An Analysis of Prospective Chemistry Teachers’ Attitudes towards Information and Communication Technologies, and of Their Confidence in Technological and Pedagogical Content Knowledge

Year 2016, Special Issue 2016 II, 1 - 10, 01.02.2016

Şenol Şen Senar Temel

https://doi.org/10.17275/per.16.spi.2.1

Abstract

This
study aims to analyse prospective chemistry teachers’ attitudes towards
Information and Communication Technologies (ICT) as well as their confidence in
Technological and Pedagogical Content Knowledge (TPACK). Information and Communication
Technology Attitude Scale (ICTAS) developed by Günbatar (2014), and the
Technological Pedagogical Content Knowledge Confidence Survey (TPCKCS)
developed by Graham et al (2009) and adapted into Turkish by Timur and Taşar
(2011) were used in this research as the tools of data collection.
The study was performed in the survey model, one of the quantitative research
methods. 53 prospective chemistry teachers participated in this research. The
TPCKCS consists of four dimensions: technological pedagogical content
knowledge, technological pedagogical knowledge, technological content
knowledge, and technological knowledge. The ICTAS, on the other hand, consists
of such dimensions as general tendency of ICT, access to information in virtual
environments, computer hardware, use of software and communication in virtual
environments. The correlations of the sub-dimensions of both scales were
analysed through correlation analysis. In addition to that, a correlation
analysis was performed in order to determine the relations between the total
scores of both scales. At the end of the study, the correlation coefficients
for the scores that prospective chemistry teachers have received from the
sub-dimensions of both scales are presented

Keywords

Attitude, Confidence, Information and Communication Technology, Technological Pedagogical Content Knowledge

