BibTex RIS Kaynak Göster

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Yıl 2015, Cilt: 14 Sayı: 3, 1017 - 1028, 07.08.2015

Şirin Karadeniz Sinem Vatanartıran

https://doi.org/10.17051/io.2015.12578
Cited By: 6

Öz

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

Anahtar Kelimeler

Primary school primary school teachers technological pedagogical content knowledge TPACK

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.
  • Angeli, C. & Valanides, N. (2005). Preservice elementary teachers as information and communication technology designers: An instructional systems design model based on an expanded view of pedagogical content knowledge. Journal of Computer Assisted Learning, 21(4), 292-302.
  • Archambault, L. & Crippen, K. (2009). Examining TPACK among K-12 online distance educators in the United States. Contemporary Issues in Technology and Teacher Education, 9(1). [Online]: Retrieved on 10-May-2013, at URL: http://www.citejournal.org/vol9/iss1/general/article2.cfm.
  • Beşoluk, Ş. ve Horzum, M. B. (2011). Öğretmen adaylarının meslek bilgisi, alan bilgisi dersleri ve öğretmen olma isteğine ilişkin görüşleri. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 44(1), 17-49.
  • Bilgin, İ., Tatar, E. ve Ay, Y. (2012). Sınıf Öğretmeni Adaylarının Teknolojiye Karşı Tutumlarının Teknolojik Pedagojik Alan Bilgisi (TPAB)’ne Katkısının İncelenmesi. X. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi Bildiriler Kitabı (s.125).
  • Bozkurt, A. ve Cilavdaroglu, A.K. (2011). Mathematics and classroom teachers’ perceptions of technology use and integration into their instruction. Kastamonu Eğitim Dergisi, 19(3), 859-870.
  • Chai, C.S., Koh, J.H.L., Tsai, C.C. & L.L.W. Tan. (2011). Modeling primary school pre-service teachers’ technological pedagogical content knowledge (TPACK) for meaningful learning with information and communication technology (ICT). Computers & Education, 57, 1184-1193.
  • Fraenkel, J.R., & Wallen, N.E. (2006). How to design and evaluate research in education. New York: McGraw-Hill.
  • Franklin, C. (2004). Teacher preparation as a critical factor in elementary teachers: Use of computers. In R. Carlsen, N. Davis, J. Price, R. Weber, & D. Willis (Eds.), Society for Information Technology and Teacher Education Annual, 2004 (pp. 4994-4999). Norfolk, VA: AACE.
  • Gömleksiz, M.N. ve Fidan, E. K. (2011). Self-Efficacy perception levels of prospective teachers enrolled at pedagogical formation course toward web pedagogical content knowledge. International Periodical for the Languages, Literature and History of Turkish or Turkic, 6(4), 593-620.
  • Graham, R.C., Burgoyne, N., Cantrell, P., Smith, L., St. Clair L. & Harris, R. (2009). Measuring the TPACK confidence of inservice science teachers. TechTrends, 53, 70-79.
  • Graham, R.C., Borup, J. & Smith, N.B. (2011). Using TPACK as a framework to understand teacher candidates’ technology integration decision. Journal of Computer Assisted Learning, 28, 530-546.
  • Gunter, G., & Baumbach, D. (2004). Curriculum integration. In A. Kovalchick & K. Dawson (Eds.), Education and technology: An encyclopedia. Santa Barbara, CA: ABC-CLIO, Inc.
  • 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), 211-229.
  • Harris, J.B., Mishra, P. & Koehler, M.J. (2009). Teachers’ technological pedagogical content knowledge: curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41, 393-416.
  • Horzum, M. B. (2011). Adaptation of web pedagogical content knowledge survey to Turkish. Elementary Education Online, 10(1), 257-272.
  • Hsu, P. S. (2012). Examining the impact of educational technology courses on pre-service teachers’ development of technological pedagogical content knowledge. Teaching Education, 23(2), 195-213.
  • Irving, K. E. (2006). The impact of technology on the 21st century classroom. In J. Rhoton & P. Shane (Eds.), Teaching science in the 21st century (pp. 3-20). Arlington, VA: National Science Teachers Association Press.
  • Jang, S.J. & Tsai, M.F. (2012). Exploring the TPACK of Taiwanese elementary mathematics and science teachers with respect to use of interactive whiteboards. Computers & Education, 59, 327-338.
  • Kaya, S. ve Dağ, F. (2013). Sınıf Öğretmenlerine Yönelik Teknolojik Pedagojik İçerik Bilgisi Ölçeği’nin Türkçeye Uyarlanması. Kuram ve Uygulamada Eğitim Bilimleri [Educational Sciences: Theory & Practice], 13(1), 291-306.
  • Kaya, Z., Kaya, O. N. ve Emre, İ. (2013). TPAB Ölçeği’nin Türkçeye uyarlanması. Kuram ve Uygulamada Eğitim Bilimleri, 13(4), 2355-2377.
  • Koehler, M.J. & Mishra, P. (2008). Introducing TPCK. AACTE Committee on Innovation and Technology (Ed.), The handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-29). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Koh, J., Chai, C. S., & Tsai, C. C. (2010). Examining the technological pedagogical content knowledge of Singapore preservice teachers with a large-scale survey. Journal of Computer Assisted Learning, 26, 563-573.
  • 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.
  • Lin, T. C., Tsai, C. C., Chai, C. S. & Lee, M. H. (2012). Identifying science teachers’ perceptions of technological pedagogical and content knowledge (TPACK). Journal of Science Education Technology, 22(3), 325-336.
  • Martinovic, D. & Zhang, Z. (2012). Situating ICT in the teacher education program: Overcoming challenges, fulfilling expectations. Teaching and Teacher Education, 28, 461-469.
  • Meng, C.C. & Sam, L.C. (2013). Developing pre-service teachers’ technological pedagogical content knowledge for teaching mathematics with the geometer’s sketchpad through lesson study. Journal of Education and Learning, 2(1), 1-8.
  • Mishra, P. & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teachers’ knowledge. Teachers College Record, 108(6), 1017-1054.
  • Mouza, C., Karchmer-Klein, R., Nandakumar, R., Özden, Ş. Y. & Hu, L. (2014). Investigating the impact of an integrated approach to the development of preservice teachers’ technological pedagogical content knowledge (TPACK). Computers and Education, 71, 206-221.
  • Niess, M. L., Suharwoto, G., Lee, K., ve Sadri, P. (2006), Guiding inservice mathematics teachers in developing TPCK. Paper presented at the American Education Research Association Annual Conference, San Francisco, CA.
  • Öztürk, E. ve Horzum, M.B. (2011). Teknolojik pedagojik içerik bilgisi ölçeği’nin Türkçeye uyarlaması. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, 12(3), 255-278.
  • 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 preservice teachers. Journal of Research on Technology in Education, 42(2), 123-149.
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
  • Slough, S. & Connell, M. (2006). Defining technology and its natural corollary, technological content knowledge (TCK). In C. Crawford, D. Willis, R. Carlsen, I. Gibson, K. McFerrin, J. Price, ve R. Weber (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference, 2006 (pp. 1053-1059). Chesapeake, VA: AACE.
  • Thompson, A. & Mishra, P. (2007-2008). Breaking news: TPCK becomes TPACK! Journal of Computing in Teacher Education, 24(2), 38-64.
  • Timur, B. ve Taşar, M. F. (2011). The adaptation of the technological pedagogical content knowledge confidence survey into Turkish. Gaziantep Üniversitesi Sosyal Bilimler Dergisi, 10(2), 839-856.
  • Wetzel, K. & Marshall, S. (2011-12). TPACK goes to sixth grade: Lessons from a middle school teacher in a high-technology-access classroom. Journal of Digital Learning in Teacher Education, 28(2), 73-81.
  • Yurdakul, I. K. (2011). Examining technopedagogical knowledge competencies of preservice teachers based on ICT usage. Hacettepe University Journal of Education, 40, 397-408.

