Araştırma Makalesi
BibTex RIS Kaynak Göster

Yıl 2020, , 115 - 140, 30.04.2020

Fatma Torun

https://doi.org/10.33403/rigeo.691943

Öz

Kaynakça

  • Akman, Ö. (2014). Analysis of Technological, Pedagogical and Content Knowledge Self-Efficacy Perception Levels of Social Science Teachers and Pre-Service Teachers with Different Variables, Unpublished Doctoral Dissertation. Necmettin Erbakan University, Konya.
  • Aksin, A. (2014). Competencies of Technological Pedagogical and Content Knowledge (TPACK) of Social Studies Teachers: A Case Study of Amasya Province, Unpublished Doctoral Dissertation. Atatürk University, Erzurum.
  • Azuma, R. T. (1997). A Survey of Augmented Reality. Teleoperators and Virtual Environments 6(4). pp. 355-385.
  • Bal, M. S. & Kandemir, N. (2013). Determining Social Science Teachers’ Self-Assessment Levels with Regard to Their Technological Pedagogical Content Knowledge (TPCK), Pamukkale University Journal of Education, 34, pp.15-32.
  • Black, J., Downes, K., Field, F., Mozdzanowska, A. & Steel, K. (2006, June). The Metaphors of Emerging Technologies: Unpacking the Disconnects between the “What” and the “How” in the World of “Online Shopping”. 9th International Conference on Technology Policy and Innovation, Santorini, Greece.
  • Churchill, D. (2011). Web 2.0 in Education: A Study of The Explorative Use of Blogs with a Postgraduate Class. Innovations in Education & Teaching International, 48(2), 149–158. https://doi.org/10.1080/14703297.2011.564009.
  • Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences. 2. Edition. New York: Lawrence Erlbaum Associates.
  • Cresswell, J. W. (2009). Research Design Qualitative, Quantitative and Mixed Methods Approaches, Third edition, US: SAGE Publications.
  • Cresswell, J. W. (2019). Introduction to Mixed Method Research. Trn. Ed.: Mustafa Sözbilir. 2nd. Edition, Ankara: Pegem Akademi.
  • Çetin, O., Çalışkan, E. & Menzi, N. (2012). The Relationship between Technological Competencies and Attitudes of Pre-Service Teachers towards Technology. Elementary Education Online, 11(2), pp. 273–291.
  • Dohn, N. B., & Dohn, N. B. (2017). Integrating Facebook in Upper Secondary Biology Instruction: A Case Study of Students' Situational Interest And Participation in Learning Communication. Research in Science Education, 47(6), pp. 1305–1329.
  • Ehman, L. H. (2002). Why Haven’t Secondary Social Studies Teachers Adopted Information Technologies?. The International Social Studies Forum, 2(2), pp. 175–178.
  • Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher Beliefs and Technology Integration Practices: A Critical Relationship. Computers and Education, 59, pp. 423-435.
  • Gokdas, I., & Torun, F. (2017). Examining the Impact of Instructional Technology and Material Design Courses on Technopedagogical Education Competency Acquisition According to Different Variables. Educational Sciences: Theory & Practice, 17, pp. 1733–1758. http://dx.doi.org/10.12738/estp.2017.5.0322
  • Graham, C. R. (2011). Theoretical Considerations for Understanding Technological Pedagogical Content Knowledge (TPACK). Computers & Education, 57, pp. 1953–1960.
  • 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 Inservice Science Teachers, TechTrends, Special Issue on TPACK, 53(5), pp. 70-79.
  • Hart, C. (2010). Critical Discourse Analysis and Cognitive Science: New Perspectives on Immigration Discourse. Hertfordshire, UK: Palgrave Macmillan.
  • Hicks, D., Lee, J., Berson, M., Bolick, C., & Diem, R. (2014). Guidelines for Using Technology to Prepare Social Studies Teachers. Contemporary Issues in Technology and Teacher Education, 14(4), pp. 433-450.
  • Kim, C., Kim, M. K., Lee, C., Spector, J. M., & DeMeester, K. (2013). Teacher Beliefs and Technology Integration. Teaching and Teacher Education, 29, pp. 76-85.
  • Koehler, M.J., Mishra, P., Kereluik, K., Shin T. S. & Graham, C. R. (2014). The Technological Pedagogical Content Knowledge Framework, Handbook of Research on Educational Communications and Technology, New York: Springer Science+Business Media.
  • Koehler, M. J., Mishra, P. M. & Cain, W. (2013). What is Technological Pedagogical Content Knowledge (TPACK)?. Journal of Education. 193(3), pp.13-19.
  • Koehler, M. J., & Mishra, P. (2009). What is Technological Pedagogical Content Knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), pp. 60-70.
  • Koehler, M. J., & Mishra, P. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record. 108 (6), pp. 1017-1054.
