Exploring the TPACK of Taiwanese elementary mathematics and science teachers with respect to use of interactive whiteboards

Jang, Syh-Jong; Tsai, Ming‐Tien

doi:10.1016/j.compedu.2012.02.003

Cited by 219 publications

(185 citation statements)

References 39 publications

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“…The techno pedagogical subject-area competencies and epistemological beliefs of the male and female pre-service teachers are statistically similar to each other. This finding is similar to the findings reported by Jang and Tsai (2012), Yağcı (2016), Şimşek et al (2013). The finding that epistemological beliefs do not vary significantly depending on gender also concurs with the findings of Şenler and İrven (2016), Türkan et al (2016), Chan and Elliott (2002).…”

Section: Discussion and Resultssupporting

confidence: 92%

The Relationship between the Pre-service Classroom Teachers’ Techno Pedagogical Instructional Competencies and Epistemological Beliefs

Yorulmaz¹,

Can²,

Çokçalışkan³

2017

JETS

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The purpose of the current study is to determine the relationship between the pre-service classroom teachers' epistemological beliefs and techno pedagogical subject-area competencies. While the universe of the study is comprised of a total of 187 senior pre-service teachers attending the Department of Classroom Teacher Education in Mugla Sıtkı Kocman University in 2014-2015 academic year, the sampling consists of 141 pre-service teachers selected through the random sampling method from among the universe. The reason for selecting the senior students for the universe of the study was that they had already taken the subject-area, pedagogical and general culture courses. In the collection of the research data, The Techno Pedagogical Competency Scale and Epistemological Belief Scale and a personal information form were used. The data were analyzed by using IBM SPSS 21.0 program package. During the analysis process, first it was tested whether the data display a normal distribution and after it was determined that the data show a normal distribution, from among the descriptive statistics, t-test and one-way ANOVA were used to reveal the differences and Pearson-product Moment Correlation Coefficient analysis was used to elicit the correlations. The analyses revealed that the pre-service classroom teachers' level of techno pedagogical competencies is high and their level of epistemological beliefs is medium. Gender and academic grade point average were found to be not leading to significant differences in their techno pedagogical subject-area competencies. Moreover, a negative and significant correlation was found between the pre-service classroom teachers' techno pedagogical subject-area competencies and epistemological beliefs.

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Section: Discussion and Resultssupporting

confidence: 92%

The Relationship between the Pre-service Classroom Teachers’ Techno Pedagogical Instructional Competencies and Epistemological Beliefs

Yorulmaz¹,

Can²,

Çokçalışkan³

2017

JETS

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“…Based on the Spearman rank order correlation on the two measures, they identified low levels of convergence within similar TPACK dimensions (e.g., TPK) and a lack of discrimination between dissimilar dimensions (e.g., TPK and TPACK). Similarly, by adapting a popular survey instrument by Schmidt and colleagues (2009), a group of researchers have reported similar difficulty in differentiating the seven TPACK components (e.g., Archambault & Barnett, 2010;Jang & Tsai, 2012). That is, some components (e.g., TPK, TCK, and TPACK) were unexpectedly merged as new factors/dimensions (see Koh et al, 2010).…”

Section: Validation Of Tpack: a Multifaceted Lensmentioning

confidence: 99%

Examining the validity of the technological pedagogical content knowledge (TPACK) framework for preservice chemistry teachers

Deng

Chai

So³

et al. 2017

AJET

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While various quantitative measures for assessing teachers' technological pedagogical content knowledge (TPACK) have developed rapidly, few studies to date have comprehensively validated the structure of TPACK through various criteria of validity especially for content specific areas. In this paper, we examined how the TPACK survey measure is aligned with the TPACK lesson plan measure and how they are related to the measure of epistemological beliefs about chemistry. The participants were 280 Chinese preservice chemistry teachers enrolled in a university in China. Both exploratory and confirmatory factory analyses were performed on the TPACK survey measure to help to establish validity, including considerations for convergent and discriminant validity. This was followed by the invariance test to examine factorial validity as related to gender. To establish the predictive validity of TPACK, the relationships among teachers' epistemological beliefs, TPACK, and their capacity for planning technology-integrated lessons were also examined. Overall, the results showed that all four types of validity looked at in this study (i.e., convergent, discriminant, factorial, and predictive) were satisfactorily established. Implications for TPACK research and teacher education are also discussed.