Sınıf Öğretmenlerinin Teknolojik Pedagojik Alan Bilgilerinin İncelenmesi

Yıl 2015, Cilt: 14 Sayı: 3, 1017 - 1028, 07.08.2015

Şirin Karadeniz Sinem Vatanartıran

https://doi.org/10.17051/io.2015.12578
Cited By: 6

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

  • 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.
  • Angeli, C. & Valanides, N. (2005). Preservice elementary teachers as information and communication technology designers: An instructional systems design model based on an expanded view of pedagogical content knowledge. Journal of Computer Assisted Learning, 21(4), 292-302.
  • Archambault, L. & Crippen, K. (2009). Examining TPACK among K-12 online distance educators in the United States. Contemporary Issues in Technology and Teacher Education, 9(1). [Online]: Retrieved on 10-May-2013, at URL: http://www.citejournal.org/vol9/iss1/general/article2.cfm.
  • Beşoluk, Ş. ve Horzum, M. B. (2011). Öğretmen adaylarının meslek bilgisi, alan bilgisi dersleri ve öğretmen olma isteğine ilişkin görüşleri. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 44(1), 17-49.
  • Bilgin, İ., Tatar, E. ve Ay, Y. (2012). Sınıf Öğretmeni Adaylarının Teknolojiye Karşı Tutumlarının Teknolojik Pedagojik Alan Bilgisi (TPAB)’ne Katkısının İncelenmesi. X. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi Bildiriler Kitabı (s.125).
  • Bozkurt, A. ve Cilavdaroglu, A.K. (2011). Mathematics and classroom teachers’ perceptions of technology use and integration into their instruction. Kastamonu Eğitim Dergisi, 19(3), 859-870.
  • Chai, C.S., Koh, J.H.L., Tsai, C.C. & L.L.W. Tan. (2011). Modeling primary school pre-service teachers’ technological pedagogical content knowledge (TPACK) for meaningful learning with information and communication technology (ICT). Computers & Education, 57, 1184-1193.
  • Fraenkel, J.R., & Wallen, N.E. (2006). How to design and evaluate research in education. New York: McGraw-Hill.
  • Franklin, C. (2004). Teacher preparation as a critical factor in elementary teachers: Use of computers. In R. Carlsen, N. Davis, J. Price, R. Weber, & D. Willis (Eds.), Society for Information Technology and Teacher Education Annual, 2004 (pp. 4994-4999). Norfolk, VA: AACE.
  • Gömleksiz, M.N. ve Fidan, E. K. (2011). Self-Efficacy perception levels of prospective teachers enrolled at pedagogical formation course toward web pedagogical content knowledge. International Periodical for the Languages, Literature and History of Turkish or Turkic, 6(4), 593-620.
  • Graham, R.C., Burgoyne, N., Cantrell, P., Smith, L., St. Clair L. & Harris, R. (2009). Measuring the TPACK confidence of inservice science teachers. TechTrends, 53, 70-79.
  • Graham, R.C., Borup, J. & Smith, N.B. (2011). Using TPACK as a framework to understand teacher candidates’ technology integration decision. Journal of Computer Assisted Learning, 28, 530-546.
  • Gunter, G., & Baumbach, D. (2004). Curriculum integration. In A. Kovalchick & K. Dawson (Eds.), Education and technology: An encyclopedia. Santa Barbara, CA: ABC-CLIO, Inc.
  • 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), 211-229.
  • Harris, J.B., Mishra, P. & Koehler, M.J. (2009). Teachers’ technological pedagogical content knowledge: curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41, 393-416.
  • Horzum, M. B. (2011). Adaptation of web pedagogical content knowledge survey to Turkish. Elementary Education Online, 10(1), 257-272.
  • Hsu, P. S. (2012). Examining the impact of educational technology courses on pre-service teachers’ development of technological pedagogical content knowledge. Teaching Education, 23(2), 195-213.
  • Irving, K. E. (2006). The impact of technology on the 21st century classroom. In J. Rhoton & P. Shane (Eds.), Teaching science in the 21st century (pp. 3-20). Arlington, VA: National Science Teachers Association Press.