  • Koh, J. H. L. & Chai, C. S. (2016). Seven Design Frames That Teachers Use When Considering Technological Pedagogical Content Knowledge (TPACK). Computers & Education, 102, pp. 244-257.
  • Koh, J. H. L., Chai, C. S. & Lee, M. H. (2015). Technological Pedagogical Content Knowledge (TPACK) for Pedagogical Improvement: Editorial for Special Issue on TPACK. Asia-Pacific Education Research, 24(3), pp. 459–462.
  • Korkmaz, F., & Ünsal, S. (2016). An Investigation of Preschool Teachers’ Perceptions on the Concept of “Technology. Mustafa Kemal University Journal of Graduate School of Social Sciences, 13(35), pp. 194-212. Lissack, C. (1997). Mind Your Metaphors: Lessons from Complexity Science, Long Range Planning, 30(2), pp. 292-298.
  • Mason, C., Berson, M., Diem, R., Hicks, D., Lee, J., & Dralle, T. (2000). Guidelines for Using Technology to Prepare Social Studies Teachers. Contemporary Issues in Technology Contemporary Issues in Technology and Teacher Education, 14(4).
  • Martorella, P.H. (1997). Technology and the Social Studies – or: Which Way to the Sleeping Giant? Theory and Research in Social Education, 25(4), pp. 511-514.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook, Second Edition. Sage Publications.
  • Önal, N., (2018). Applications Supported by Technology That Can Be Used in Instruction, Ed.: Nezih Önal, Applications in Education Enriched with Examples of Activities, (in 2-13), Ankara: Pegem akademi.
  • Robson, C. (2015). Scientific Research Methods Real World Research, Trs. Ed.: Şakir Çankır and Nihan Demirkasımoğlu, Ankara: Anı Publication.
  • Rosenberg, J. M. & Koehler, M. J. (2015) Context and Technological Pedagogical Content Knowledge (TPACK): A Systematic Review, Journal of Research on Technology in Education, 47(3), pp. 186-210, DOI: 10.1080/15391523.2015.1052663
  • Russell, W. B., Waters, S. & Turner, T. N. (2014). Essentials of Middle and Secondary Social Studies, New york: Routledge.
  • Sancar-Tokmak, H. & Yanpar-Yelken, Tugba (2015) Effects of Creating Digital Stories on Foreign Language Education Pre-Service Teachers’ TPACK Self-Confidence, Educational Studies, 41(4), pp. 444-461,
  • Sheffield, C. C. (2015). Struggling to Move Beyond Projection: A Case Study of Instructional Use of an Interactive White Board in Elementary Social Studies. Contemporary Issues in Technology and Teacher Education, 15(4), pp. 541-567.
  • Shifflet, R. & Weilbacher, G. (2015). Teacher Beliefs and Their Influence on Technology Use: A Case Study. Contemporary Issues in Technology and Teacher Education, 15(3), pp. 368-394.
  • Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, Vol. 15, No. 2, pp. 4-14.
  • Tally, B. (2007). Digital Technology and the End of Social Studies Education. Theory and Research in Social Education. 35 (2), pp. 305-321.
  • Tanık Önal, N., (2018). Concept Map Tools Supported by Computer, Ed.:Nezih Önal, Technology Applications in Education Enriched with Examples of Activities, (in 44-65), Ankara: Pegem Akademi.
  • Tondeur, J., Pareja Roblin, N., Braak, J., van, Fisser, P., & Voogt, J. (2013). Technological Pedagogical Content Knowledge in Teacher Education: In Search of a New Curriculum. Educational Studies, 39(2), pp. 239–243.
  • Turgut, T., Aydın, F., Yigit, K. G. (2019). Technological Pedagogical Content Knowledge Competencies of Social Studies Teachers: The Case of the City of Karabuk, International Online Journal of Educational Sciences, 11(1), pp. 255-287.
  • Yanpar Yelken,T., Cocuk, H. E., Yavuz Konokman, G. & Pan, V. L. (2015) The Effect Of Digital Story Preparation On Technological Pedagogical Content Knowledge (TPCK) Self-Confidence, The Anthropologist, 22(2), pp. 185-195,
  • Yeh, Y., Hsu, Y., Wu, H. & Chien, S. (2017). Exploring the Structure of TPACK with Video-embedded and Discipline-focused Assessments. Computers & Education, 104, pp. 49-64.
  • Watson, G. (2006). Technology Professional Development: Long-Term Effects on Teacher Self-Efficacy. Journal of Technology and Teacher Education, 14(1), pp. 151-165.
  • What is CANVA?, retrieved at https://dijitalmaden.com/canva-nedir-nasil-kullanilir
  • What is a QR Code?, retrieved at https://www.the-qrcode-generator.com/whats-a-qr-code.
  • Wilson, P. & Long, I. (2018). The big book of BLOBs, Newyork: Routledge Publishing.
  • Wilson, P. & Long, I. (2015). BLOB School, Newyork:Speechmark Publishing Ltd.

