The role of technological pedagogical content knowledge and social cognitive variables in teachers’ technology integration behaviors

Cemal Hakan Dikmen; Veysel Demirer

doi:10.17275/per.22.46.9.2

EN

The role of technological pedagogical content knowledge and social cognitive variables in teachers’ technology integration behaviors

Abstract

The Technological Pedagogical Content Knowledge (TPACK) framework provides a theoretical perspective of showing whether a teacher can effectively design and conduct technology-enhanced instruction. In addition, social cognitive variables like self-efficacy, outcome expectations, interest and intentions play a vital role in whether teachers choose to integrate technology into their instructional practices. Therefore, this study aimed to investigate the relationships between TPACK dimensions and these social cognitive variables to understand teachers’ behaviors in technology integration. For this purpose, a hypothetical model was designed and tested through structural equation modeling to investigate the relationships among these variables. The research sample consisted of 850 teachers from Turkey. The study findings demonstrate that especially teachers' technological knowledge (TK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), and TPACK-core (different interactions of CK and PK with TK) together with their self-efficacy, outcome expectations, and interest have impacts on their intentions to use educational technologies. In this context, teachers with a high level of technological pedagogical content knowledge are more interested in educational technologies, their expectations regarding the outcomes of using instructional technologies increase and they develop behavioral intentions of using educational technologies; as a result, they see/evaluate themselves as more qualified in technology integration. Consequently, the study results are expected to contribute to a better understanding of teachers' behaviors and beliefs toward technology integration in education.

Keywords

Technological pedagogical content knowledge, social cognitive variables, teachers’ technology integration behaviors

Supporting Institution

Süleyman Demirel Üniversitesi, BAP

Project Number

4347-YL1-15

Thanks

This study is based on the first author’s master's thesis and it was conducted under project number 4347-YL1-15 at the Scientific Research Projects Coordination Unit, Süleyman Demirel University in Turkey.

References

Abbitt, J. T. (2011). An investigation of the relationship between self-efficacy beliefs about technology integration and technological pedagogical content knowledge (TPACK) among preservice teachers. Journal of Digital Learning in Teacher Education, 27(4), 134-143. http://dx.doi.org/10.1080/21532974.2011.10784670
Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50, 179-211. https://doi.org/10.1016/0749-5978(91)90020-T
Albion, P. R. (2001). Some factors in the development of self-efficacy beliefs for computer use among teacher education students. Journal of Technology and Teacher Education, 9(3), 321–347.
Anderson, S. E., Groulx, J. G., & Maninger, R. M. (2011). Relationships among preservice teachers' technology-related abilities, beliefs, and intentions to use technology in their future classrooms. Journal of Educational Computing Research, 45(3), 321-338. https://doi.org/10.2190/EC.45.3.d
Anderson, S. E., & Maninger, R. M. (2007). Preservice teachers' abilities, beliefs, and intentions regarding technology integration. Journal of Educational Computing Research, 37(2), 151-172.
Antoine, M. V. (2011). Sources of computer self-efficacy: the relationshıp to outcome expectations, computer anxiety, and intention to use computers. Unpublished doctoral thesis, Faculty of the Graduate School Southern University and Agricultural and Mechanical College.
Baker-Eveleth, L. & Stone, R.W. (2008). Expectancy theory and behavioral intentions to use computer applications. Interdisciplinary Journal of Information, Knowledge, and Management, 3, 135-146.
Banas, J. R., & York, C. S. (2014). Authentic learning exercises as a means to influence preservice teachers’ technology integration self-efficacy and intentions to integrate technology. Australasian Journal of Educational Technology, 30(6).
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. New Jersey: Prentice-Hall.
Baran, E., Chuang, H. H., & Thompson, A. (2011). Tpack: An emerging research and development tool for teacher educators. Turkish Online Journal of Educational Technology, 10 (4), 370-377.

