Examination of Turkish Mathematics Teachers Technology Integration Levels and Their Self-Confidence in TPACK

Abstract

This study aims to investigate the technology integration levels of secondary education mathematics teachers and their self-confidence in TPACK in terms of technology components. The present study, which employed the convergent parallel design of a mixed method, enrolled 57 mathematics teachers. A questionnaire to obtain teachers' views and the TPACK confidence survey were used as data collection tools in the research. It was found that teachers have a moderate level of self-confidence and the majority of them integrated technology into their classes at the replacement level. It was also seen that TPACK self-confidence levels of the teachers did not differ according to their technology integration levels. However, in the TPACK component of the TPACK self-confidence of the participants, there was a significant difference in favor of those who agreed with the idea that students should use technological tools in classes. Similarly, it was found that mathematics teachers using more than one software in their classes had significantly higher TPACK self-confidence in all components. Consequently it can be said that technology integration levels of mathematics teachers reflected by their TPACK self-confident levels.

Meta-analysis The Effect of the Technological Pedagogical Content Knowledge (TPACK) Model Through Online Learning on Biology Learning Outcomes, Learning Effectiveness, and 21st Century Competencies of Post-Covid-19 Students and Teachers

“…In addition, the TPACK model has been widely applied in various countries in Southeast Asia [54]; [55]. The reason is that the TPACK model is able to develop the quality and potential of pedagogic technology and content for a student and teacher after Covid-19 [56]; [57]; [58]; [59].…”

Covi̇d-19 Pandemi̇si̇ni̇n Matemati̇k Öğretmenleri̇ni̇n Tpab Özgüvenleri̇ne Etki̇si̇: Boylamsal Bi̇r Araştirma

“…Pandemi öncesinde gerçekleştirilen araştırmada öğretmenlerin TPAB özgüvenlerinin TPB dışındaki bütün bileşenlerde ve ölçek genelinde "orta düzeyde" olduğu görülmüştür (Ardıç, 2021a).…”

“…Bu bağlamda pandemi öncesinde matematik öğretmenlerinin TPAB özgüvenlerinin orta düzeyde olması gerçekleştirdikleri teknoloji entegrasyon düzeyleriyle ilişkili olabilir. Nitekim araştırmada öğretmenlerin "orta" düzeydeki TPAB özgüvenlerinin ağırlıklı olarak "orta" düzeyde gerçekleştirdikleri teknoloji entegrasyon düzeylerine göre farklılık göstermediği görülmüştür (Ardıç, 2021a). Öte yandan pandemi sürecinde gerçekleştirilen araştırma bulguları pandemi öncesi gerçekleştirilen araştırma bulgularıyla kıyaslandığında istatistiksel olarak anlamlı olmasa da katılımcıların ölçeğin bütün bileşenlerine ait ortalamalarının daha yüksek olduğu görülmektedir.…”

“…Ayrıca belirli bir branşı veya konu alanını hedef alan araştırmaların oldukça az olduğu anlaşılmaktadır (Kaleli Yılmaz, 2015). Nitekim pandemi öncesinde literatürdeki sınırlılıklar dikkate alınarak araştırmacı tarafından ortaöğretim matematik öğretmenlerinin derslerinde teknoloji entegrasyonunu gerçekleştirme düzeylerini ve TPAB özgüvenlerini belirlemeye yönelik bir araştırma gerçekleştirilmiştir (Ardıç, 2021a). Araştırmada matematik öğretmenlerinin TPAB, TAB ve TB bileşenlerinde kendilerine "orta düzeyde" güvendikleri anlaşılmıştır.…”

The relationship between technological pedagogical content knowledge of mathematics teacher candidates and teaching mathematics anxiety

“…Polly (2011) has found that technology integration education positively affects pre-service teachers' technological pedagogical content knowledge in mathematics teaching environments. Some studies show that the technological pedagogical content knowledge of teacher candidates who are open to the use of technology in the classroom environment and can integrate technology into learning environments is positively affected (Bakar, Maat, & Rosli, 2020;Ardıç, 2021) The current research aims to determine the relationship between primary school mathematics teacher candidates' mathematics teaching anxiety and technological pedagogical content knowledge (TPCK) and determine whether pre-service teachers' technological pedagogical content knowledge and mathematics teaching anxiety differ according to the "Gender" and "Class" variables. The study detected no significant effect of teacher candidates' genders and class levels on their mathematics teaching anxiety and technological pedagogical content knowledge.…”