THE RELATIONSHIP BETWEEN PRESCHOOL TEACHERS' TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE SELF-CONFIDENCE AND ATTITUDE TOWARDS TECHNOLOGY

Year 2023, Volume: 5 Issue: 1, 1 - 20, 25.06.2023

Ezgi Düriye Çörekci , Muhammed Ünal , Ahmet Bora

https://doi.org/10.48166/ejaes.1273919

Abstract

The purpose of this study is to examine the relationship between preschool teachers' technological pedagogical content knowledge (TPACK) confidence and their attitude towards technology. In addition, it was aimed to examine whether preschool teachers' technological pedagogical content knowledge and its sub-dimensions predict teachers' attitudes towards technology. The study group consists of 200 preschool teachers who teach 36-72-month-old preschool children in the 2020-2021 academic year. This study is a quantitative study designed in the single and relational screening model, one of the general screening models. The data were collected using the "Technological Pedagogical Content Knowledge Self-Confidence Scale (TPACKACKS)", "Attitude Towards Technology Scale" and "Personal Information Form". The data obtained were analyzed with SPSS 26.0 and JASP 0.16 programs and normality test, Pearson Correlation test and multiple linear regression analysis methods were used. As a result of the study, when the relationship between preschool teachers' attitudes towards technology and technological pedagogical content knowledge and sub-factors of it was examined, a significant positive relationship was found. When the other findings obtained from the research were examined, it was concluded that the relationship between preschool teachers' attitude towards technology scores and technological content knowledge sub-dimension scores was relatively low compared to other sub-dimensions.

Keywords

technological pedagogical content knowledge, attitude towards technoology, preschool teachers

OKUL ÖNCESİ ÖĞRETMENLERİNİN TEKNOLOJİK PEDAGOJİK ALAN BİLGİSİ ÖZGÜVENİ İLE TEKNOLOJİYE YÖNELİK TUTUMU ARASINDAKİ İLİŞKİNİN İNCELENMESİ

Abstract

Bu çalışmanın amacı okul öncesi öğretmenlerinin teknolojik pedagojik alan bilgisi (TPAB) özgüveni ile teknolojiye yönelik tutumu arasındaki ilişkinin incelenmesidir. Bunun yanı sıra okul öncesi öğretmenlerinin teknolojik pedagojik alan bilgisi ile alt boyutlarının öğretmenlerin teknolojiye yönelik tutumunu yordayıp yordamadığını incelemek amaçlanmıştır. Çalışma grubunu 2020-2021 eğitim ve öğretim yılı 36-72 aylık okul öncesi dönem çocuklarına eğitim veren 200 okul öncesi öğretmeni oluşturmaktadır. Bu çalışma, genel tarama modellerinden tekil ve ilişkisel tarama modelinde tasarlanmış nicel bir çalışma niteliğindedir. Araştırmanın verileri, “Teknolojik Pedagojik Alan Bilgisi Öz Güven Ölçeği (TPABÖGÖ)”, “Teknolojiye Yönelik Tutum Ölçeği” ve “Kişisel Bilgi Formu” kullanılarak toplanmıştır. Elde edilen veriler SPSS 26.0 ve JASP 0.16 programları ile analiz edilerek normallik testi, Pearson Correlation testi ve çoklu doğrusal regresyon analizi yöntemleri kullanılmıştır. Araştırmanın sonucunda okul öncesi öğretmenlerinin teknolojiye yönelik tutumu ile teknolojik pedagojik alan bilgisi ve teknolojik pedagojik alan bilgisi alt boyutları arasındaki ilişki incelendiğinde pozitif yönde anlamlı bir ilişki bulunmuştur.