Bentler, P. M., & Chou, C. P. (1987). Practical issues in structural modeling. Sociological Methods & Research, 16(1), 78-117.
Bong, M., & Skaalvik, E. M. (2003). Academic self-concept and self-efficacy: How different are they really? Educational Psychology Review, 15, 1-40. https://doi.org/10.1023/A:1021302408382
Carr, A. A., Jonassen, D. H., Litzinger, M. E., & Marra, R. M. (1998). Good ideas to foment educational revolution: The role of systematic change in advancing situated learning, constructivism, and feminist pedagogy. Educational Technology, 38(1), 5-14.
Chang, S.-C., & Tung, F. C. (2008). An empirical investigation of students’ behavioral intentions to use the online learning course websites. British Journal of Educational Technology, 39(1), 71-83. https://doi.org/10.1111/j.1467-8535.2007.00742.x
Compeau, D., & Higgins, C. (1995). Computer self-efficacy: Development of a measure and initial test. MIS Quarterly, 19(2), 189-211. Doi:10.2307/249688.
Demir, S., & Bozkurt, A. (2011). Primary mathematics teachers’ views about their competencies concerning the integration of technology. Elementary Education Online, 10(3), 850-860.
Fanni, F. (2014). Confidence in technology use: the development and validation of a technological, pedagogical, and content self-efficacy scale for teachers. Doctoral dissertation, Università della Svizzera italiana.
Fouad, N. A., & Smith, P. L. (1996). A test of a social cognitive model for middle school students: Math and science. Journal of Counseling Psychology, 43(3), 338-346. http://dx.doi.org/10.1037/0022-0167.43.3.338
George, D., & Mallery, P. (2003). SPSS for windows step by step: A simple guide and reference. 11.0 update (4th ed.). Boston: Allyn & Bacon.
Holden, H., & Rada, R. (2011). Understanding the influence of perceived usability and technology self-efficacy on teachers’ technology acceptance. Journal of Research on Technology in Education, 43(4), 343-367. https://doi.org/10.1080/15391523.2011.10782576
Jayaram, J., Kannan, V. R., & Tan, K. C. (2004). Influence of initiators on supply chain value creation. International Journal of Production Research, 42(20), 4377-4399. http://dx.doi.org/10.1080/00207540410001716516
Karatas, F. I. (2014). An examination of in-service secondary mathematics teachers’ technological pedagogical content knowledge and their technology integratıon self-efficacy. Master dissertation, Boğaziçi University.
Karatas, I., Tunc, M. P., Yilmaz, N., & Karaci, G. (2017). An investigation of technological pedagogical content knowledge, self-confidence, and perception of pre-service middle school mathematics teachers towards instructional technologies. Educational Technology & Society, 20(3), 122–132.
Kereluik, K., Mishra, P., & Koehler, M. J. (2011). On learning to subvert signs: literacy, technology and the TPACK framework. The California Reader, 44(2), 12-18.
Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed.). New York: The Guilford Press.
Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. J. Educational Computing Research, 32(2), 131-152. https://doi.org/10.2190/0EW7-01WB-BKHL-QDYV
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
Koehler, M. J., Mishra, P., Kereluik, K., Shin, T. S., & Graham, C. R. (2014). The technological pedagogical content knowledge framework. In Handbook of research on educational communications and technology (pp. 101-111). Springer New York. https://doi.org/10.1007/978-1-4614-3185-5_9
Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of vocational behavior, 45(1), 79-122. https://doi.org/10.1006/jvbe.1994.1027
Lent, R. W., Brown, S. D., & Hackett, G. (2002). Social cognitive career theory. In D. Brown (Ed.), Career choice and development (pp. 255-311). San Francisco, CA: Jossey-Bass.
Lent, R. W., Ireland, G. W., Penn, L. T., Morris, T. R., & Sappington, R. (2017). Sources of self-efficacy and outcome expectations for career exploration and decision-making: A test of the social cognitive model of career self-management. Journal of Vocational Behavior, 99, 107-117. https://doi.org/10.1016/j.jvb.2017.01.002
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.
Morales, G., Knezek, G., & Christensen, R. (2011). Self-efficacy ratings of technology proficiency among teachers in Mexico and Texas. Computers in Schools, 25(1-2), 126-144.
Nathan, E. J. (2009). An examination of the relationship between preservice teachers’ level of technology integration self-efficacy (TIS) and level of technological pedagogical content knowledge (TPACK). Doctoral dissertation, University of Houston.
Niederhauser, D. S., & Perkmen, S. (2008). Validation of the intrapersonal technology integration scale: Assessing the influence of intrapersonal factors that influence technology integration. Computers in the Schools, 25(1-2), 98-111. http://dx.doi.org/10.1080/07380560802157956
