The investigation of the relationship between Turkish EFL teachers' technological pedagogical content knowledge skills and attitudes towards technology

Ä°shak KozikoÄŸlu, Nuri Babacan

Abstract


The technology has entered our life day by day and the effects of this are felt in English language teaching and learning, as well as it does in the education. In this study, it is aimed to investigate the relationship between English teachers' technological pedagogical content knowledge (TPACK) skills and attitudes towards technology. This research also examined whether English teachers' TPACK skills and their attitudes towards technology differs according to the gender, FATIH project training and professional experience. This research was conducted with 721 English teachers working in 81 provinces of Turkey. Correlational survey model was used in this study. "TPACK Implementation Scale" and "Attitude Scale towards Technology" were used as data collection tools. Arithmetic mean, standard deviation, t test, ANOVA and Pearson Product Moment Correlation Coefficient were used in data analysis. As a result of the study, it was determined that English teachers' TPACK skills and attitudes towards technology were at high level. While the attitudes of English teachers towards technology did not show a significant difference according to gender, FATIH project training and professional experience, the female teachers and the teachers who got the FATIH Project training had higher TPACK skills. However, it was found that TPACK skills of the teachers did not differ significantly according to the professional experience. In addition, it was concluded that there is a low, positive and significant relationship between teachers' TPACK skills and attitudes towards technology.


Keywords


Technological pedagogical content knowledge (TPACK); Attitudes towards technology; English teachers; technology; Fatih project

Full Text:

PDF

References


Abbitt, J. T. (2011). An investigation of the relationship between self-efficacy beliefs about technology integration and technological pedagogical content knowledge (TPACK) among preservice teachers. Journal of Digital Learning in Teacher Education, 27(4), 134-143.

Akkoyunlu, B. (1996). Öğrencilerin bilgisayara karşı tutumları. Eğitim ve Bilim, 20(100), 15-29.

Alayyar, G. M., Fisser, P. and Voogt, J. (2012). Developing technological pedagogical content knowledge in pre-service science teachers: Support from blended learning. Australasian Journal of Educational Technology, 28(8).

Albayrak-Sarı, A., Canbazoğlu-Bilici, S., Baran, E. and Özbay, U. (2016). Farklı branşlardaki öğretmenlerin teknolojik pedagojik alan bilgisi (TPAB) yeterlikleri ile bilgi ve iletişim teknolojilerine yönelik tutumları arasındaki ilişkinin incelenmesi. Eğitim Teknolojisi Kuram ve Uygulama, 6(1).

Al-Zaidiyeen, N. J., Mei, L. L. and Fook, F. S. (2010). Teachers’ attitudes and levels of technology use in classrooms: The case of Jordan schools. International Education Studies 3(2), 211.

Archambault, L., and Crippen, K. (2009). Examining TPACK among K-12 online distance educators in the United States. Contemporary Issues in Technology and Teacher Education, 9(1), 71-88.

Ay, Y. (2015). Öğretmenlerin teknolojik pedagojik alan bilgisi (TPAB) becerilerinin uygulama modeli bağlamında değerlendirilmesi (Yayınlanmamış doktora tezi). Osmangazi Üniversitesi Eğitim Bilimleri Enstitüsü, Eskişehir.

Bal, M. S. and Karademir, N. (2013). Sosyal bilgiler öğretmenlerinin teknolojik pedagojik alan bilgisi (TPAB) konusunda öz-değerlendirme seviyelerinin belirlenmesi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 34(2), 15-32.

Baris, M. F. (2015). European teachers' technological pedagogical content knowledge (TPCK) and educational use of web technologies. European Journal of Educational Research, 4(4), 149-155.

Bilgin, İ., Tatar, E., and Ay, Y. (2012). Sınıf öğretmeni adaylarının teknolojiye karşı tutumlarının teknolojik pedagojik alan bilgisi (TPAB)’ne katkısının incelenmesi. X. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi Bildiriler Kitabı, 125.

Bozkurt, N. (2016). Tarih Öğretmeni Adaylarının Teknolojik Pedagojik Alan Bilgisine Yönelik Özgüvenlerinin Belirlenmesi/Determination of Self-Confidence for Technological Pedagogical Content Knowledge of Pre-Service History Teacher. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 13(33).