Keywords

teknolojik pedagojik alan bilgisi, teknolojiye yönelik tutum, okul öncesi öğretmenleri

References

• Aksoy, T. (2021). Okul Öncesi Dönemdeki Çocukların Eğitiminde Teknoloji Kullanımına İlişkin Öğretmen Görüşleri [Teachers' opinions on the use of technology in the education of preschool children]. Journal of Basic Education, 11, 30-38. https://doi.org/10.52105/temelegitim.11.3
• Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT-TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers & education, 52(1), 154-168.
• Ardıç, M. A. (2021). Matematik öğretmenlerinin teknolojiye yönelik tutumları ile teknolojik pedagojik alan bilgisi özgüvenlerinin ilişkisi [The relationship between mathematics teachers' attitudes towards technology and their technological pedagogical content knowledge self-confidence]. National Education Academy Journal (UEAD), 5(2), 239-251.
• Aydın, F., & Karaa, F. N. (2013). Öğretmen adaylarının teknolojiye yönelik tutumları: Ölçek geliştirme çalışması [Prospective teachers' attitudes towards technology: A scale development study]. Journal of Turkish Science Education, 10(4), 103-118.
• Baran, E., & Canbazoğlu Bilici, S. (2015). Teknolojik pedagojik alan bilgisi (TPAB) üzerine alanyazın incelemesi: Türkiye örneği. [Literature review on technological pedagogical content knowledge (TPACK): The case of Turkey]. Hacettepe University Journal of Faculty of Education, 30(1), 15-32.
• Başaran, M., Nacar, E., Aksay, G., Tüfekci, H., & Vural, Ö. F. (2022). Artırılmış Gerçeklik (Ag) Uygulamalarinin Okul Öncesi Dönemde Uygulanabilirliğine İlişkin Öğretmen Görüşleri [Teacher Opinions on the Applicability of Augmented Reality (AR) Applications in Preschool Period]. Mehmet Akif Ersoy University Journal of Faculty of Education, (62), 135-157.
• Blackwell, C. K., Lauricella, A. R., & Wartella, E. (2016). The influence of TPACK contextual factors on early childhood educators' tablet computer use. Computers & Education, 98, 57-69.
• Boschman, F., McKenney, S., & Voogt, J. (2015). Exploring teachers' use of TPACK in design talk: The collaborative design of technology-rich early literacy activities. Computers & education, 82, 250- 262.
• Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2021). Scientific research methods (30th edition). Ankara: Pegem Publications.
• Büyüköztürk, Ş., & Şekercioğlu, G. and Çokluk, Ö., (2014). Multivariate Statistics for Social Sciences: SPSS and LISREL Applications. Ankara: Pegem Publications.
• Campbell, T., & Abd-Hamid, N. H. (2013). Technology use in science instruction (TUSI): Aligning the integration of technology in science instruction in ways supportive of science education reform. Journal of Science Education and Technology, 22, 572-588.
• Canbeldek, M. (2020). Erken çocukluk eğitiminde üreten çocuklar kodlama ve robotik eğitim programının etkilerinin incelenmesi [Exploring the effects of productive children: Coding and robotic education program in early childhood education]. [Unpublished dissertation]. Pamukkale University, Türkiye.
• Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2013). A review of technological pedagogical content knowledge. Journal of Educational Technology & Society, 16(2), 31-51.
• Chai, C. S., Koh, J. H. L., & Teo, Y. H. (2019). Enhancing and modeling teachers' design beliefs and efficacy of technological pedagogical content knowledge for 21st century quality learning. Journal of Educational Computing Research, 57(2), 360-384. https://doi.org/10.1177/0735633117752453
• Cheng, S. L., & Xie, K. (2018). The relations among teacher value beliefs, personal characteristics, and TPACK in intervention and non-intervention settings. Teaching and Teacher Education, 74, 98-113.
• DeSantis, J. (2016). Investigating the relationship between TPACK and the ISTE standards for teachers. Issues and Trends in Educational Technology, 4(1), 16-30.
