BibTex RIS Kaynak Göster

TPACK Competencies and Technology Integration Self-Efficacy Perceptions of Pre-Service Teachers

Yıl 2015, Cilt: 14 Sayı: 4, 1193 - 1207, 14.04.2015
https://doi.org/10.17051/io.2015.65067

Öz

This study compared the technological pedagogical content knowledge (TPACK) competency of pre-service teachers with their self-efficacy perception towards technology integration, based on various variables; and the correlation between their TPACK competencies and self-efficacy perceptions towards technology integration were examined. The study sample comprised 713 freshmen and senior class students studying at different departments at Ankara University Faculty of Educational Sciences on 2012-2013 academic year spring semester. The data collection tools used in the study were Personal Information Form, Technopedagogical Education Competency Scale and Technology Integration Self Efficacy Scale. At the end of the study, TPACK competencies of pre-service teachers’ studying at first and fourth years and their self-efficacy perceptions towards technology integration were revealed; and these competencies were examined by gender, grade and department variables. In addition, the correlation between pre-service teachers’ TPACK competency levels and self-efficacy perceptions towards technology integration were predicted.

Kaynakça

  • Abbitt, J. T. (2011). An investigation of the relationship between self-efficacy beliefs about technology integration and technological pedagogical content knowledge (TPACK) among pre-service teachers. Journal of Digital Learning in Teacher Education, 27(4).
  • Beaudin, L., & Hadden, C. (2005). Technology and pedagogy: Building techno-pedagogical skills in pre-service teachers. Innovate: Journal of Online Education, 2(2).
  • Büyüköztürk, Ş. (2007). Sosyal bilimler için veri analizi el kitabi [“Data analysis handbook for social sciences”]. Ankara: PegemA Publication.
  • Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2010). Facilitating pre-service teachers' development of technological, pedagogical, and content knowledge (TPACK). Journal of Educational Technology & Society, 13(4), 63-73.
  • Chai, C. S., Ling Koh, J. H., Tsai, C. C., & Lee Wee Tan, L. (2011). Modeling primary school pre-service teachers’ technological pedagogical content knowledge (TPACK) for meaningful learning with information and communication technology (ICT). Computers & Education, 57(1), 1184-1193.
  • Chuang, H. H., & Ho, C. J. (2010). The development of early childhood teachers’ technological pedagogical content knowledge (TPACK) in Taiwan. 4th International Computer and Instructional Technologies Symposium Proceedings, Selçuk University, Konya, Turkey.
  • Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1989). User acceptance of computer technology: a comparison of two theoretical models. Management Science, 35(8), 982-1003.
  • Erdoğan, A., & Şahin, 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.
  • Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423-435.
  • Ferdig, R. E. (2006). Assessing technologies for teaching and learning: Understanding the importance of technological pedagogical content knowledge. British Journal of Educational Technology, 37(5), 749-760.
  • Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education (6th ed.). New York: NY: McGraw-Hill.
  • 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.
  • Harris, J. B., & Hofer, M. J. (2011). Technological pedagogical content knowledge (TPACK) in action: A descriptive study of secondary teachers' curriculum-based, technology-related instructional planning. Journal of Research on Technology in Education, 43(3).
  • Kabakçı-Yurdakul, I. (2011). Examining technopedagogical knowledge competencies of pre-service teachers based on ict usage. Hacettepe University Journal of Education, 40, 397-408.
  • Kabakçı-Yurdakul, I., Odabaşı, H. 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.
  • Kim, C., Kim, M. K., Lee, C., Spector, J. M., & DeMeester, K. (2013). Teacher beliefs and technology integration. Teaching and Teacher Education, 29, 76-85.
  • Koçak-Usluel, Y., Özmen, B., & Çelen, F.K. (2015). Integration of ICT in learning and teaching process and a critical overview of TPACK model. Education Technology Theory and Practice, 5(1), 34–54.
  • Koh, J. H. L., & Chai, C. S. (2014). Teacher clusters and their perceptions of technological pedagogical content knowledge (TPACK) development through ICT lesson design. Computers & Education, 70, 222-232.
  • Kuşkaya-Mumcu, F., Haşlaman, T., & Koçak-Usluel, Y. (2008). Indicators of effective technology integration based on technological pedagogical content knowledge model. 8th International Educational Technology Conference Eskişehir, Turkey.
  • Lin, T. C., Tsai, C. C., Chai, C. S., & Lee, M. H. (2013). Identifying science teachers’ perceptions of technological pedagogical and content knowledge (TPACK). Journal of Science Education and Technology, 22(3), 325-336.
  • Ling Koh, J. H., Chai, C. S., & Tay, L. Y. (2014). TPACK-in-action: Unpacking the contextual influences of teachers’ construction of technological pedagogical content knowledge (TPACK). Computers & Education, 78, 20-29.
  • Mazman, S. G., & Usluel, Y. K. (2011). ICT integration into learning-teaching process: Models and indicators. Education Technology Theory and Practice. 1(1), 62-79.
  • Mishra, P., & Koehler, M. (2005). Educational technology by design: Results from a survey assessing its effectiveness. In Society for Information Technology & Teacher Education International Conference (Vol. 2005, No. 1, pp. 1511-1517).
  • Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. The Teachers College Record, 108(6), 1017-1054.
  • Nathan, E. J. (2009). An Examination of the Relationship between Preservice Teachers' Level of Technology Integration Self-Efficacy (TISE) and Level of Technological Pedagogical Content Knowledge (TPACK). Ph.D. Thesis, University of Houston.
  • Oliver, T. A., & Shapir, J. F. (1993) Self-efficacy and computers. Journal of Computer-Based Instruction, 20, 81-85.
  • Oster-Levinz, A., & Klieger, A. (2010). Indicator for technological pedagogical content knowledge (TPACK) evaluation of online tasks. Turkish Online Journal of Distance Education, 11(4), 47-71.
  • 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 assessment instrument for pre-service teachers. Journal of Research on Technology in Education, 42(2).
  • So, H. J., & Kim, B. (2009). Learning about problem based learning: Student teachers integrating technology, pedagogy and content knowledge. Australasian Journal of Educational Technology, 25(1), 101-116.
  • Teo, T. (2010). A path analysis of pre-service teachers' attitudes to computer use: Applying and extending the technology acceptance model in an educational context. Interactive Learning Environments, 18(1), 65-79.
  • Tokmak, H. S. (2013). Changing preschool teacher candidates’ perceptions about technology integration in a TPACK-based material design course. Education as Change, 17(1), 115-129.
  • Usluel, Y. K., Mumcu, F. K., & Demiraslan, Y. (2007). ICT in the learning-teaching process: Teachers’ views on the integration and obstacles. Hacettepe University Journal of Education, 32(32).
  • Ünal, E. (2013). Öğretmen adaylarinin teknoloji entegrasyonu öz-yeterlik algilari ve teknolojik pedagojik içerik bilgisi yeterlikleri arasindaki ilişkinin incelenmesi [“An examination of the relationship between pre-service teachers' perceptions of technology integration self-efficacy and technological pedagogical content knowledge competiencies”]. Master's Thesis, Ankara University.
  • Wang, L., Ertmer, P. A., & Newby, T. J. (2004). Increasing pre-service teachers’ self-efficacy beliefs for technology integration. Journal of Research on Technology in Education, 36(3), 231-250.