The Effect of a Textbook Preparation Process Supported by Instructional Technology Tools on the TPACK Self-Confidence levels of Prospective Social Studies Teachers

Yıl 2020, , 115 - 140, 30.04.2020

Fatma Torun

https://doi.org/10.33403/rigeo.691943

Öz

The aim of this study is to determine the effect of a textbook preparation process supported by instructional technology tools on the TPACK (Technological Pedagogical Content Knowledge) self-confidence level of prospective Social Studies teachers'. The research was carried out using a sequential descriptive design with a mixed method design. Quantitative data were collected before and after the implementation process and the qualitative data were collected after the implementation process. Quantitative data were collected by the Technological Pedagogical Content Knowledge (TPACK) Self-Confidence Scale; and qualitative data were collected by a metaphor form and a BLOB tree evaluation form. Quantitative data were analyzed by a Paired Samples t-test and qualitative data were analyzed by content analysis. A total of 53 prospective Social Studies teachers, from a public university in Turkey, participated in the research. The results of the analyses showed there were statistically significant differences between pre-test and post-test scores in the levels of TPACK self confidence amongst prospective Social Studies teachers. The self-confidence scores were in favor of the post-test. Furthermore, while prospective teachers have created negative metaphors about their TPACK self-confidence before the implementation process, they created more positive metaphors after the implementation process. According to the results of the BLOB tree self-assessment, it was revealed that the TPACK self-confidence levels increased amongst the prospective Social Studies teacher participant group. 

Anahtar Kelimeler

TPACK instructional technologies tools prospective social studies teachers textbook textbook BLOB tree

