Investigation of the Self-efficacy of the Teachers in Technological Pedagogical Content Knowledge and Their Use of Information and Communication Technologies

Abstract

The aim of this study was to determine the teachers' views on technological pedagogical content knowledge (TPACK) self-efficacy and the frequency of using ICT in education and to examine whether there is a differentiation in these views according to certain variables. In addition, the relationship between teachers' use of ICT and TPACK-ISTE self-efficacy in various processes is examined. The study which is carried out with a descriptive survey, causal comparison and correlational survey models includes 387 secondary and high school teachers as study sample. In the study, teachers consider themselves very competent especially in terms of content knowledge. TPACK-ISTE self-efficacy of vocational and technical teachers was significantly higher than that of the science and mathematics teachers. While teachers benefit from ICT tools less frequently in measurement and evaluation as well as in presenting the course subject; in terms of presenting the course subject, high school teachers use ICTs significantly more often than the secondary school teachers; those who did receive in-service training on the use of technology in education use ICTs significantly more often than those who did not receive it. It is seen from the study results that the variables such as preparing the lecture notes, presenting the course subject and doing study explain the TPACK-ISTE self-efficacy significantly.

Changing the Learning Environment: Teachers and Students’ Collaboration in Creating Digital Games

“…It may be that due to the high level of the sense of mastery the teachers reported at the start of the intervention, there was not much room left for improvement (the ceiling effect) at its conclusion, which was relatively fast. The teachers' sense of mastery included skills of collaboration, knowledge construction, self-motivation, communication skills, use of ICT, problem-solving and innovative thinking, and it may imply that these teachers perceive themselves as experienced and have faith in their skills, which they think helps them impart these skills to their students in the best possible way which had also been shown in the research conducted by Simsek and Sarsar (2019).…”

“…Teachers seem unable to leverage the potential of ICT to present students with a rich learning environment. ICT integration is usually at a relatively simple and concrete level (Halverson & Smith, 2010;Simsek & Sarsar, 2019;Voogt & Knezek, 2008;Voogt et al, 2018), without changing the traditional teacher-student paradigm. Therefore, the purpose of this study to prepare teachers to take advantage of the potential of ICT through a new mode of teaching, which breaks away from the traditional structure of teaching and learning; that is, to create a shared learning environment for teachers and students.…”

Information Communication Technology in schools: Students Exercise ‘Digital Agency’ to Engage with Learning

“…There is a general agreement among researchers in the area of educational ICTs that teachers need to have current skills and knowledge of contemporary technologies in order to effectively embed technologies in their teaching (Simsek & Sarsar, 2019;Voogt & Roblin, 2010). The competencies framework, TPACK, developed by Koehler & Mishra (2005) enables teachers to interrogate their current approaches to teaching with and about technology as well as assisting with goal-setting to assist teachers in successfully embedding technologies in their pedagogies and practices (Baran, Chuang & Thompson, 2011).…”

Possibilities of using interactive resources in special education degree programmes

“…Аналогичной позиции придерживаются и зарубежные авторы, анализируя различные аспекты использования информационных технологий: модели онлайн-образования (A. G. Picciano [19]), интерактивную среду для совместного накопления знаний (U. A. Yucel, Y. K. Usluel [24]), развитие информационной образовательной среды вуза (Е. А. Спирина, Д. А. Казимова, С. А. Муликова [10]), использование педагогами информационно-коммуникационных технологий (O. Simsek, F. Sarsar [22]), влияние информационных и коммуникационных технологий на академическую успеваемость (I. Hussain, Q. Suleman 1 ).…”