Öğretmen Adaylarının TPİB Yeterlilikleri ve Teknoloji Entegrasyonu Öz-Yeterlik Algıları

Yıl 2015, Cilt: 14 Sayı: 4, 1193 - 1207, 14.04.2015
https://doi.org/10.17051/io.2015.65067

Öz

Bu çalışmada öğretmen adaylarının teknolojik pedagojik içerik bilgisi yeterlikleri ile teknoloji
entegrasyonuna yönelik öz-yeterlik algıları çeşitli değişkenlere göre incelenerek karşılaştırılmış ve teknolojik
pedagojik içerik bilgisi yeterlikleri ile teknoloji entegrasyonuna yönelik öz-yeterlik algıları arasındaki ilişki
belirlenmeye çalışılmıştır. Araştırmanın çalışma grubunu; 2012-2013 öğretim yılı bahar döneminde Ankara
Üniversitesi Eğitim Bilimleri Fakültesinin çeşitli bölümlerinde bir ve dördüncü sınıfta öğrenim görmekte olan
713 öğretmen adayı oluşturmaktadır. Araştırmada veriler; kişisel bilgi formu, Teknopedagojik Yeterlikleri
Ölçeği ve Teknoloji Entegrasyonuna Yönelik Öz-Yeterlik Algısı Ölçeği ile toplanmıştır. Araştırma sonucunda
bir ve dördüncü sınıftaki öğretmen adaylarının teknolojik pedagojik içerik bilgisi yeterlik ve teknoloji
entegrasyonuna yönelik öz-yeterlik algıları durumları ortaya konularak, bu yeterlikler cinsiyet, sınıf düzeyi,
bölüm değişkenleri dikkate alınarak incelenmiştir. Ayrıca, öğretmen adaylarının teknoloji entegrasyonuna
yönelik öz-yeterlik algıları ile teknopedagojik yeterlik durumları arasındaki ilişki yordanmaya çalışılmıştır