Kaynakça

  • Akman, Ö. (2014). Analysis of Technological, Pedagogical and Content Knowledge Self-Efficacy Perception Levels of Social Science Teachers and Pre-Service Teachers with Different Variables, Unpublished Doctoral Dissertation. Necmettin Erbakan University, Konya.
  • Aksin, A. (2014). Competencies of Technological Pedagogical and Content Knowledge (TPACK) of Social Studies Teachers: A Case Study of Amasya Province, Unpublished Doctoral Dissertation. Atatürk University, Erzurum.
  • Azuma, R. T. (1997). A Survey of Augmented Reality. Teleoperators and Virtual Environments 6(4). pp. 355-385.
  • Bal, M. S. & Kandemir, N. (2013). Determining Social Science Teachers’ Self-Assessment Levels with Regard to Their Technological Pedagogical Content Knowledge (TPCK), Pamukkale University Journal of Education, 34, pp.15-32.
  • Black, J., Downes, K., Field, F., Mozdzanowska, A. & Steel, K. (2006, June). The Metaphors of Emerging Technologies: Unpacking the Disconnects between the “What” and the “How” in the World of “Online Shopping”. 9th International Conference on Technology Policy and Innovation, Santorini, Greece.
  • Churchill, D. (2011). Web 2.0 in Education: A Study of The Explorative Use of Blogs with a Postgraduate Class. Innovations in Education & Teaching International, 48(2), 149–158. https://doi.org/10.1080/14703297.2011.564009.
  • Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences. 2. Edition. New York: Lawrence Erlbaum Associates.
  • Cresswell, J. W. (2009). Research Design Qualitative, Quantitative and Mixed Methods Approaches, Third edition, US: SAGE Publications.
  • Cresswell, J. W. (2019). Introduction to Mixed Method Research. Trn. Ed.: Mustafa Sözbilir. 2nd. Edition, Ankara: Pegem Akademi.
  • Çetin, O., Çalışkan, E. & Menzi, N. (2012). The Relationship between Technological Competencies and Attitudes of Pre-Service Teachers towards Technology. Elementary Education Online, 11(2), pp. 273–291.
  • Dohn, N. B., & Dohn, N. B. (2017). Integrating Facebook in Upper Secondary Biology Instruction: A Case Study of Students' Situational Interest And Participation in Learning Communication. Research in Science Education, 47(6), pp. 1305–1329.
  • Ehman, L. H. (2002). Why Haven’t Secondary Social Studies Teachers Adopted Information Technologies?. The International Social Studies Forum, 2(2), pp. 175–178.
  • Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher Beliefs and Technology Integration Practices: A Critical Relationship. Computers and Education, 59, pp. 423-435.
  • Gokdas, I., & Torun, F. (2017). Examining the Impact of Instructional Technology and Material Design Courses on Technopedagogical Education Competency Acquisition According to Different Variables. Educational Sciences: Theory & Practice, 17, pp. 1733–1758. http://dx.doi.org/10.12738/estp.2017.5.0322
  • Graham, C. R. (2011). Theoretical Considerations for Understanding Technological Pedagogical Content Knowledge (TPACK). Computers & Education, 57, pp. 1953–1960.
  • 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 Inservice Science Teachers, TechTrends, Special Issue on TPACK, 53(5), pp. 70-79.
  • Hart, C. (2010). Critical Discourse Analysis and Cognitive Science: New Perspectives on Immigration Discourse. Hertfordshire, UK: Palgrave Macmillan.
  • Hicks, D., Lee, J., Berson, M., Bolick, C., & Diem, R. (2014). Guidelines for Using Technology to Prepare Social Studies Teachers. Contemporary Issues in Technology and Teacher Education, 14(4), pp. 433-450.
  • Kim, C., Kim, M. K., Lee, C., Spector, J. M., & DeMeester, K. (2013). Teacher Beliefs and Technology Integration. Teaching and Teacher Education, 29, pp. 76-85.
  • Koehler, M.J., Mishra, P., Kereluik, K., Shin T. S. & Graham, C. R. (2014). The Technological Pedagogical Content Knowledge Framework, Handbook of Research on Educational Communications and Technology, New York: Springer Science+Business Media.
  • Koehler, M. J., Mishra, P. M. & Cain, W. (2013). What is Technological Pedagogical Content Knowledge (TPACK)?. Journal of Education. 193(3), pp.13-19.
  • Koehler, M. J., & Mishra, P. (2009). What is Technological Pedagogical Content Knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), pp. 60-70.
  • Koehler, M. J., & Mishra, P. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record. 108 (6), pp. 1017-1054.