Coffland, D. and Strickland, A. W. (2000). Factors related to teacher use of technology in secondary geometry instruction. In Society for Information Technology ve Teacher Education International Conference (pp. 1048-1054). Association for the Advancement of Computing in Education (AACE).

Cüre, F. and Özdener, N. (2008). Öğretmenlerin bilgi ve iletişim teknolojileri (BİT) uygulama başarıları ve BİT’e yönelik tutumları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 34(34).

Doğru, E. and Aydın, F. (2017). Coğrafya öğretmenlerinin teknolojik pedagojik alan bilgisi ile ilgili yeterliliklerinin incelenmesi/examining the skills of geography teachers’ technological pedagogical content knowledge. Journal of History Culture and Art Research, 6(2), 485-506.

Donnelly, D., McGarr, O. and O’Reilly, J. (2011). A framework for teachers’ integration of ICT into their classroom practice. Computers & Education, 57(2), 1469-1483.

Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25–39.

Günüç, S. and Babacan, N. (2017). Technology integration in English language teaching and learning. The Journal of Teaching English for Spesific and Academic Purposes. 5(2), 349-358.

Hazzan, O. (2000). Attitudes of prospective high school mathematics teachers towards integrating information technologies in their future teaching. In Society for Information Technology ve Teacher Education International Conference (pp. 1582-1587). Association for the Advancement of Computing in Education (AACE).

Hew, K. F. and Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowl- edge gaps and recommendations for future research. Education Technology Research & Development, 55, 223–252

Jang, S.-J., and Tsai, M.-F. (2012). Exploring the TPACK of Taiwanese elementary mathematics and

science teachers with respect to use of interactive whiteboards. Computers & Education, 59(2), 327-338.

Jang, S. J. and Tsai, M. F. (2013). Exploring the TPACK of Taiwanese secondary school science teachers using a new contextualized TPACK model. Australasian Journal of Educational Technology, 29(4).

Jordan, K. (2011). Beginning Teacher Knowledge: Results from a Self-Assessed TPACK Survey. Australian Educational Computing, 26(1), 16-26.

Karasar, N. (2015). Araştırmalarda rapor hazırlama (19. baskı). Ankara: Nobel Akademik Yayıncılık.

Kaya, Z. and Yılayaz, Ö. (2013). Öğretmen eğitiminde teknoloji entegrasyonu modelleri ve teknolojik pedagojik alan bilgisi. Batı Anadolu Eğitim Bilimleri Dergisi 4(8), 57-83.

Koehler, M. (2011). TPACK. 26. 03. 2018 tarihinde TPACK ORG: http://tpack.org/ adresinden alınmıştır.

Koehler, M. J. and Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of educational computing research, 32(2), 131-152.

Koehler, M. J. and Mishra, P. (2008). Introducing TPCK. AACTE committee on innovation and technology (Ed.), The handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-29). Mah—wah, N]: Lawrence Erlbaum Associates.

Koehler, M. and Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)?. Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.

Lee, M. H., and Tsai, C. C. (2010). Exploring teachers' perceived self-efficacy and technological pedagogical content knowledge with respect to educational use of the world wide web. Instructional Science, 38, 1-21.

Lewis, G. (2009). Bringing Technology into the Classroom. Oxford: Oxford University Press.

Li, W. A. N. G. (2005). The advantages of using technology in second language education. T.H.E. Jounral, 32(10), 38-42.

MEB (2009). Milli Eğitim Bakanlığı 2010-2014 stratejik planı. Ankara: Milli Eğitim Bakanlığı.

Mishra, P. and Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017.

Mutluoğlu, A. and Erdoğan, A. (2016). İlköğretim matematik öğretmenlerinin öğretim stili tercihlerine göre teknolojik pedagojik alan bilgisi (tpab) düzeylerinin incelenmesi. Ulusalarası Toplum Araştırmaları Dergisi, 6 0, 100-124.

Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21(5), 509-523.

Oktay, S. and Çakır, R. (2012). İlköğretim öğretmelerinin teknoloji kullanımları ve teknolojiye yönelik tutumları arasındaki ilişkinin incelenmesi. X. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi, 27-30.

Öz, H. (2015). Assessing pre-service English as a foreign language teachers' technological pedagogical content knowledge. International Education Studies, 8(5), 119-130.

