Examining Technopedagogical Knowledge Competencies of Teachers in Terms of Some Variables

Sezer, Barış

doi:10.1016/j.sbspro.2015.01.648

Cited by 22 publications

(21 citation statements)

References 7 publications

(3 reference statements)

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“…This analysis by subject teaching area, therefore, is instructive in understanding successful integration of ICT into teaching, which is contextually situated by subject area (Foulger et al 2015). This present study confirmed past studies (Howard and Maton 2011;Jang and Tsai 2012;Sezer 2015) that mathematics teachers were less likely to integrate ICTs in classrooms. On the other hand, same with the study of Jang and Tsai (2012) the present study also found that science teachers had higher ICT skills and integration than mathematics teachers.…”

Section: Discussion and Recommendationsupporting

confidence: 93%

Will–skill–tool (WST) model of technology integration in teaching science and mathematics in the Philippines

et al. 2021

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The proliferation of information and communication technologies (ICT) in the twenty-first century has challenged the status quo of educational setting and led to a paradigm shift in teaching and learning processes. ICT use and integration in teaching then, becomes an essential component of pedagogical processes to have an effective teacher–student interaction and to optimize learning. While past studies have already established evidence that attitude toward ICT (will), ICT skills (skill), and availability of ICT resources (tool) elements are indeed important contributors to the integration of ICT in teaching, little attention has been paid yet to differences in these elements and in this model of ICT integration between subject areas of science and mathematics. Thus, this study aims to examine the significant differences in these factors between science and mathematics (S&M) teaching guided by the Will–Skill–Tool (WST) model developed by Christensen and Knezek (2001, 2008). Using independent samples t test and multiple linear regression, results show that science teachers had higher scores in will, skill, tool, and ICT integration indices compared to mathematics teachers. Findings also revealed that WST model of ICT integration differs between science and mathematics areas, particularly in terms of which among the factors had the strongest influence on ICT integration. The study recommends distinct approaches in providing capacity training development on ICT integration for teachers considering the context of subject specific area.

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Section: Discussion and Recommendationsupporting

confidence: 93%

Will–skill–tool (WST) model of technology integration in teaching science and mathematics in the Philippines

et al. 2021

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“…It can be assumed that the participants had already acquired the necessary knowledge of ICT usage after the intervention. This result is consistent with the findings of the studies done by Baran et al (2011), Papanikolaou (2014), Sezer (2015), and Tozkoparan et al (2015) who all found that TPACK model plays a leading role on the subject of teachers' needs about technology, pedagogy and content in order to ensure professional development of teachers. Ultimately, TPACK has provided a valuable tool for assessing teacher knowledge in the area of technology integration.…”

Section: Discussionsupporting

confidence: 92%

Blended Learning Approach to Develop the Teachers’ TPACK

Qasem

Viswanathappa

2016

CONTEMP EDUC TECHNOL

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A theoretical framework has emerged recently to guide research in the teachers' use of ICT and it is the technological pedagogical content knowledge (TPACK). Early research indicates that Blended learning is increasingly being adopted at all levels of educational system. It is considered as a way to foster engaging in interactive learning experiences. The purpose of this article was to determine the levels of ICT knowledge on e-course design through blended learning approach among science teachers of secondary schools in Yemen. The study was conducted on the sample of 60 science teacher trainees in Ibb city. The ICT knowledge scale was used based on TPACK. To analyze the data t-test was used. The findings in this study indicated that TPACK has provided a valuable tool for assessing teacher knowledge in the area of technology integration, the teachers' ICT knowledge was above average in two groups, and there is significant difference between experimental and control groups on ICT knowledge scale. Recommendations are made for future research on online collaboration activities to raise awareness of factors related to online group work and to determine the in-service training needs of teachers on ICT use to follow-up support and to ensure successful utilization of new technologies.

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“…It is possible to find conclusions in the researches of the literature in accordance with the findings of this research (Doherty, 2011;Katrancı & Uygun, 2013;Zaidatun, Khawla, Noor, & Jamalludin, 2012) Another finding of the study revealed that the difference between TPACK score averages and gender variable after in-service training of teachers was favorable and significant for female teachers. Despite the fact that there are results in the literature in parallel with the findings of this research (Jamieson-Proctor et al, 2010;Kazu & Erten, 2014) the results of some other researches (Cetin-Berber, & Erdem, 2015;Çoklar, 2014;Gönen & Kocakaya, 2015;Sezer, 2015;Şimşek, 2016) do not overlap. Çil and Çakmak (2014) and Kazu and Erten (2014) attributed this difference in favor of female teachers to the fact that female teachers have higher self-efficacy in the teaching-teaching processes and the use of technology-supported teaching methods.…”

Section: Discussionsupporting

confidence: 50%

Improving Teachers' Qualifications for Preparing ICT Based Educational Materials

Özgür¹

2020

MOJET

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The preparation of ICT-Based materials is an integral part of teachers' daily learning and teaching processes. The aim of the study is to work with in-service teachers and a) determine their needs pertaining to ICT use, b) develop an in-service training program for improving their skills in terms of preparing ICT-based educational material c) to implement this program and d) to examine any improvement of teacher skills in this regard. The study has been conducted as action research and was carried out with a study group of 16 teachers. Findings obtained in the study revealed that teachers' scores on the TPACK-deep scale increased significantly compared to the pre-study. It was also shown that the in-service training activity that was carried out increased the knowledge and skills of teachers about current technologies that can be used in the learning-teaching process, as well as increasing their self-confidence and self-efficacy for developing ICT-based educational material. As they adopted the use of ICT-based educational materials prepared within the scope of in-service training during school courses, teachers have also been shown to report that students’ interest, desire to participate, curiosity and excitement and motivation towards the lesson had increased. On the other hand, teachers who teach lessons with ICT-based educational materials stated that they felt their selves more useful in lessons, their performance increased, and that such materials facilitated the teaching in crowded classrooms.

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Examining Technopedagogical Knowledge Competencies of Teachers in Terms of Some Variables

Cited by 22 publications

References 7 publications

Will–skill–tool (WST) model of technology integration in teaching science and mathematics in the Philippines

Will–skill–tool (WST) model of technology integration in teaching science and mathematics in the Philippines

Blended Learning Approach to Develop the Teachers’ TPACK

Improving Teachers' Qualifications for Preparing ICT Based Educational Materials

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