  • Koh, J. H. L. & Chai, C. S. (2016). Seven Design Frames That Teachers Use When Considering Technological Pedagogical Content Knowledge (TPACK). Computers & Education, 102, pp. 244-257.
  • Koh, J. H. L., Chai, C. S. & Lee, M. H. (2015). Technological Pedagogical Content Knowledge (TPACK) for Pedagogical Improvement: Editorial for Special Issue on TPACK. Asia-Pacific Education Research, 24(3), pp. 459–462.
  • Korkmaz, F., & Ünsal, S. (2016). An Investigation of Preschool Teachers’ Perceptions on the Concept of “Technology. Mustafa Kemal University Journal of Graduate School of Social Sciences, 13(35), pp. 194-212. Lissack, C. (1997). Mind Your Metaphors: Lessons from Complexity Science, Long Range Planning, 30(2), pp. 292-298.
  • Mason, C., Berson, M., Diem, R., Hicks, D., Lee, J., & Dralle, T. (2000). Guidelines for Using Technology to Prepare Social Studies Teachers. Contemporary Issues in Technology Contemporary Issues in Technology and Teacher Education, 14(4).
  • Martorella, P.H. (1997). Technology and the Social Studies – or: Which Way to the Sleeping Giant? Theory and Research in Social Education, 25(4), pp. 511-514.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook, Second Edition. Sage Publications.
  • Önal, N., (2018). Applications Supported by Technology That Can Be Used in Instruction, Ed.: Nezih Önal, Applications in Education Enriched with Examples of Activities, (in 2-13), Ankara: Pegem akademi.
  • Robson, C. (2015). Scientific Research Methods Real World Research, Trs. Ed.: Şakir Çankır and Nihan Demirkasımoğlu, Ankara: Anı Publication.
  • Rosenberg, J. M. & Koehler, M. J. (2015) Context and Technological Pedagogical Content Knowledge (TPACK): A Systematic Review, Journal of Research on Technology in Education, 47(3), pp. 186-210, DOI: 10.1080/15391523.2015.1052663
  • Russell, W. B., Waters, S. & Turner, T. N. (2014). Essentials of Middle and Secondary Social Studies, New york: Routledge.
  • Sancar-Tokmak, H. & Yanpar-Yelken, Tugba (2015) Effects of Creating Digital Stories on Foreign Language Education Pre-Service Teachers’ TPACK Self-Confidence, Educational Studies, 41(4), pp. 444-461,
  • Sheffield, C. C. (2015). Struggling to Move Beyond Projection: A Case Study of Instructional Use of an Interactive White Board in Elementary Social Studies. Contemporary Issues in Technology and Teacher Education, 15(4), pp. 541-567.
  • Shifflet, R. & Weilbacher, G. (2015). Teacher Beliefs and Their Influence on Technology Use: A Case Study. Contemporary Issues in Technology and Teacher Education, 15(3), pp. 368-394.
  • Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, Vol. 15, No. 2, pp. 4-14.
  • Tally, B. (2007). Digital Technology and the End of Social Studies Education. Theory and Research in Social Education. 35 (2), pp. 305-321.
  • Tanık Önal, N., (2018). Concept Map Tools Supported by Computer, Ed.:Nezih Önal, Technology Applications in Education Enriched with Examples of Activities, (in 44-65), Ankara: Pegem Akademi.
  • Tondeur, J., Pareja Roblin, N., Braak, J., van, Fisser, P., & Voogt, J. (2013). Technological Pedagogical Content Knowledge in Teacher Education: In Search of a New Curriculum. Educational Studies, 39(2), pp. 239–243.
  • Turgut, T., Aydın, F., Yigit, K. G. (2019). Technological Pedagogical Content Knowledge Competencies of Social Studies Teachers: The Case of the City of Karabuk, International Online Journal of Educational Sciences, 11(1), pp. 255-287.
  • Yanpar Yelken,T., Cocuk, H. E., Yavuz Konokman, G. & Pan, V. L. (2015) The Effect Of Digital Story Preparation On Technological Pedagogical Content Knowledge (TPCK) Self-Confidence, The Anthropologist, 22(2), pp. 185-195,
  • Yeh, Y., Hsu, Y., Wu, H. & Chien, S. (2017). Exploring the Structure of TPACK with Video-embedded and Discipline-focused Assessments. Computers & Education, 104, pp. 49-64.
  • Watson, G. (2006). Technology Professional Development: Long-Term Effects on Teacher Self-Efficacy. Journal of Technology and Teacher Education, 14(1), pp. 151-165.
  • What is CANVA?, retrieved at https://dijitalmaden.com/canva-nedir-nasil-kullanilir
  • What is a QR Code?, retrieved at https://www.the-qrcode-generator.com/whats-a-qr-code.
  • Wilson, P. & Long, I. (2018). The big book of BLOBs, Newyork: Routledge Publishing.
  • Wilson, P. & Long, I. (2015). BLOB School, Newyork:Speechmark Publishing Ltd.
Toplam 48 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Fatma Torun 0000-0002-2701-7377

