ABSTRACT. This study compared the technological pedagogical content knowledge (TPACK) competency of pre-service teachers with their self-efficacy perception towards technology integration, based on various variables; and the correlation between their TPACK competencies and self-efficacy perceptions towards technology integration were examined. The study sample comprised 713 freshmen and senior class students studying at different departments at Ankara University Faculty of Educational Sciences on 2012-2013 academic year spring semester. The data collection tools used in the study were Personal Information Form, Technopedagogical Education Competency Scale and Technology Integration Self Efficacy Scale. At the end of the study, TPACK competencies of pre-service teachers' studying at first and fourth years and their selfefficacy perceptions towards technology integration were revealed; and these competencies were examined by gender, grade and department variables. In addition, the correlation between pre-service teachers' TPACK competency levels and self-efficacy perceptions towards technology integration were predicted. Keywords: TPACK, technology integration, teacher education IntroductionThere have been serious investments in Turkey on integrating technology and education recently. The biggest mission of these investments is to educate technology literate individuals. Beyond doubt, this is possible if teachers are well-equipped. The important thing in this process is not how intense technological resources are used, but the use of proper pedagogical approach and technology.With the use of new technologies in education, new technology integration models that use technology in learning and teaching process started to be developed (Mazman & Usluel, 2011). One of these models is technological pedagogical content knowledge (TPACK). According to Beaudin and Hadden (2005) a teaching process towards TPACK covers self-learning, use of technology and critical thinking. In such a teaching process, teachers' responsibility is high. It is important that teachers offer an environment where students are able to learn effectively and efficiently and that teachers have field knowledge as well as pedagogical knowledge. With the inclusion of technology in the process of teaching as a tool, it has become a necessity to think the knowledge of technology along with field knowledge and pedagogical knowledge. Studies that have been carried out until present day support that the technology used in learning-teaching process should have a pedagogical ground (Ferdig, 2006). Combining technology with education in an efficient way requires having a strong technology, pedagogy and content knowledge (TPACK). Therefore, teachers should combine technology and pedagogy with the curriculum they use in their learning-teaching environment (Mishra & Koehler, 2006).With the rise of new technologies and expansion of their use in teaching, the use of technology, pedagogy and content concepts has become important. Mishra and Koehler (2005) who created T...

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The aim of the present study is to reveal the impact of the interactive environment and metacognitive support (MS) in online learning on academic achievement and transactional distance (TD). The study is designed as 2 Â 2 factorial design, and both qualitative and quantitative research techniques are used. The study was carried out on 127 students, and this research design was implemented in an online learning environment and evaluated based on an achievement test, TD scale, and semistructured interviews. The results of the study revealed that synschronous environments had a significant impact in reducing TD perception. In asynschronous environments, on the other hand, providing students with MS was efficient in reducing TD. In terms of academic success, compared with synschronous environments, MS provided in asynschronous environments caused to a significant difference in achievement test scores of the students. Explanations about findings and implications for instructional design are discussed in Conclusion section.