EVALUATION OF TEACHERS’ TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE WITHIN THE FRAMEWORK OF EDUCATIONAL INFORMATION NETWORK AND OTHER VARIABLES

Year 2020, Volume: 21 Issue: Special Issue-IODL, 61 - 78, 17.07.2020

Kamil Cekerol Emin Ozen

https://doi.org/10.17718/tojde.770914

Cited By: 2

Abstract

The aim of this study is to examine the relationship between Technological Pedagogical Content Knowledge (TPACK) of teachers teaching at different levels of educational institutions and demographic information about them as well as their technology and Educational Information Network (EIN) use. The participants of the study were determined by using stratified sampling method from the teachers teaching in state-run primary schools, secondary schools and high schools in Eskisehir in Turkey. 364 teachers voluntarily participated in the study by filling out the data collection tool. The first part of the survey includes questions to collect demographic data about the participants as well as the ones related to their technology and EIN use. The second part involves TPACK scale developed by Horzum, Akgun and Ozturk (2014). According to the results of the statistical analysis, the teachers find themselves competent in terms of TPACK factors and there are significant differences between TPACK factors and demographic information about the participants as well as their technology and EIN use. It is believed that increasing technology knowledge of teachers will also improve their pedagogy and content knowledge. Therefore; it is suggested that more studies should be conducted which combine technology, pedagogy and content knowledge.

Keywords

Technological pedagogical content knowledge, TPACK, use of technology, educational information network

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