Yayımlanma Tarihi 30 Nisan 2020
Gönderilme Tarihi 20 Şubat 2020
Kabul Tarihi 15 Mayıs 2020
Yayımlandığı Sayı Yıl 2020

Kaynak Göster

APA Torun, F. (2020). The Effect of a Textbook Preparation Process Supported by Instructional Technology Tools on the TPACK Self-Confidence levels of Prospective Social Studies Teachers. Review of International Geographical Education Online, 10(2), 115-140. https://doi.org/10.33403/rigeo.691943
AMA Torun F. The Effect of a Textbook Preparation Process Supported by Instructional Technology Tools on the TPACK Self-Confidence levels of Prospective Social Studies Teachers. Review of International Geographical Education Online. Nisan 2020;10(2):115-140. doi:10.33403/rigeo.691943
Chicago Torun, Fatma. “The Effect of a Textbook Preparation Process Supported by Instructional Technology Tools on the TPACK Self-Confidence Levels of Prospective Social Studies Teachers”. Review of International Geographical Education Online 10, sy. 2 (Nisan 2020): 115-40. https://doi.org/10.33403/rigeo.691943.
EndNote Torun F (01 Nisan 2020) The Effect of a Textbook Preparation Process Supported by Instructional Technology Tools on the TPACK Self-Confidence levels of Prospective Social Studies Teachers. Review of International Geographical Education Online 10 2 115–140.
IEEE F. Torun, “The Effect of a Textbook Preparation Process Supported by Instructional Technology Tools on the TPACK Self-Confidence levels of Prospective Social Studies Teachers”, Review of International Geographical Education Online, c. 10, sy. 2, ss. 115–140, 2020, doi: 10.33403/rigeo.691943.
ISNAD Torun, Fatma. “The Effect of a Textbook Preparation Process Supported by Instructional Technology Tools on the TPACK Self-Confidence Levels of Prospective Social Studies Teachers”. Review of International Geographical Education Online 10/2 (Nisan 2020), 115-140. https://doi.org/10.33403/rigeo.691943.
JAMA Torun F. The Effect of a Textbook Preparation Process Supported by Instructional Technology Tools on the TPACK Self-Confidence levels of Prospective Social Studies Teachers. Review of International Geographical Education Online. 2020;10:115–140.
MLA Torun, Fatma. “The Effect of a Textbook Preparation Process Supported by Instructional Technology Tools on the TPACK Self-Confidence Levels of Prospective Social Studies Teachers”. Review of International Geographical Education Online, c. 10, sy. 2, 2020, ss. 115-40, doi:10.33403/rigeo.691943.
Vancouver Torun F. The Effect of a Textbook Preparation Process Supported by Instructional Technology Tools on the TPACK Self-Confidence levels of Prospective Social Studies Teachers. Review of International Geographical Education Online. 2020;10(2):115-40.