Preservice Mathematics Teachers’ Views On Distance Education And Their Web Pedagogical Content Knowledge

Year 2013, Volume: 14 Issue: 1, 126 - 139, 01.03.2013

Dilek CAGIRGAN Gulten

Abstract

This research aims to investigate primary preservice mathematics teachers’ views on distance education and web pedagogical content knowledge in terms of the subscales of general web, communicative web, pedagogical web, web pedagogical content and attitude towards web based instruction. The research was conducted with 46 senior students in the department of Primary Mathematics Education in Istanbul. Web Pedagogical Content Knowledge scale developed by Lee, Tsai and Chang (2008) and adapted into Turkish by Horzum (2011) was used as the data collection tool. Values of frequency and percentage and Kruskal Wallis test were used in the analysis of the data. Whether preservice teachers’ perceptions towards adequacy levels for web pedagogical content knowledge differ or not was discussed in terms of their views on distance education and their habits of using the Internet and e-mail.

Keywords

Distance Education, Web Pedagogical Content Knowledge, Primary Preservice Mathematics Teachers, Internet, Email

References

• Antalyalı, L. Ö. (2004). Uzaktan eğitim algısı ve yöneylem araştırması dersinin uzaktan eğitim ile verilebilirliği[Perception Of Distance Education And Teachability Of Operations
• Research Course With Distance Education]. Yüksek Lisans Tezi. Süleyman Demirel Üniversitesi Sosyal Bilimler Enstitüsü. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory.
• Englewood Cliffs, NJ: Prentice-Hall. Chou C. & Tsai C.C. (2002), Developing Web-Based Curricula: IssuesandChallenges.
• Journal of Curriculum Studies, 34(6), 623–636. Çelik, H.C. ve Bindak, R. (2005). İlköğretim Okullarında Görev Yapan Öğretmenlerin
• Bilgisayara Yönelik Tutumlarının Çeşitli Değişkenlere Göre İncelenmesi [Examınıng The Computer Attıtudes Of Prımary School Teachers Accordıng To Varıous Varıables]. İnönü Eğitim Fakültesi Dergisi, 6 (10): 27-38. Gömleksiz, M.N. & Fidan, E.K. (2011). Pedagojik Formasyon Programı Öğrencilerinin Web
• Content Knowledge: Curriculum-based Technology Integration Reframed. 21.11.2012, http://mkoehler.educ.msu.edu/OtherPages/Koehler_Pubs/TECH_BY_DESIGN/AERA_20 07/AERA2007_HarrisMishraKoehler.pdf retrieved.
• HORZUM Mehmet B. (2011). Web Pedagojik İçerik Bilgisi Ölçeği’nin Türkçeye Uyarlaması
• [Adaptation of Web Pedagogical Content Knowledge Survey to Turkish], İlköğretim Online, 10(1), 257-272. Karasar, N. (2005). Bilimsel Araştırma Yöntemi [Scientific Research Method]. Ankara: Nobel Yayın Dağıtım.
• Kaya, Z., Erden, O., Çakır, H. & Bağırsakçı, N. B. (2004). Uzaktan Eğitimin Temelleri
• Dersindeki Uzaktan Eğitim İhtiyacı Ünitesinin Web Tabanlı Sunumunun Hazırlanması [Foundations of Distance Education Preparation of Lesson Presentation is Web-Based Distance Education Needs Unit]. The Turkish Online Journal of Educational Technology – TOJET, 3(3), 165-175. Koehler, M.J. ve 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. Lee, MH., Tsai, CC. ve Chang, CY. (2008). Exploring Teachers’ Self-Efficacy toward the Web Pedagogical Content Knowledge in Taiwan. Paper presented at the Annual Meeting of the American Educational Research Association New York City, March 24–28, 2008.
• LEE Min-Hsienve Tsai CC. (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.
• Mishra, P. ve Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. The Teachers College Record, 108(6), 1017–1054.
• National Council of Teachers of Mathematics. (2000). Principles and Standards for School
• Mathematics. Reston, VA. Nuriyev, U., Sevim,T.B. ve Berberler, M.E. (2007). Çizge teorisinin öğretiminde bilgisayar
• Teknolojisinin kullanımı [The use of computer technology in the teaching of the theory of graph], I.Uluslararası Bilgisayar ve Öğretim Teknolojileri Sempozyumu Bildirileri. s.386- 3 http://bots.comu.edu.tr/turkce/bildiriler.pdf Oksüz, C., Ak, Ş. ve Uça, S. (2009). İlköğretim Matematik Öğretiminde Teknoloji
• Kullanımına İlişkin Algı Ölçeği[A Perceptıon Scale For Technology Use In The Teachıng Of Elementary Mathematıcs ]. Yüzüncü Yıl Üniversitesi, Eğitim Fakültesi Dergisi, 6(1), 270- 2
• Schmidt, D.A., Baran, E., Thompson, A.D., Mishra, P., Koehler, M.J. ve 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), 27. Shachar, M. & Neumann, Y. (2003). Differences Between Traditional and Distance
• Education Academic Performances: A Meta-Analytic Approach. International Review of Research in Open and Distance Learning, 4(2) ISSN: 1492-3831.
• Shulman, L.S. (1986). Those Who Understand: Knowledge Growth in Teaching.
• Educational Researcher, 15(2), 4-14. Uzun, A. (2008). Eğitim Fakültelerinde Bilgisayar Okur-Yazarlığının İnternet Tabanlı
• Öğretim Tasarımı İle Desteklenmesi[Assisting The Computer Literacy With Web Based Instructional Design In Education Faculties]. Doktora Tezi. Uludağ Üniversitesi Sosyal Bilimler Enstitüsü. Yiğit Y., Yıldırım, S. & Özden M. Y. (2000). Web Tabanlı İnternet Öğreticisi: Bir Durum
• Çalışması[Internet Web-Based Tutorial: A Case Study], Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 19, 166-176. YURDAKUL I.K. (2011). Öğretmen Adaylarının Teknopedagojik Eğitim Yeterliklerinin Bilgi ve İletişim Teknolojilerini Kullanımları Açısından Incelenmesi [Examining
• Technopedagogical Knowledge Competencıes of Preservice Teachers Based on ICT usage], Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 40, 397-408.