  • Jang, S.J. & Tsai, M.F. (2012). Exploring the TPACK of Taiwanese elementary mathematics and science teachers with respect to use of interactive whiteboards. Computers & Education, 59, 327-338.
  • Kaya, S. ve Dağ, F. (2013). Sınıf Öğretmenlerine Yönelik Teknolojik Pedagojik İçerik Bilgisi Ölçeği’nin Türkçeye Uyarlanması. Kuram ve Uygulamada Eğitim Bilimleri [Educational Sciences: Theory & Practice], 13(1), 291-306.
  • Kaya, Z., Kaya, O. N. ve Emre, İ. (2013). TPAB Ölçeği’nin Türkçeye uyarlanması. Kuram ve Uygulamada Eğitim Bilimleri, 13(4), 2355-2377.
  • Koehler, M.J. & Mishra, P. (2008). Introducing TPCK. AACTE Committee on Innovation and Technology (Ed.), The handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-29). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Koh, J., Chai, C. S., & Tsai, C. C. (2010). Examining the technological pedagogical content knowledge of Singapore preservice teachers with a large-scale survey. Journal of Computer Assisted Learning, 26, 563-573.
  • 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.
  • Lin, T. C., Tsai, C. C., Chai, C. S. & Lee, M. H. (2012). Identifying science teachers’ perceptions of technological pedagogical and content knowledge (TPACK). Journal of Science Education Technology, 22(3), 325-336.
  • Martinovic, D. & Zhang, Z. (2012). Situating ICT in the teacher education program: Overcoming challenges, fulfilling expectations. Teaching and Teacher Education, 28, 461-469.
  • Meng, C.C. & Sam, L.C. (2013). Developing pre-service teachers’ technological pedagogical content knowledge for teaching mathematics with the geometer’s sketchpad through lesson study. Journal of Education and Learning, 2(1), 1-8.
  • Mishra, P. & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teachers’ knowledge. Teachers College Record, 108(6), 1017-1054.
  • Mouza, C., Karchmer-Klein, R., Nandakumar, R., Özden, Ş. Y. & Hu, L. (2014). Investigating the impact of an integrated approach to the development of preservice teachers’ technological pedagogical content knowledge (TPACK). Computers and Education, 71, 206-221.
  • Niess, M. L., Suharwoto, G., Lee, K., ve Sadri, P. (2006), Guiding inservice mathematics teachers in developing TPCK. Paper presented at the American Education Research Association Annual Conference, San Francisco, CA.
  • Öztürk, E. ve Horzum, M.B. (2011). Teknolojik pedagojik içerik bilgisi ölçeği’nin Türkçeye uyarlaması. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, 12(3), 255-278.
  • 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 preservice teachers. Journal of Research on Technology in Education, 42(2), 123-149.
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
  • Slough, S. & Connell, M. (2006). Defining technology and its natural corollary, technological content knowledge (TCK). In C. Crawford, D. Willis, R. Carlsen, I. Gibson, K. McFerrin, J. Price, ve R. Weber (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference, 2006 (pp. 1053-1059). Chesapeake, VA: AACE.
  • Thompson, A. & Mishra, P. (2007-2008). Breaking news: TPCK becomes TPACK! Journal of Computing in Teacher Education, 24(2), 38-64.
  • Timur, B. ve Taşar, M. F. (2011). The adaptation of the technological pedagogical content knowledge confidence survey into Turkish. Gaziantep Üniversitesi Sosyal Bilimler Dergisi, 10(2), 839-856.
  • Wetzel, K. & Marshall, S. (2011-12). TPACK goes to sixth grade: Lessons from a middle school teacher in a high-technology-access classroom. Journal of Digital Learning in Teacher Education, 28(2), 73-81.
  • Yurdakul, I. K. (2011). Examining technopedagogical knowledge competencies of preservice teachers based on ICT usage. Hacettepe University Journal of Education, 40, 397-408.
Toplam 38 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Şirin Karadeniz

