Preservice Teachers’ Level of Web Pedagogical Content Knowledge

Abstract

Technological Pedagogical Content Knowledge, one of the frameworks proposed in order to popularize the use of technology in a classroom environment, has been customized and has taken the form of Web Pedagogical Content Knowledge. The Relational Screening Model was used in this study. It aims to determine whether a profile of preservice teachers based on their "individual innovativeness" can be used as a significant predictor in also categorizing them according to their knowledge of web technology, pedagogy, and content. A total of 170 preservice teachers studying at various departments of the Faculty of Education at a public university in Ankara, Turkey participated in the study. This study, in which Discriminant Analysis was used to determine whether this predictor is significant or not, found that teachers in the Early Majority category had high scores in terms of pedagogical web content and general web knowledge, and that "individual innovativeness" was effective in predicting the general web and communicative web categories to which they belonged. Certain conclusion can be made regarding Web Pedagogical Content Knowledge and future studies on this subject, based on results of the study.

Validation of an Instrument for Preservice Teachers and an Investigation of Their New Media Literacy

“…It was clearly stated in the literature that new media is a sort of medium for education (Angela, 2011), and it is a requisite for teachers to integrate new media into instruction (Alvarez et al, 2013;Young, 2015). It is also clearly known that the successful integration of innovative technologies into education highly relies on the degree to which teachers accept and use them in their teaching practices, and consequently, teacher training has a key role in this respect (Bo & Ye-mei, 2010;Go¨kc¸earslan et al, 2017;Robertson, Macvean, & Howland, 2013). In this sense, the results of this study revealed that preservice teachers demonstrated the highest level of NML in FC followed by CC and FP while they had the lowest NML in CP.…”

“…This study will further the assessment of their NML by adapting the scale by Lee et al (2015) and reporting its validity and reliability with Turkish participants. With the integration of NML into K-12 curriculum worldwide (Zhang & Zhu, 2016), it becomes more important for teachers to be educated to adjust to technological innovations (Go¨kc¸earslan, Karademir, & Korucu, 2017) and become critical consumers and producers of new media. Teachers' knowledge and skills related to NML will help media literacy become ''central to teaching and learning'' and educate ''self-directed lifelong learners, capable of addressing any subject'' (Jolls, 2015, p. 65).…”

Technology and Social Media Usage in Higher Education: The Influence of Individual Innovativeness

“…Their study confirmed that general innovativeness is a positive predictor of innovative behavior. In the educational context, several studies have showed the positive impact of general innovativeness in terms of predicting technology usage (Gökçearslan et al, 2017;Hong et al, 2013).…”

Innovativeness of Staff in Higher Education - Do Implicit Theories and Goal Orientations Matter?

“…Recent endeavours of scholars in the educational field have shown the relevance of individual innovativeness in explaining these variances. Empirical evidence reveals that individual innovativeness predicts the usage of technology (Gö kç earslan, Karademir, & Korucu, 2017;Jin, 2013), is associated with the awareness of Web 2.0 tools (Mutlu Bayraktar, 2012), influences the implementation of information and communication technology (ICT;Drent & Meelissen, 2008) and is related to perceived competencies in e-learning (Loogma et al, 2012) and techno-pedagogical skills (Çuhadar, Bülbül, & Ilgaz, 2013).…”