Investigating Preservice Teachers’ TPACK Competencies Through the Lenses of ICT Skills: An Experimental Study

Ersoy, Mehmet Akif; Yurdakul, Işıl Kabakçı; Ceylan, Beril

doi:10.15390/eb.2016.6345

Cited by 19 publications

(20 citation statements)

References 47 publications

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“…Yet, such mention was insufficient for competency acquisition in the area of. Nevertheless, as a result of an experimental application of technopedagogical education for preservice teachers by Ersoy, Kabakçı, Yurdakul, and Ceylan (2016), it was seen that competencies for all of the TPACK-deep factors increased. It could be suggested that a specific experimental structure for TPACK-deep competency acquisition in the study definitely led to such a result.…”

Section: Discussionmentioning

confidence: 99%

“…TPACK-deep increased as the time preservice teachers spent using computers increased. However, it was concluded that preservice teachers' competencies for all of the TPACK-deep factors increased following the experimental application of the technopedagogical education by Ersoy et al (2016).…”

Section: Discussionmentioning

confidence: 99%

“…It could be suggested that a specific experimental structure for TPACK-deep competency acquisition in the study definitely led to such a result. Unlike the study by Ersoy et al (2016), the current research did not employ a special experimental fiction, focusing instead on the pre-defined content of the course. Nevertheless, the latest technologies and technological opportunities were all covered in the applications.…”

Section: Discussionmentioning

confidence: 99%

“…When considered in this context, experience using ICT and an increase in time spent using were found to be a significant predictor variable for acquiring competency for areas in the TPACK-deep exertion factor. In their experimental application of technopedagogical education with preservice teachers, Ersoy et al (2016) concluded that TPACK competency levels increased as their use of ICT increased. In addition to higher education, the time preservice teachers spent using ICT and their prior ICT training were the most significant variables influencing TPACK-deep competency acquisition.…”

Section: Discussionmentioning

confidence: 99%

“…The results of the project implemented by Kabakçı Yurdakul, Çoklar, Birinci, and Kılıçer (2012) have also supported this finding (as cited in Kabakçı Yurdakul & Odabaşı, 2013). Again, Ersoy et al (2016) have highlighted that teacher training programs need to be updated, suggesting not only a new format that supports learner skills with the rearrangement of ITMD course content included in the curricula used by the departments that make up Turkey's Faculties of Education but also a review of the content of particular technology based courses and applications based on TPACK.…”

Section: Discussionmentioning

confidence: 99%

See 4 more Smart Citations

Examining the Impact of Instructional Technology and Material Design Courses on Technopedagogical Education Competency Acquisition According to Different Variables

2017

EDUC SCI-THEOR PRACT

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The need to integrate technology into education has made necessary a thorough examination of teachers' technopedagogical competencies. While training preservice teachers, it is of particular importance that they acquire technopedagogical education competences during their preservice education. Practical and theoretical course content and Instructional Technology and Material Design (ITMD) courses are thought to be essential for preservice teachers' technopedagogical education competency acquisition. However, the role of ITMD courses in preservice teachers' technopedagogical education competency acquisition has remained obscure in the literature. As such, the study aims to describe the effect that ITMD courses have on technopedagogical education competency acquisition. The research was conducted with a total of 186 preservice teachers studying in the departments of classroom teaching and preschool teaching in a Faculty of Education in Turkey. The research data were gathered using the Technopedagogical Education Competency Scale (TPACK-deep), developed by Kabakci Yurdakul, Odabasi, Kilicer, Coklar, Birinci, and Kurt. This five-point Likert type scale consists of a total of four factors, i.e. design, proficiency, ethics, and exertion. The internal reliability coefficient of the 33-item scale was .95. The scale was applied by faculty members in-line with the course description designated by the Council of Higher Education (YÖK) as a pre-and post-test at the beginning and end of the semester that the course was given. A paired samples t-test and CHAID (Chi-squared Automatic Interaction Detection) analysis were incorporatedly employed to analyze the data. The research showed that ITMD courses influenced preservice teachers' acquisition of technopedagogical education competencies. The following were observed to be critical predictor variables in technopedagogical education competency acquisition: having received computer training prior to taking the ITMD courses and the average time one spends using a computer per day.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

See 3 more Smart Citations

Examining the Impact of Instructional Technology and Material Design Courses on Technopedagogical Education Competency Acquisition According to Different Variables

2017

EDUC SCI-THEOR PRACT

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A bibliometric analysis of the trends and research topics of empirical research on TPACK

et al. 2022

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Exploring factors influencing pre-service teacher’s digital teaching competence and the mediating effects of data literacy: empirical evidence from China

Chu,

Lin,

Qin

et al. 2023

Humanit Soc Sci Commun

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The development of pre-service teachers’ digital teaching competence is crucial for effectively infusing technology into teaching. With the growing importance of data in education, it is imperative to explore the influencing factors of digital teaching competence and the potential role of data literacy in facilitating competence. Thus, this study focused on investigating the factors influencing pre-service teachers’ digital teaching competence, namely technology attitudes, technology operations, technology ethics, and data literacy. Additionally, it examined the potential effect of data literacy on digital teaching competence. The study involved 244 Chinese pre-service teachers, and a Structural Equation Model (SEM) was created using SPSS and SmartPLS for analysis. The findings highlighted that technology attitudes, technology ethics, and data literacy directly influenced pre-service teachers’ digital teaching competence. Data literacy fully mediated the relationship between technology operations and digital teaching competence, and partially mediated the relationships between technology attitudes and digital teaching competence, as well as between technology ethics and digital teaching competence. Moreover, technology ethics acted as a partial mediator between technology attitudes and both digital teaching competence and data literacy. These results indicated that fostering positive technology attitudes, technology operations, and technology ethics could enhance pre-service teachers’ data literacy and improve their digital teaching competence.

show abstract

Investigating Preservice Teachers’ TPACK Competencies Through the Lenses of ICT Skills: An Experimental Study

Cited by 19 publications

References 47 publications

Examining the Impact of Instructional Technology and Material Design Courses on Technopedagogical Education Competency Acquisition According to Different Variables

Examining the Impact of Instructional Technology and Material Design Courses on Technopedagogical Education Competency Acquisition According to Different Variables

A bibliometric analysis of the trends and research topics of empirical research on TPACK

Exploring factors influencing pre-service teacher’s digital teaching competence and the mediating effects of data literacy: empirical evidence from China

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