Eğitsel İnternet Kullanımı ile Teknolojik Pedagojik Alan Bilgisi ve Eğitim Teknolojilerine Yönelik T

Karademir, Ersin

doi:10.7827/turkishstudies.8746

Cited by 5 publications

(9 citation statements)

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“…As TPACK levels of the teacher candidates and their fields were also compared in this study, there is no significant difference between the fields and the pedagogical knowledge level, technological knowledge level, technological content knowledge level, technological pedagogical knowledge level, pedagogical content knowledge level and technological pedagogical content knowledge level. Karademir (2015) also did not find a significant difference between the fields and the TPACK levels. However, Bal and Karademir (2013) found that the social science teachers are more proficient than History, Geography and other fields in the technological knowledge, pedagogical knowledge and technological pedagogical content knowledge levels.…”

Section: Conclusion and Discussionmentioning

confidence: 69%

“…There are some studies supporting this result. Studies by Yağcı (2015), Karademir (2015) Bal and Karademir (2013), and Öztürk (2013) also did not find a significant difference between the gender variable and the pedagogical knowledge level. However, Alazcıoğlu (2016) found a significant difference in favor of females with regard to the pedagogical knowledge.…”

Section: Conclusion and Discussionmentioning

confidence: 91%

“…Literatürde bu sonucu destekleyen çalışmalar bulunmaktadır. Yağcı (2015), Karademir (2015) ve Bal ve Karademir Öğretmen adaylarının teknolojik alan bilgisi, teknolojik pedagojik bilgi, pedagojik alan bilgisi ve teknolojik pedagojik alan bilgisi düzeylerinde cinsiyete göre anlamlı bir farklılık olmadığı sonucuna ulaşılmıştır. Alan yazındaki çok sayıda çalışma bu sonuçlarını destekler niteliktedir (Alazcıoğlu, 2016;Yağcı, 2015;Tokman, Konokman ve Yelken, 2013;Karademir, 2015;Bal ve Karademir 2013;Öztürk, 2013).…”

Section: Tartişma Sonuç Ve öNeri̇lerunclassified

“…Öğretmen adaylarının bölümleriyle TPAB düzeylerinin de kıyaslandığı bu çalışmada pedagojik bilgi düzeyi, teknolojik bilgi düzeyi, alan bilgisi düzeyi, teknolojik alan bilgisi düzeyi, teknolojik pedagojik bilgi düzeyi, pedagojik alan bilgisi düzeyi ve teknolojik pedagojik alan bilgisi düzeyleri ile bölümleri arasında anlamlı bir farklılığa rastlanmamıştır. Karademir (2015) The aim of this study is to investigate TPACK self-assessment level of Geography and Social Sciences teacher candidates with regard to their gender, field, high schools they graduated, possession of personal computers, and computer use level. As this study describes the effective factors for teacher candidates' TPACK self-assessment level and provides precautions for the improvement of teacher candidates' TPACK levels, this study is thought to be significant study.…”

Section: Tartişma Sonuç Ve öNeri̇lerunclassified

“…Teknoloji destekli öğrenme ortamları sadece öğretmenlere değil öğrencilere de birçok yönden avantaj sağlamaktadır. Öğrenme ortamlarında teknoloji kullanımı öğrencilere daha zengin öğrenme durumları sunmakta, ilgi uyandırmakta, öğrenciyi merkeze almakta ve derslere karşı motivasyonlarının artmasını sağlamaktadır (Karademir, 2015). Bütün bunlar düşünüldüğünde eğitimde teknolojiden yararlanmak kaçınılmaz olmuştur.…”

Section: Introductionunclassified

See 4 more Smart Citations

The Investigation of Geography and Social Science Student Teachers Technological Pedagogical Content Knowledge Self Assessment Level With Regard to Different Variables

Çiftçi

Dikmenli²

2018

Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi

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show abstract

Section: Conclusion and Discussionmentioning

confidence: 69%

Section: Conclusion and Discussionmentioning

confidence: 91%

Section: Tartişma Sonuç Ve öNeri̇lerunclassified

Section: Introductionunclassified

See 3 more Smart Citations

The Investigation of Geography and Social Science Student Teachers Technological Pedagogical Content Knowledge Self Assessment Level With Regard to Different Variables

Çiftçi

Dikmenli²

2018

Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi

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Teachers’ opinions about technological pedagogical content knowledge used in geography lessons

Kumarbekuly

Nurbol²,

Bakhadurkhan³

et al. 2022

WJET

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Technology is used in every country in the world, in every field. The number of technology-supported trainings in which students are active is increasing day by day. Computers and the Internet are the most widely used technologies in geography lessons today, as in every field. In this research, it is aimed to determine which technologies are used in geography lessons; how often these technologies are used; and if there are problems experienced in this process, what are they. In order to achieve this aim, open-ended questions were applied to 12 geography teachers working in 12 different schools and 40 students taking this course. As a result of the study, it was concluded that the technological tools used in geography lessons are limited. It is stated that among the problems experienced by the teachers, the infrastructure of the school is not suitable for technological tools, and the deterioration in technological tools creates problems. It was concluded that teachers frequently use technological tools. It has also been concluded that the most used technological tools are smart boards and projection devices. The results for the students are quite sad. Students stated that they want to use technological tools more frequently in their lessons and that their learning is more permanent in this way. Keywords: Geography, technology, competence, assessment and evaluation, student, geography teacher, education;

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A Meta-Analysis of Research on Technological Pedagogical Content Knowledge by Gender

2019

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The purpose of this study is, by using meta-analysis method, to examine whether there is a significant difference in the effect size of the Technological Pedagogical Content Knowledge (TPACK) according to gender. For this purpose, it was examined whether both Technological Pedagogical Content Knowledge and the knowledge types related to TPACK shows a statistically significant difference by gender. A total of 29 studies conducted both in Turkey and abroad between 2007 and 2017 and meet the inclusion criteria were synthesized by the meta-analysis method. "Cohen's d" was chosen as the effect size index in order to examine the knowledge types related to TPACK by gender. Since the studies were obtained from the literature, primary studies were combined according to the Random Effects Model. It was concluded as a result of the analysis that there is a significant difference between the knowledge types about TPACK by gender, and in the sub-group analysis, technology knowledge, technological pedagogical knowledge and technological pedagogical content knowledge have a significant effect size in favor of male; on the other hand, content knowledge, pedagogical content knowledge, and technological content knowledge have an insignificant effect size in favor of male and pedagogical knowledge has an insignificant effect size in favor of female.

show abstract

Eğitsel İnternet Kullanımı ile Teknolojik Pedagojik Alan Bilgisi ve Eğitim Teknolojilerine Yönelik T

Cited by 5 publications

References 0 publications

The Investigation of Geography and Social Science Student Teachers Technological Pedagogical Content Knowledge Self Assessment Level With Regard to Different Variables

The Investigation of Geography and Social Science Student Teachers Technological Pedagogical Content Knowledge Self Assessment Level With Regard to Different Variables

Teachers’ opinions about technological pedagogical content knowledge used in geography lessons

A Meta-Analysis of Research on Technological Pedagogical Content Knowledge by Gender

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