Niess, M. L. (2011). Investigating TPACK: knowledge growth in teaching with technology. Journal of Educational Computing Research, 44, 299–317. https://doi.org/10.2190/EC.44.3.c
Ozgen, K., Narli, S., & Alkan, H. (2013). An investigation of 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.
Ozturk, E. (2013). Sınıf öğretmeni adaylarının teknolojik pedagojik alan bilgilerinin bazı değişkenler açısından değerlendirilmesi [Prospective classroom teachers’ technological pedagogical content knowledge assessment in terms of some variables]. Uşak Üniversitesi Sosyal Bilimler Dergisi, 6(2), 223-228.
Pauli, K.P., Gilson, R.L., & May, D.R. (2007). The mediating effect of computer self-efficacy on computer anxiety and intention to use computers. Review of Business Information Systems Journal, 11 (1), 57 – 64.
Paraskeva, F., Bouta, H., & Papagianni, A. (2008). Individual characteristics and computer self-efficacy in secondary education teachers to integrate technology in educational practice. Computers & Education, 50, 1084-1091. https://doi.org/10.1016/j.compedu.2006.10.006
Perkmen, S., Niederhauser, D. S., & Charania, A. (2006). Factors that influence preservice teachers’ career goals in instructional technology. Annual meeting of American Educational Research Association (AERA).
Sahin, I. (2008). From the social-cognitive career theory perspective: A college of education faculty model for explaining their intention to use educational technology. Journal of Educational Computing Research, 38(1), 51-66. https://doi.org/10.2190/EC.38.1.c
Sahin, I. (2011). Development of survey of technological pedagogical and content knowledge (tpack). TOJET: The Turkish Online Journal of Educational Technology, 10(1), 97-105.
Saudelli, M. G., & Ciampa, K. (2016). Exploring the role of TPACK and teacher self-efficacy: An ethnographic case study of three iPad language arts classes. Technology, Pedagogy and Education, 25(2), 227-247.
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. https://doi.org/10.14742/ajet.800
Shealy, T., Valdes-Vasquez, R., Klotz, L., Potvin, G., Godwin, A., Cribbs, J., & Hazari, Z. (2015). Career outcome expectations related to sustainability among students intending to major in civil engineering. Journal of Professional Issues in Engineering Education and Practice, 142(1), 04015008. https://doi.org/10.1061/(ASCE)EI.1943-5541.0000253
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(4), 4-14.
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22. https://doi.org/10.17763/haer.57.1.j463w79r56455411
Schumacker, R. E., & Lomax, R. G. (2004). A beginner's guide to structural equation modeling. Psychology Press.
Skaalvik, E. M., & Skaalvik, S. (2017). Motivated for teaching? Associations with school goal structure, teacher self-efficacy, job satisfaction and emotional exhaustion. Teaching and Teacher Education, 67, 152-160. https://doi.org/10.1016/j.tate.2017.06.006
Smith, S. M. (2002). Using the social cognitive model to explain vocational interest in information technology. Information Technology, Learning, and Performance Journal, 20(1), 1-9.
Sobel, K., & Grotti, M. G. (2013). Using the TPACK framework to facilitate decision making on instructional technologies. Journal of Electronic Resources Librarianship, 25(4), 255-262.
Spazak, L. (2013). Secondary preservice teachers’ perception of preparedness to integrate technology. Doctoral dissertation, Indiana University of Pennsylvania.
Stewart, J. (2012). Intrapersonal factors affecting technological pedagogical content knowledge in Oklahoma agricultural education teachers. Master dissertation, Oklahoma State University.
Stewart, J., Antonenko, P. D., Robinson, J. S., & Mwavita, M. (2013). Intrapersonal factors affecting technological pedagogical content knowledge of agricultural education teachers. Journal of Agricultural Education, 54(3), 157-170.
Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.) Boston: Allyn and Bacon.
Teo, T. (2009). Modelling technology acceptance in education: A study of pre-service teachers. Computers & Education, 52(2), 302-312. https://doi.org/10.1016/j.compedu.2008.08.006
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. http://dx.doi.org/10.1080/16823206.2013.773927
Wang, L., Ertmer, P. A., & Newby, T. J. (2004). Increasing preservice teachers’ selfefficacy beliefs for technology integration. Journal of Research on Technology in Education, 36(3), 231-249. http://dx.doi.org/10.1080/15391523.2004.10782414
Watson, G. (2006). Technology professional development: Long-term effects on teacher self-efficacy. Journal of Technology and Teacher Education, 14(1), 151-165.
Wetzel, K., Foulger, T. S., & Williams, M.K. (2008). The evolution of the required educational technology course. Journal of Computing in Teacher Education, 25(2), 67-71.