• Doğru, E., & Aydın, F. (2017). Coğrafya öğretmenlerinin teknolojik pedagojik alan bilgisi ile ilgili yeterliliklerinin incelenmesi [Examining the skills of geography teachers' technological pedagogical content knowledge]. Journal of History Culture and Art Research, 6(2), 485-506.
• Dong, Y., Xu, C., Chai, C. S., & Zhai, X. (2020). Exploring the structural relationship among teachers' technostress, technological pedagogical content knowledge (TPACK), computer self-efficacy and school support. The Asia-Pacific Education Researcher, 29, 147-157.
• Ekici, F. T., & Dereli, F. (2022). Covid-19 Pandemisi Süresince Gerçekleştirilen Uzaktan Eğitim Faaliyetlerinin Fen Bilgisi Öğretmen Adaylarının Teknolojik Pedagojik Alan Bilgisi ÖzyeterliklerineEtkisi [The Effect of Distance Education Activities Conducted During the Covid-19 Pandemic on the Technological Pedagogical Content Knowledge Self-Efficacy of Pre- Service Science Teachers]. Journal of Science Mathematics Entrepreneurship and Technology Education, 5(3), 237-253.
• Fraillon, J., Ainley, J., Schulz, W., Friedman, T., & Duckworth, D. (2020). Preparing for life in a digital world. The IEA international computer and information literacy study 2018 international report. Newyork: Springer International Publishing.
• Gökçearslan, Ş., Karademir, T., & Korucu, A. T. (2017). Preservice teachers' level of web pedagogical content knowledge: Assessment by individual innovativeness. Journal of Educational Computing Research, 55(1), 70-94. https://doi.org/10.1177/0735633116642593
• Graham, R. C., Burgoyne, N., Cantrell, P., Smith, L., St. Clair, L., & Harris, R. (2009). Measuring the TPACK confidence of inservice science teachers. TechTrends, 53(5), 70-79.
• Hsu, Y. S. (Ed.). (2015). Development of Science Teachers' TPACK: East Asian Practices. Springer. Judson, E. (2006). How teachers integrate technology and their beliefs about learning: Is there a connection? Journal of Technology and Teacher Education,14(3), 581- 597.
• Kabakçı Yurdakul, I. (2011). Examining technopedagogical knowledge competencies of preservice teachers based on ICT usage. Hacettepe University Journal of Education, 40, 397-408.
• Karasar, N. (2020). Scientific research method: Concepts, principles, techniques. Ankara: Anı Publishing.
• Kaya, Z., & Yılayaz, Ö. (2013). Öğretmen eğitimine teknoloji entegrasyonu modelleri ve teknolojik pedagojik alan bilgisi [Technology integration models and technological pedagogical content knowledge in teacher education]. Batı Anadolu Journal of Educational Sciences, 4(8), 57-83.
• Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of educational computing research, 32(2), 131-152.
• Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)?. Contemporary issues in technology and teacher education, 9(1), 60-70.
• Koh, J.H.L. & Chai, C.S. (2016). Seven design frames that teachers use when considering technological pedagogical content knowledge (TPACK). Computers & Education, 102, 244-257. doi: 10.1016/j.compedu.2016.09.003
• Kuzgun, H., & Özdinç, F. (2017). Okul öncesi eğitimde teknoloji kullanımına yönelik öğretmen görüşlerinin incelenmesi [Examining teachers' views on the use of technology in preschool education] Uşak University Journal of Social Sciences, 10(ERTE Special Issue), 83-102.
• Küçükkara, M. F., & Aksüt, P. (2021). Okul Öncesi Dönemde Bilgisayarsiz Kodlama Eğitimine Bir Örnek: Problem Çözme Becerileri İçin Etkinlik Temelli Algoritma [An Example of Computer-Free Coding Education in Preschool Period: Activity-Based Algorithm for Problem Solving Skills]. Journal of Inquiry Based Activities, 11(2), 81-91.
• Masoumi, D. (2021). Situating ICT in early childhood teacher education. Education and Information Technologies, 26(3), 3009-3026.