Öztürk, E. (2013). Sınıf öğretmeni adaylarının teknolojik pedagojik alan bilgilerinin bazı değişkenler açısından değerlendirilmesi. Uşak Üniversitesi Sosyal Bilimler Dergisi, 2013(13).

Pamuk, S. (2012). Understanding preservice teachers' technology use through TPACK framework. Journal of Computer Assisted Learning, 28(5), 425-439.

Pamuk, S., Çakır, R., Ergun, M., Yılmaz, H. B. and Ayas, C. (2013). Öğretmen ve öğrenci bakış açısıyla tablet PC ve etkileşimli tahta kullanımı: FATİH Projesi değerlendirmesi. Kuram ve Uygulamada Eğitim Bilimleri Dergisi, 13(3), 1799-1822.

Reagin, J. (2004). Theoretical and practical applications of emergent technology in ELT classrooms; How the ‘Blog’can change English Language Teaching. Teaching English in China, 3, 107.

Ruthven, K., Hennessy, S. and Deaney, R. (2005). Incorporating internet resources into classroom practice: pedagogical perspectives and strategies of secondary-school subject teachers. Computers & Education, 44(1), 1-34.

Sancar-Tokmak, H., Konokman, G. Y. and Yelken, T. Y. (2015). Mersin Üniversitesi okul öncesi öğretmen adaylarının teknolojik pedagojik alan bilgisi (TPAB) özgüven algılarının incelenmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 14(1), 35-51.

Semiz, K. and Ä°nce, M. L. (2012). Pre-service physical education teachers' technological pedagogical content knowledge, technology integration self-efficacy and instructional technology outcome expectations. Australasian Journal of Educational Technology, 28(7).

Serin, K. M. and Buluç, B. (2014). Sınıf öğretmenlerinin değer algıları ile örgütsel vatandaşlık davranışları arasındaki ilişki. Kastamonu Eğitim Dergisi, 22(1), 273-290.

Shulman, L. (1987). Knowledge and teaching: foundations of the new reform. Harvard Educational Review, 57(1), 1-23.

Seal, K. C. and Przasnyski, Z. H. (2001). Using the World Wide Web for teaching improvement. Computers & Education, 36(1), 33-40.

Slough, S. W. and Chamblee, G. E. (2000). Implementing technology in secondary science and mathematics classrooms: A perspective on change. In Society for Information Technology & Teacher Education International Conference (pp. 1021-1026). Association for the Advancement of Computing in Education (AACE).

Solak, E. and Çakır, R. (2014). Examining Preservice EFL Teachers' TPACK Competencies in Turkey. Journal of Educators Online, 11(2).

Şad, S. N., Açıkgül, K. and Delican, K. (2015). Senior preservice teachers’ senses of efficacy on their technological pedagogical content knowledge (TPACK). Journal of Theoretical Educational Science, 8(2), 204-235.

Teo, T. (2006). Attitudes toward computers: A study of post-secondary students in Singapore. Interactive Learning Environments, 14(1), 17-24.

Teo, T. (2008). Pre-service teachers' attitudes towards computer use: A Singapore survey. Australasian Journal of Educational Technology, 24(4).

Timur, B. and Taşar, M. F. (2011). Teknolojik pedagojik alan Bilgisi öz güven ölçeğinin (TPABÖGÖ) Türkçe'ye uyarlanması. Gaziantep University Journal of Social Sciences, 10(2).

Warschauer, M. (2002). A developmental perspective on technology in language education. TESOL quarterly, 36(3), 453-475.

Yavuz, S. (2005). Developing a technology attitude scale for pre-service chemistry teachers. The Turkish Online Journal of Educational Technology – TOJET, 4 (1), 17-25.

Yeh, Y., Hsu, Y., Wu, H., Hwang, F. and Lin, T. (2013). Developing and validating technological pedagogical content knowledgeâ€practical (TPACKâ€practical) through the delphi survey Technique. British Journal of Educational Technology, 44(6), 1-16

Yıldırım, A. and Şimşek, H. (2013). Sosyal Bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.


Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Journal of Language and Linguistic Studies
ISSN 1305-578X (Online)
Copyright © 2005-2022 by Journal of Language and Linguistic Studies