Details

Primary Language

English

Subjects

Other Fields of Education

Journal Section

Research Article

Authors

Cemal Hakan Dikmen
0000-0002-3708-9091
Türkiye

Veysel Demirer ^*
0000-0002-3264-9424
Türkiye

Publication Date

March 1, 2022

Submission Date

April 30, 2021

Acceptance Date

September 29, 2021

Published in Issue

Year 2022 Volume: 9 Number: 2

DOI

https://doi.org/10.17275/per.22.46.9.2

IZ

https://izlik.org/JA59GY66JA

APA

Dikmen, C. H., & Demirer, V. (2022). The role of technological pedagogical content knowledge and social cognitive variables in teachers’ technology integration behaviors. Participatory Educational Research, 9(2), 398-415. https://doi.org/10.17275/per.22.46.9.2

AMA

1.Dikmen CH, Demirer V. The role of technological pedagogical content knowledge and social cognitive variables in teachers’ technology integration behaviors. PER. 2022;9(2):398-415. doi:10.17275/per.22.46.9.2

Chicago

Dikmen, Cemal Hakan, and Veysel Demirer. 2022. “The Role of Technological Pedagogical Content Knowledge and Social Cognitive Variables in Teachers’ Technology Integration Behaviors”. Participatory Educational Research 9 (2): 398-415. https://doi.org/10.17275/per.22.46.9.2.

EndNote

Dikmen CH, Demirer V (March 1, 2022) The role of technological pedagogical content knowledge and social cognitive variables in teachers’ technology integration behaviors. Participatory Educational Research 9 2 398–415.

IEEE

[1]C. H. Dikmen and V. Demirer, “The role of technological pedagogical content knowledge and social cognitive variables in teachers’ technology integration behaviors”, PER, vol. 9, no. 2, pp. 398–415, Mar. 2022, doi: 10.17275/per.22.46.9.2.

ISNAD

Dikmen, Cemal Hakan - Demirer, Veysel. “The Role of Technological Pedagogical Content Knowledge and Social Cognitive Variables in Teachers’ Technology Integration Behaviors”. Participatory Educational Research 9/2 (March 1, 2022): 398-415. https://doi.org/10.17275/per.22.46.9.2.

JAMA

1.Dikmen CH, Demirer V. The role of technological pedagogical content knowledge and social cognitive variables in teachers’ technology integration behaviors. PER. 2022;9:398–415.

MLA

Dikmen, Cemal Hakan, and Veysel Demirer. “The Role of Technological Pedagogical Content Knowledge and Social Cognitive Variables in Teachers’ Technology Integration Behaviors”. Participatory Educational Research, vol. 9, no. 2, Mar. 2022, pp. 398-15, doi:10.17275/per.22.46.9.2.