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“…BİT kullanımı ve TPİB'nin değişkenleri incelendiğinde BİT kullanımının yükseldiği görülmüştür (Jamieson Proctor, Finger ve Albion, 2010;Otrel Cass, Khoo ve Cowie, 2012). Cinsiyet ve TPİB'nin değişkenleri incelendiği çalışmalarda, bu iki değişken arasında anlamlı fark olduğunu ifade eden çalışmalara rastlanmaktadır (Altun, 2013;Jang ve Tsai, 2012Jordan, 2011Jordan, ,2013Lin, Tsai, Chai ve Lee, 2013). Fakat son yıllarda TPİB'nin ve cinsiyet arasında anlamlı bir farklılığın görülmediğini ifade eden çalışmalar yoğunlaşmaktadır (Chang, Tsai ve Jang, 2014;Chen ve Syh Jong, 2013;Efilti ve Çoklar, 2013;Horzum, 2013;Hosseini ve Kamal, 2013;Koh, Chai ve Tsai, 2014;Meriç, 2014;Tuysuz, 2014).…”

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Investigating Preservice Teachers’ TPACK Competencies Through the Lenses of ICT Skills: An Experimental Study

Ersoy

Yurdakul

Ceylan

2016

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Bu çalışmanın amacı, öğretmen adaylarının Teknopedagojik İçerik Bilgisi'ne (TPİB) odaklanan bir deneysel uygulama öncesi ve sonrasındaki TPİB yeterliklerinin BİT kullanım düzeyi, BİT kullanım aşamaları ve cinsiyet değişkenleri açısından incelenmesidir. Araştırmada deneme modellerinden öntest-sontest kontrol grupsuz yarı deneysel desen kullanılmıştır. Çalışma 2011-2012 öğretim yılında bir devlet üniversitesinin eğitim fakültesinde öğrenim görmekte olan 61 öğretmen adayı ile gerçekleştirilmiştir. Bu amaca uygun olarak TPACK-deep Ölçeği ile BİT Kullanım Aşamaları ve BİT Kullanım Düzeyleri anketleri veri toplama aracı olarak kullanılmıştır. Verilerin analizi sonucunda TPİB yeterliklerine odaklanan deneysel uygulamanın etkili olduğu ortaya çıkmıştır. Deneysel uygulamanın sonrasında orta düzeyde olan TPİB yeterliklerinin ileri düzeye yükseldiği görülmüştür. Buna ek olarak TPACK-deep Ölçeği alt boyutları olan tasarım, uygulama, etik ve uzmanlaşma alanlarının her birinde ilerleme görülmüştür. Öğretmen adaylarının uygulama sonunda BİT kullanım aşamalarının olumlu yönde değişim gösterdiği belirlenmiştir. Ayrıca, öğretmen adaylarının BİT kullanım düzeyi arttıkça TPİB yeterliklerinin de yükseldiği belirtilmiştir. TPİB yeterlikleri ile cinsiyet arasında ise anlamlı bir farklılık bulunmamıştır. BİT kullanım aşamaları ile TPİB yeterlikleri alt alanları arasındaki ilişki incelendiğinde ise orta düzeyde bir ilişki olduğu görülmüştür. Araştırmanın sonuçlarına dayalı olarak bir dizi öneri getirilmiştir. Teknopedagojik içerik bilgisi Teknoloji entegrasyonuYeterlik tabanlı öğretim İnsan-bilgisayar etkileşimi Yükseköğretim

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Exploring the TPACK of Taiwanese elementary mathematics and science teachers with respect to use of interactive whiteboards

Cited by 219 publications

References 39 publications

The Relationship between the Pre-service Classroom Teachers’ Techno Pedagogical Instructional Competencies and Epistemological Beliefs

The Relationship between the Pre-service Classroom Teachers’ Techno Pedagogical Instructional Competencies and Epistemological Beliefs

Examining the validity of the technological pedagogical content knowledge (TPACK) framework for preservice chemistry teachers

Investigating Preservice Teachers’ TPACK Competencies Through the Lenses of ICT Skills: An Experimental Study

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