Öğretmenlerin Teknolojik Pedagojik Alan Bilgisi ve Eğitim Bilişim Ağı’nı (EBA) Kullanma Öz-Yeterlikleri

Abstract

This study attempted to explore the teachers’ self-efficacy perceptions of Education Informatics Network (EIN) use and identify whether their self-efficacy perception of Technological Pedagogical Content Knowledge (TPCK) was a predictor of their self-efficacy perceptions levels of Education Informatics Network use. This study also sought to whether teachers’ self-efficacy perceptions of the Education Informatics Network use differ according to age, professional experience, school type, level of computer use, and in-service training for Education Informatics Network use. This study was carried out with 228 teachers from different departments, who worked in high schools in Hatay/ Antakya during the 2016-2017 education year. The survey model was employed in the study, and the Technological Pedagogical Content Knowledge self-efficacy and the Education Informatics Network self-efficacy scales developed by the researcher were implemented as data collection tools. The collected data was analyzed on SPSS statistical program using descriptive statistics, independent t-test, ANOVA and multiple regression analysis. 
 The findings revealed no significant difference in teachers’ self-efficacy perceptions levels of EIN use in terms of age, professional experience, the level of computer use. However, teachers’ self-efficacy perceptions levels Education Informatics Network use showed a significant difference in terms of the school type and in-service training for Education Informatics Network use. A striking result of the study was that the TPACK self-efficacy perception levels of teaches did not predict teachers’ self-efficacy perception levels of the Education Informatics Network use at a significant level. This result could be considered to be related to the in-service training provided to teachers.

A study on mathematics teachers' technological pedagogical content knowledge (TPACK) and frequency of use of educational information network (EBA) assessment tools

“…Considering the education level variable, it is seen that TPACK efficacy levels of mathematics teachers with bachelor's degree are lower than those with master's degree and doctoral degree. These findings are in parallel with the results of Boran & Genç (2022) and Tiryaki & Hali (2022) studies and in this context, it is concluded that the TPACK competence levels of mathematics teachers increase as the level of education they study increases.…”