Vancouver

1.Cemal Hakan Dikmen, Veysel Demirer. The role of technological pedagogical content knowledge and social cognitive variables in teachers’ technology integration behaviors. PER. 2022 Mar. 1;9(2):398-415. doi:10.17275/per.22.46.9.2

Cited By

Curricular integration of digital technologies in teaching processes

Frontiers in Education

https://doi.org/10.3389/feduc.2022.1005499

https://doi.org/

Exploring the Role of Artificial Intelligence-Powered Facilitator in Enhancing Digital Competencies of Primary School Teachers

European Journal of Educational Research

https://doi.org/10.12973/eu-jer.13.1.219

An integrated model exploring the relationship between self-efficacy, technology integration via Blackboard, English proficiency, and Saudi EFL students’ academic achievement

Humanities and Social Sciences Communications

https://doi.org/10.1057/s41599-024-02783-2

Uncovering mathematics teachers’ instructional anticipations in a digital one-to-one environment: A modified UTAUT study

Heliyon

https://doi.org/10.1016/j.heliyon.2024.e35381

Factors Influencing the Continued Use of Procreate Digital Painting Software by Fine Arts Students in Chongqing, China

International Journal of Sociologies and Anthropologies Science Reviews

https://doi.org/10.60027/ijsasr.2024.4863

Closing the divide: Exploring higher education teachers’ perspectives on educational technology

Information Development

https://doi.org/10.1177/02666669241279181

Teaching on the Edge: TPACK and Professional Identity Formation in a Remote Island of Indonesia

Participatory Educational Research

https://doi.org/10.17275/per.25.10.12.1

Guiding teachers' game-based learning: How user experience of a digital curriculum guide impacts teachers’ self-efficacy and acceptance of educational games

Teaching and Teacher Education

https://doi.org/10.1016/j.tate.2024.104915

Perceptions, knowledge, and beliefs of secondary literature teachers on online streaming services in select public schools in North Cotabato, Philippines

SSRN Electronic Journal

https://doi.org/10.2139/ssrn.5089544

Fostering Technical Proficiency through Innovation-Based Instruction: A Supplementary Approach to Competency-Based Curriculum in Electronics Technology

Psychology and Education: A Multidisciplinary Journal

https://doi.org/10.70838/pemj.350908

Innovativeness and Technological Pedagogical Content Knowledge in Physical Education: A Study of Teacher Competencies

Educational Academic Research

https://doi.org/10.33418/education.1520745

Teaching reform of dance major based on TPACK learning theory and AI classroom

Journal of Computational Methods in Sciences and Engineering

https://doi.org/10.1177/14727978241303825

Negotiating Engagement and Digital Distraction: English Teachers’ Pedagogical Adaptation for Generation Z in Secondary Classrooms

Social Sciences and Humanities Reviews

https://doi.org/10.64780/sshr.v2i1.196

Adopting 21st century learning in entrepreneurship education: The role of teachers’ professional commitment

Multidisciplinary Reviews

https://doi.org/10.31893/multirev.2026345

Assessing science teachers’ readiness for technology-integrated green energy instruction: Development and validation of TPACK instrument using Rasch analysis

Social Sciences & Humanities Open

https://doi.org/10.1016/j.ssaho.2025.101948

Exploring the Mediating Role of Teacher–Student Interaction in Technology-Enhanced Vocational Education: Evidence from a Structural Equation Modelling Study

F1000Research

https://doi.org/10.12688/f1000research.173549.1

27707

Creative Commons Atıf 4.0 International Lisance

download?token=eyJhdXRoX3JvbGVzIjpbXSwiZW5kcG9pbnQiOiJqb3VybmFsIiwib3JpZ2luYWxuYW1lIjoicGVyIHNjb3B1cyBpc3RhdHRpc3Rpay5wbmciLCJwYXRoIjoiOTg5Ni9mN2E1LzU3ZDcvNmEyMmIyZmFlMGJkYjYuMDUyNjIyMDMucG5nIiwiZXhwIjoxNzgwNjYyNTM5LCJub25jZSI6IjcxYzczMjhhOTdkOWYxM2ExZjE2NWExYjQyMzMyOWJhIn0.g4uvJoi6Oy8W0gRoUNW-d5FO9m4u30pEA0l1h8DwzSE