BİT’in Öğrenme Öğretme Sürecine Entegrasyonu ve Teknolojik Pedagojik İçerik Bilgisi Modeline Eleştirel Bir Bakış

Abstract

It was determined that Technological Pedagogical Content Knowledge Model (TPACK) is the mostly utilized model in researches on the integration of information and communication technologies into teaching and learning processes. Model suggests that technological knowledge, pedagogical knowledge and content knowledge have a direct and positive effect on TPACK. Thus, the purpose of the study is to evaluate the model and the process with a critical perspective by examining the researches based on TPACK in the integration process. In this regard, articles published between the years of 2003-2013 and based on TPACK framework for the integration of technology in education are searched with a descriptive review in the Web of Science database. As a result of the descriptive review, 75 research articles have been reached. The articles were analyzed in terms of year, country, journal, context, method, study group and the sample size, technological innovations used and research results by content analysis method. As a result, it was determined that there were contradictory findings regarding the elements in the model and interaction of these elements in the literature. It was taught that rather than repetition of researches regarding to explaining the integration process with reference to this model, making different modelling studies which focus on the individual and system interaction can make more contribution to both the literature and the implementation.

Teknolojik Pedagojik Alan Bilgisi (TPAB) Kavramının Yakından İncelenmesi: İlköğretim Fen Bilgisi Öğretmen Adaylarının TPAB’ ının Modellemesi

“…However, TCK and PCK did not load as two distinct knowledge types in the study of Chai et al (2011). Similarly, Ovez and Akyüz (2013) reported the problems in validating the sevenfactor structure of the Schmidt et al (2009) instrument, and received four-factor structure. CK and TK appeared as two distinct knowledge types, whereas items related to PK and PCK loaded together as one factor and TPK, TCK, and TPACK items made up the fourth factor.…”

“…CK and TK appeared as two distinct knowledge types, whereas items related to PK and PCK loaded together as one factor and TPK, TCK, and TPACK items made up the fourth factor. Based on the research studies explained above, despite TPACK being suggested as a fruitful framework for integration of technology into instruction (Mishra & Koehler, 2006), still factor structure of TPACK has not been explained (Chai, et al, 2011;Koh, et al, 2010;Archambault & Barnett, 2010;Ovez & Akyüz, 2013). Unclear boundaries among knowledge types within the TPACK framework as Cox and Graham (2009) mentioned, may have an influence on not being able to validate the seven distinct knowledge types as hypothesized in the framework.…”

Technological pedagogical content knowledge as a predictor of physical education and sports teachers' evaluations of distance education

“…Technology knowledge increased distance education evaluation general level, technical level and learning process level. There are many studies in the literature on technological pedagogical content knowledge (Car & Aydos, 2020;Dikmen & Demirer, 2016;Gomleksiz, 2013;Gudek & Aciksoz, 2018;Kocak Usluel et al, 2015;Unal, 2013). In the articles examined in the TPACK studies reviewed by Korucu et al, (2017)., the education provided without TPACK and the education provided with TPACK support were compared, and the results were generally found that incorporating TPACK into teacher education would contribute to the academic success of teacher candidates; It has been concluded that technological pedagogical content knowledge and technology-related anxiety and stress have a negative relationship, that is, as TPACK increases, technological self-confidence will also increase.…”

“…Education faculties have important duties to enable teachers to integrate technology into educational environments and to provide suitable environments for teacher candidates (Eren & Ergulec, 2020). In addition, the integration of information and communication technologies into educational environments does not only depend on the teacher, but also the curriculum, student characteristics and education policies affect this process (Kocak Usluel et al, 2015).…”

Farklı Branşlardaki Öğretmenlerin Teknolojik Pedagojik Alan Bilgisi (TPAB) Yeterlikleri ile Bilgi ve İletişim Teknolojilerine Yönelik Tutumları Arasındaki İlişkinin İncelenmesi

“…Research exists on investigating preservice teachers' attitudes towards technology and their TPACK competencies (Bilgin, Tatar ve Ay, 2012), preservice teachers' self-assessed knowledge on Internet use in education and TPACK (Sahin, Çelik, Aktürk ve Aydın, 2013), in-service teachers' beliefs about TPACK, and constructivist-traiditional pedagogies (Chai, Chin, Koh, and Tan, 2013). Increasing number of studies investigated ICTs and TPACK together (Koçak Usluel, Özmen, and Çelen, 2015). However, there has been a lack of research that examined the relationship between teachers' TPACK and their attitudes towards ICTS with specific focus on whether there were any differences between teachers coming from different disciplines.…”