References

• Akı, N. F., Gürel, Z., Muştu, C., & Oğuz, O. (2005). Effects on students in computer usage in science education. İstanbul Ticaret Üniversitesi Fen Bilimleri Dergisi [Istanbul Commerce University Journal of Science and Technology], 4(7), 47-58.
• Akkoyunlu, B. (1996). Öğrencilerin bilgisayara karşı tutumları [Students’ Attitude toward computer]. Education and Science, 20(100), 15-29.
• 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, 293-302.
• Arıkan, Y. D. (2006). The effects of web-supported active learning activities on teacher trainees’ attitudes towards course. Ege Eğitim Dergisi [Journal of Ege Education], 7(1), 23-41.
• Bal, M.S., & Karademir, N. (2013). Determining social science teachers’ self-assessment levels with regard to their technological pedagogical content knowledge. Pamukkale University Journal of Education, 34(2), 15-32.
• Becit İşçitürk, G. (2012). Examining pre-service teachers’ use and acceptance of information and communication technologies in terms of several variables. (Unpublished Dissertation), Anadolu University, Eskişehir.
• Berce, J., Lanfranco, S., & Vehovar, V. (2008). e-Governance: Information and communication technology, knowledge management and learning organisation culture. Informatica, 32(2), 189-205.
• Bilgin, İ., Tatar, E., & Ay, Y. (2012). Sınıf öğretmeni adaylarının teknolojiye karşı tutumlarının teknolojik pedagojik alan bilgisine (TPAB) katkısının incelenmesi. [The examination of contribution of primary school classroom preservice teachers’ attitude towards technology to technological pedagogical content knowledge (TPCAK)] 10. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi [10th National Science and Mathematics Education Congress], Niğde, Turkey.
• Bingimlas, K. (2009). Barriers to the successful integration of ICT in teaching and learning environments: A review of the literature. Eurasia Journal of Mathematics, Science & Technology Education, 5(3), 235-245.
• Cavaş, B., & Kesercioğlu, T. (2003). Primary science teachers’ attitudes toward computer assisted learning. Ege Journal of Education, 3(2), 35-43.
• Çelik, H. C., & Bindak, R. (2005). Examining the computer attitudes of primary school teachers according to various variables. The Inonu University Journal of the Faculty of Education, 6(10), 27-38.
• Chen, F., Looi, C., & Chen, W. (2009). Integrating technology in the classroom: A visual conceptualization of teachers’ knowledge, goals and beliefs. Journal of Computer Assisted Learning, 25(5), 470-488.
• Cure, F., Özdener, N. (2008). Teachers’ Information and communication technologies (ICT) using achievements & attitudes towards ICT. Hacettepe University Journal of Education, 34, 41-53.
• Fraenkel, J.R., & Wallen, N.E. (2006). How to design and evaluate research in education. New York: McGraw-Hill.
• Graham, C. R., Burgoyne, N., Cantrell, P., Smith, L., St. Clair, L., & Harris, R.(2009). TPACK Development in Science Teaching: Measuring the TPACK Confidence of In-service Science Teachers, TechTrends, Special Issue onTPACK, 53(5), 70-79.
• Gülbahar, Y. (2008). Improving the technology integration skills of prospective teachers through practice: a case study. The Turkish Online Journal of Educational Technology – TOJET, 7(4), 71-81.
• Günbatar, M. S. (2014). The Study on Development of Information and Communication Technology Attitude Scale. Journal of Kırşehir Education Faculty, 15(1), 121-135. Gunter, G.A., Gunter, R.E., & Wiens, G.A. (1998). Teaching pre-service teachers’ technology: an innovative approach, Technology and Teacher Education 1998 Annual, pp. 224–227. Retrieved from: http://files.eric.ed.gov/fulltext/ED421112.pdf
• Haşlaman, T., Kuşkaya-Mumcu, F., & Usluel, Y. K. (2007). The integration of information and communication technologies in learning and teaching process: a lesson plan example. Education and Science, 32 (146), 54-63.
• Hew, K. & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223-252.
• Kabakçı Yurdakul, I. (2011). Examining techno pedagogical knowledge competencies of preservice teachers based on ICT usage. Hacettepe University Journal of Education, 40, 397-408.
• Kaya, Z. (2010). Exploring pre-service science and technology teachers? Technological pedagogical content knowledge (TPCK) involving the topic of photosynthesis and cellular respiration. (Unpublished master’s thesis), Fırat University, Elazığ.
• Kaya, Z., Özdemir, T. Y., Emre, İ., & Kaya, O. N. (2011). Bilişim Teknolojileri Öğretmen Adaylarının Teknolojik Pedagojik Alan Bilgisi Özyeterlik Seviyelerinin Belirlenmesi [Determination of Preservice Information Technology Teachers’ Levels of Self-Efficacy of Technological Pedagogical Content Knowledge]. 5th International Computer & Instructional Technologies Symposium, 22-24 September 2011, Fırat University, Elazığ- Turkey
• Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of Technological Pedagogical Content Knowledge. Journal of Educational Computing Research, 32(2), 131-152.
• Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1). Retrieved from http://www.citejournal.org/vol9/iss1/general/article1.cfm
• Mishra, P., & Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge. Teachers College Record, 108(6), 1017-1054.
• Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21(5), 509–523.
• Özarslan, M., Çetin, G., & Sarıtaş, T. (2013). Prospective biology, physics and chemistry teachers’ attitudes toward information and communication technologies. Turkish Science Education, 10(2), 85-100.
• Sancar Tokmak, H. Yavuz Konokman, G. & Yanpar Yelken, T. (2013). An investigation of Mersin University early childhood pre-service teachers’ self-confidence about their technological pedagogical content knowledge (TPACK). Journal of Kırşehir Education Faculty, 14(1), 35-51.
• Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
• Tanushree, B., Jha, A. N., & Singh, H. K. (2010). Effectiveness of ICT in e-governance with special reference to Jharkhand state. Global Journal of Computer Science and Technology, 10(14), 27-31.
• Taşar, M. F., & Timur, B. (2010). Developing technological pedagogical content knowledge in pre-service science teachers through microteaching via inquiry based interactive physics computer animations. GIREP-ICPE-MPTL Conference, 22-29 August, 2010, Reims, France. Teo, T. & Noyes, J. (2008). Development and validation of a computer attitude measure for young students (CAMYS). Computers in Human Behavior, 24(6), 2659-2667.
• Timur, B., & Taşar, M. F. (2011). The adaptation of the technological pedagogical content knowledge confidence survey into Turkish. Gaziantep University Journal of Social Sciences, 10(2), 839 -856.
• Yenice, N. (2003). Bilgisayar destekli fen bilgisi öğretiminin öğrencilerin fen ve bilgisayar tutumlarına etkisi [The effect of computer based science teaching on students’ attitudes of science and computer]. The Turkish Online Journal of Educational Technology - TOJET,2(4), 79-85.
• Yiğit, N., & Akdeniz, A. R. (2003). The effect of computer-assisted activities on student achievement in physics course: Electric circuits sample. Gazi University Journal of Gazi Educational Faculty (GUJGEF), 23(3), 99-113.