktörleri arasında anlamlı bir farklılığın olmadığı ancak diğer değişkenler için belirli faktörlerde farklılık olduğu bulunmuştur. Öğretmenlerin teknoloji bilgilerinin cinsiyete göre farklılık gösterdiği, erkek öğretmenlerin teknoloji bilgisi algılarının bayan öğretmenlere göre daha yüksek olduğu belirlenmiştir. 16 yıl ve üzeri kıdemi bulunan öğretmenler alan bilgisi ve pedagojik alan bilgisi faktörlerinde 1-5 yıl arası kıdemi bulunan öğretmenlere göre kendilerini daha yeterli bulmaktadırlar. Ayrıca, teknolojiye ilişkin hizmet içi eğitimi almanın, öğretmenlerin teknoloji bilgileri ve alan bilgileri üzerinde de anlamlı etkisi olduğu belirlenmiştir.

Anahtar Kelimeler

• İlköğretim, sınıf öğretmenleri, teknolojik pedagojik alan bilgisi, TPAB

Kaynakça

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