Kaynakça

  • Abbitt, J. T. (2011). An investigation of the relationship between self-efficacy beliefs about technology integration and technological pedagogical content knowledge (TPACK) among pre-service teachers. Journal of Digital Learning in Teacher Education, 27(4).
  • Beaudin, L., & Hadden, C. (2005). Technology and pedagogy: Building techno-pedagogical skills in pre-service teachers. Innovate: Journal of Online Education, 2(2).
  • Büyüköztürk, Ş. (2007). Sosyal bilimler için veri analizi el kitabi [“Data analysis handbook for social sciences”]. Ankara: PegemA Publication.
  • Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2010). Facilitating pre-service teachers' development of technological, pedagogical, and content knowledge (TPACK). Journal of Educational Technology & Society, 13(4), 63-73.
  • Chai, C. S., Ling Koh, J. H., Tsai, C. C., & Lee Wee Tan, L. (2011). Modeling primary school pre-service teachers’ technological pedagogical content knowledge (TPACK) for meaningful learning with information and communication technology (ICT). Computers & Education, 57(1), 1184-1193.
  • Chuang, H. H., & Ho, C. J. (2010). The development of early childhood teachers’ technological pedagogical content knowledge (TPACK) in Taiwan. 4th International Computer and Instructional Technologies Symposium Proceedings, Selçuk University, Konya, Turkey.
  • Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1989). User acceptance of computer technology: a comparison of two theoretical models. Management Science, 35(8), 982-1003.
  • Erdoğan, A., & Şahin, 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.
  • Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423-435.
  • Ferdig, R. E. (2006). Assessing technologies for teaching and learning: Understanding the importance of technological pedagogical content knowledge. British Journal of Educational Technology, 37(5), 749-760.
  • Fraenkel, J. R., & Wallen, N. E. (2006). How to design and evaluate research in education (6th ed.). New York: NY: McGraw-Hill.
  • 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.
  • Harris, J. B., & Hofer, M. J. (2011). Technological pedagogical content knowledge (TPACK) in action: A descriptive study of secondary teachers' curriculum-based, technology-related instructional planning. Journal of Research on Technology in Education, 43(3).
  • Kabakçı-Yurdakul, I. (2011). Examining technopedagogical knowledge competencies of pre-service teachers based on ict usage. Hacettepe University Journal of Education, 40, 397-408.
  • Kabakçı-Yurdakul, I., Odabaşı, H. 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.
  • Kim, C., Kim, M. K., Lee, C., Spector, J. M., & DeMeester, K. (2013). Teacher beliefs and technology integration. Teaching and Teacher Education, 29, 76-85.
  • Koçak-Usluel, Y., Özmen, B., & Çelen, F.K. (2015). Integration of ICT in learning and teaching process and a critical overview of TPACK model. Education Technology Theory and Practice, 5(1), 34–54.
  • Koh, J. H. L., & Chai, C. S. (2014). Teacher clusters and their perceptions of technological pedagogical content knowledge (TPACK) development through ICT lesson design. Computers & Education, 70, 222-232.
  • Kuşkaya-Mumcu, F., Haşlaman, T., & Koçak-Usluel, Y. (2008). Indicators of effective technology integration based on technological pedagogical content knowledge model. 8th International Educational Technology Conference Eskişehir, Turkey.
  • Lin, T. C., Tsai, C. C., Chai, C. S., & Lee, M. H. (2013). Identifying science teachers’ perceptions of technological pedagogical and content knowledge (TPACK). Journal of Science Education and Technology, 22(3), 325-336.
  • Ling Koh, J. H., Chai, C. S., & Tay, L. Y. (2014). TPACK-in-action: Unpacking the contextual influences of teachers’ construction of technological pedagogical content knowledge (TPACK). Computers & Education, 78, 20-29.
  • Mazman, S. G., & Usluel, Y. K. (2011). ICT integration into learning-teaching process: Models and indicators. Education Technology Theory and Practice. 1(1), 62-79.
  • Mishra, P., & Koehler, M. (2005). Educational technology by design: Results from a survey assessing its effectiveness. In Society for Information Technology & Teacher Education International Conference (Vol. 2005, No. 1, pp. 1511-1517).
  • Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. The Teachers College Record, 108(6), 1017-1054.
  • Nathan, E. J. (2009). An Examination of the Relationship between Preservice Teachers' Level of Technology Integration Self-Efficacy (TISE) and Level of Technological Pedagogical Content Knowledge (TPACK). Ph.D. Thesis, University of Houston.
  • Oliver, T. A., & Shapir, J. F. (1993) Self-efficacy and computers. Journal of Computer-Based Instruction, 20, 81-85.
  • Oster-Levinz, A., & Klieger, A. (2010). Indicator for technological pedagogical content knowledge (TPACK) evaluation of online tasks. Turkish Online Journal of Distance Education, 11(4), 47-71.
  • 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 assessment instrument for pre-service teachers. Journal of Research on Technology in Education, 42(2).
  • So, H. J., & Kim, B. (2009). Learning about problem based learning: Student teachers integrating technology, pedagogy and content knowledge. Australasian Journal of Educational Technology, 25(1), 101-116.
  • Teo, T. (2010). A path analysis of pre-service teachers' attitudes to computer use: Applying and extending the technology acceptance model in an educational context. Interactive Learning Environments, 18(1), 65-79.
  • Tokmak, H. S. (2013). Changing preschool teacher candidates’ perceptions about technology integration in a TPACK-based material design course. Education as Change, 17(1), 115-129.
  • Usluel, Y. K., Mumcu, F. K., & Demiraslan, Y. (2007). ICT in the learning-teaching process: Teachers’ views on the integration and obstacles. Hacettepe University Journal of Education, 32(32).
  • Ünal, E. (2013). Öğretmen adaylarinin teknoloji entegrasyonu öz-yeterlik algilari ve teknolojik pedagojik içerik bilgisi yeterlikleri arasindaki ilişkinin incelenmesi [“An examination of the relationship between pre-service teachers' perceptions of technology integration self-efficacy and technological pedagogical content knowledge competiencies”]. Master's Thesis, Ankara University.
  • Wang, L., Ertmer, P. A., & Newby, T. J. (2004). Increasing pre-service teachers’ self-efficacy beliefs for technology integration. Journal of Research on Technology in Education, 36(3), 231-250.
Toplam 34 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Hafize Keser Bu kişi benim

