Modeling preservice teachers’ TPACK competencies based on ICT usage

Abstract

The purpose of this study was to build a model that predicts the relationships between the Technological Pedagogical Content Knowledge (TPACK) competencies and information and communication technology (ICT) usages. Research data were collected from 3105 Turkish preservice teachers. The TPACK-Deep Scale, ICT usage phase survey and the ICT usage level survey were used to collect the research data. The structural regression model was conducted to test the model regarding the fact that ICT usage phases and ICT usage levels were predictors of TPACK competencies. The ICT usage phase was a statistically significant predictor of TPACK competency for all such sub-factors of the TPACK-Deep Scale as design (β = 0.12; p < 0.01), exertion (β = 0.20; p < 0.01), ethics (β = 0.93; p < 0.01) and proficiency (β = 0.41; p < 0.01). Similarly, the ICT usage level was a statistically significant predictor of TPACK competency for all such sub-dimensions of the scale as design (β = 0.23; p < 0.01), exertion (β = 0.12; p < 0.01), ethics (β = 0.78; p < 0.01) and proficiency (β = 0.21; p < 0.01). The research findings demonstrated that ICT use based on ICT usage phase and level and technology use knowledge and skills also influence overall TPACK competencies. When ICT usage phases and/or ICT usage levels are increased with the help of ICT training, it could be stated that TPACK competencies might be influenced; however, certain sub-dimensions might be influenced more, and some dimensions might be influenced less.

Preschool and Primary School Pedagogy Specialization Students’ Opinion about Computers in Education

“…Also, technology usage did not significantly affect teachers' technological pedagogical content knowledge (Saltan & Arslan, 2017), which contradicts an earier study showing that pre-service teachers using ICT have a higher technological pedagogical content knowledge (Kabakci Yurdakul & Coklar, 2014). Pedagogical content knowledge is important for a successful integration of technology in teaching (Marchis, 2013).…”

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

“…Fransson ve Holmberg (2012) çalışmalarında öğrencilerin BİT araçları ile kendilerini daha özgür hissettiklerini belirtmiş ve TPİB'nin öğretmen eğitiminde öğrenme, öğretme ve değerlendirme boyutlarında kullanabileceğini ifade etmişlerdir. BİT kullanımını geliştiren kursların öğretmen adaylarının TPİB görüşleri üzerinde olumlu etkisinin olduğu ifade edilmektedir Chai, Koh, Tsai ve Tan 2011;Kabakçı Yurdakul ve Çoklar, 2014).…”

Examining the Impact of Instructional Technology and Material Design Courses on Technopedagogical Education Competency Acquisition According to Different Variables

“…The importance of ICT competency levels in technopedagogical education competency acquisition was also emphasized in the studies conducted by Chai et al (2013) and by Koh et al (2013). Again, in their study, Kabakci Yurdakul, and Coklar (2014) concluded that ICT usage levels positively influenced TPACK competencies.…”