Sinem Vatanartıran Bu kişi benim

Yayımlanma Tarihi 7 Ağustos 2015
Yayımlandığı Sayı Yıl 2015 Cilt: 14 Sayı: 3

Kaynak Göster

APA Karadeniz, Ş., & Vatanartıran, S. (2015). Sınıf Öğretmenlerinin Teknolojik Pedagojik Alan Bilgilerinin İncelenmesi. İlköğretim Online, 14(3), 1017-1028. https://doi.org/10.17051/io.2015.12578
AMA Karadeniz Ş, Vatanartıran S. Sınıf Öğretmenlerinin Teknolojik Pedagojik Alan Bilgilerinin İncelenmesi. İOO. Ağustos 2015;14(3):1017-1028. doi:10.17051/io.2015.12578
Chicago Karadeniz, Şirin, ve Sinem Vatanartıran. “Sınıf Öğretmenlerinin Teknolojik Pedagojik Alan Bilgilerinin İncelenmesi”. İlköğretim Online 14, sy. 3 (Ağustos 2015): 1017-28. https://doi.org/10.17051/io.2015.12578.
EndNote Karadeniz Ş, Vatanartıran S (01 Ağustos 2015) Sınıf Öğretmenlerinin Teknolojik Pedagojik Alan Bilgilerinin İncelenmesi. İlköğretim Online 14 3 1017–1028.
IEEE Ş. Karadeniz ve S. Vatanartıran, “Sınıf Öğretmenlerinin Teknolojik Pedagojik Alan Bilgilerinin İncelenmesi”, İOO, c. 14, sy. 3, ss. 1017–1028, 2015, doi: 10.17051/io.2015.12578.
ISNAD Karadeniz, Şirin - Vatanartıran, Sinem. “Sınıf Öğretmenlerinin Teknolojik Pedagojik Alan Bilgilerinin İncelenmesi”. İlköğretim Online 14/3 (Ağustos 2015), 1017-1028. https://doi.org/10.17051/io.2015.12578.
JAMA Karadeniz Ş, Vatanartıran S. Sınıf Öğretmenlerinin Teknolojik Pedagojik Alan Bilgilerinin İncelenmesi. İOO. 2015;14:1017–1028.
MLA Karadeniz, Şirin ve Sinem Vatanartıran. “Sınıf Öğretmenlerinin Teknolojik Pedagojik Alan Bilgilerinin İncelenmesi”. İlköğretim Online, c. 14, sy. 3, 2015, ss. 1017-28, doi:10.17051/io.2015.12578.
Vancouver Karadeniz Ş, Vatanartıran S. Sınıf Öğretmenlerinin Teknolojik Pedagojik Alan Bilgilerinin İncelenmesi. İOO. 2015;14(3):1017-28.

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