Fatma Gizem Karaoğlan Yılmaz

Ramazan Yılmaz

Yayımlanma Tarihi 14 Nisan 2015
Yayımlandığı Sayı Yıl 2015 Cilt: 14 Sayı: 4

Kaynak Göster

APA Keser, H., Karaoğlan Yılmaz, F. G., & Yılmaz, R. (2015). TPACK Competencies and Technology Integration Self-Efficacy Perceptions of Pre-Service Teachers. İlköğretim Online, 14(4), 1193-1207. https://doi.org/10.17051/io.2015.65067
AMA Keser H, Karaoğlan Yılmaz FG, Yılmaz R. TPACK Competencies and Technology Integration Self-Efficacy Perceptions of Pre-Service Teachers. İOO. Kasım 2015;14(4):1193-1207. doi:10.17051/io.2015.65067
Chicago Keser, Hafize, Fatma Gizem Karaoğlan Yılmaz, ve Ramazan Yılmaz. “TPACK Competencies and Technology Integration Self-Efficacy Perceptions of Pre-Service Teachers”. İlköğretim Online 14, sy. 4 (Kasım 2015): 1193-1207. https://doi.org/10.17051/io.2015.65067.
EndNote Keser H, Karaoğlan Yılmaz FG, Yılmaz R (01 Kasım 2015) TPACK Competencies and Technology Integration Self-Efficacy Perceptions of Pre-Service Teachers. İlköğretim Online 14 4 1193–1207.
IEEE H. Keser, F. G. Karaoğlan Yılmaz, ve R. Yılmaz, “TPACK Competencies and Technology Integration Self-Efficacy Perceptions of Pre-Service Teachers”, İOO, c. 14, sy. 4, ss. 1193–1207, 2015, doi: 10.17051/io.2015.65067.
ISNAD Keser, Hafize vd. “TPACK Competencies and Technology Integration Self-Efficacy Perceptions of Pre-Service Teachers”. İlköğretim Online 14/4 (Kasım 2015), 1193-1207. https://doi.org/10.17051/io.2015.65067.
JAMA Keser H, Karaoğlan Yılmaz FG, Yılmaz R. TPACK Competencies and Technology Integration Self-Efficacy Perceptions of Pre-Service Teachers. İOO. 2015;14:1193–1207.
MLA Keser, Hafize vd. “TPACK Competencies and Technology Integration Self-Efficacy Perceptions of Pre-Service Teachers”. İlköğretim Online, c. 14, sy. 4, 2015, ss. 1193-07, doi:10.17051/io.2015.65067.
Vancouver Keser H, Karaoğlan Yılmaz FG, Yılmaz R. TPACK Competencies and Technology Integration Self-Efficacy Perceptions of Pre-Service Teachers. İOO. 2015;14(4):1193-207.