Sınıf Öğretmenlerinin Teknolojik Pedagojik Alan Bilgilerinin İncelenmesi

Abstract

ABSTRACT. The purpose of this study is to investigate the relationship between demographic and technology related variables with Technological Pedagogical Content Knowledge (TPACK) of primary school teachers. The participants were 411 primary school teachers in the city of Edirne who volunteered to answer the online data collection instrument. The first part of the instrument consisted of items on demographics and technology use. The second part was the TPACK instrument developed by Schmidt, et.al (2009) and adapted to Turkish by Öztürk and Horzum (2011). The results showed that primary school teachers found themselves competent in TPACK, the ANOVA results show that there was not a significant difference between the level of the last attained degree of the teachers and the factors of TPACK; however, there was a significant difference between some of the factors of TPACK and the other variables: Teachers' TK showed significant difference in relation to gender; male teachers had a higher self-efficacy towards TK. Teachers with experience of 16 years and more found themselves more competent in CK and PCK compared to teachers with 1 to 5 years of experience. In addition, having an in-service training on technology had a positive influence on the development of teachers' TK and CK.

İlkokullarda Görev Yapan Sınıf Öğretmenlerinin Teknolojik Pedagojik Alan Bilgilerinin İncelenmesi

“…The teachers who have 30-39 years experience had higher score than the teachers who have 10-19 years experience in pedagogical content knowledge dimension. The study of Karadeniz and Vatanartıran (2015) supports this result. Teachers' experience influences their selection of teaching strategies, methods and techniques, and assessment as well as being effective that this may explain this result.…”

Examining music teachers self-confidence levels in using information and communication technologies for education based on measurable variables

“…Roussos (2007) stated in his study that gender is not a significant factor in determining selfconfidence levels. In the literature, there are similar findings (Karadeniz and Vatanartıran, 2015;Şad and Nalçacı, 2015). However, there are studies that have shown a significant relationship between gender and self-confidence scores (Akgül et al, 2015;Gönen and Kocakaya, 2015).…”

Ortaokul Öğretmenlerinin Bilişim Teknolojilerini Kullanım ve Derslerine Entegre Edebilme Düzeylerinin Belirlenmesi

“…Ortaokullarda çalışan branş öğretmenlerinin çoğu teknoloji kullanım düzeyi olarak iyi olduğunu söylemekle birlikte teknolojiyi derslerine entegre edebilme düzeylerinin biraz daha az olduğunu söylemektedirler. Karadeniz ve Vatanartıran (2015) araştırmalarında öğretmenlerin teknolojiyi kullanabilmeleri için teknolojiye karşı olumlu tutum geliştirmeleri gerektiğini ifade etmektedirler. Balanskat, Blamire ve Kefala (2006) yaptıkları araştırmada, öğretmenlerin bilişim teknolojilerini kullanma konusunda yeterli beceriye sahip olmadıkları ve teknolojiyi derslerine entegre etme konusunda isteksiz olduklarını vurgulamaktadırlar.…”