• Mert Uyangör, S., & Çetin, H., (2019). Formasyon öğretmen adaylarının teknolojik pedagojik alan bilgisi (tpab) düzeyleri ile teknoloji tutumları ve algıları arasındaki ilişki [The relationship between technological pedagogical field knowledge (tpack) levels and technology attitudes and perceptions of formation preservice teachers]. Turkish Studie-Information Technologies and Applied Sciences, 14(3), 479- 492. 10.29228/TurkishStudies.23317
• Milli Eğitim Bakanlığı [MEB][Turkish Ministry of National Education], (2018). 2023 Education Vision Document. Retrieved from http://www.2023vizyonu.meb.gov.tr.
• Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers college record, 108(6), 1017-1054.
• Mishra, P., & Koehler, M. J. (2007). Technological pedagogical content knowledge (TPCK): Confronting the wicked problems of teaching with technology. In Society for Information Technology & Teacher Education International Conference (pp. 2214-2226). Association for the Advancement of Computing in Education (AACE).
• National Research Council [NRC]. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas (H. Quinn, H. A. Schweingruber, & T. Keller, Eds.). Washington, DC: National Academies Press.
• Nikolopoulou, K., & Gialamas, V. (2015). ICT and play in preschool: early childhood teachers' beliefs and confidence. International Journal of Early Years Education, 23(4), 409-425.
• Öner, D. (2020). Erken Çocukluk Döneminde Teknoloji Kullanımı ve Dijital Oyunlar: Okul Öncesi Öğretmen Görüşlerinin İncelenmesi [Technology Use and Digital Games in Early Childhood: Investigation of Preschool Teacher Opinions]. Journal of İnönü University Institute of Educational Sciences, 7 (14), 138-154. doi: 10.29129/inujgse.715044
• Özgür, H. (2020). Öğretmenlerin teknostresi, teknolojik pedagojik alan bilgisi (TPAB), okul desteği ve demografik değişkenler arasındaki ilişkiler: Yapısal bir eşitlik modellemesi [ Relationships between teachers' technostress, technological pedagogical content knowledge (TPACK), school support and demographic variables: A structural equation modeling]. Computers in Human Behavior, 112, 106468.
• Pierson, M. (2001). Technology integration practice as a function of pedagogical expertise. Journal of Research on Computing in Education, 33 (4), 413-430.
• Porras-Hernández, L. H., & Salinas-Amescua, B. (2013). Strengthening TPACK: A broader notion of context and the use of teacher's narratives to reveal knowledge construction. Journal of Educational Computing Research, 48(2), 223-244.
• Sancar-Tokmak, H., Yavuz Konokman, G., & Yanpar Yelken, T. (2013). Mersin Üniversitesi okul öncesi öğretmen adaylarının teknolojik pedagojik alan bilgisi (TPAB) özgüven algılarının incelenmesi [Investigation of Mersin University preschool teacher candidates' technological pedagogical content knowledge (TPACK) self-confidence perceptions]. Journal of Kırşehir Faculty of Education, 14(1), 35-51.
• Schmid, M., Brianza, E., & Petko, D. (2020). Developing a short assessment instrument for Technological Pedagogical Content Knowledge (TPACK. xs) and comparing the factor structure of an integrative and a transformative model. Computers & Education, 157, 103967.
• Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15 (2), 4-14.
• Sıngın, R. H. Ö., & Gökbulut, B. (2020). Okul öncesi öğretmenlerinin teknopedagojik yeterliklerinin belirlenmesi [Determination of technopedagogical competencies of preschool teachers]. Abant İzzet Baysal University Journal of Faculty of Education, 20(1), 269-280.
• Siddiq, F., Scherer, R., & Tondeur, J. (2016). Teachers' emphasis on developing students' digital information and communication skills (TEDDICS): A new construct in 21st century education. Computers & Education, 92, 1-14. https://doi.org/10.1016/j.compedu.2015.10.006
• Soong, S.K.A. & Tan, S.C. (2010). Integrating technology into lessons using a TPACKbased design guide. In C.H. Steel, M.J. Keppell, P. Gerbic & S. Housego (Eds.), Curriculum, technology & transformation for an unknown future (pp.919-923).
• Timur, B., & Taşar, M. F. (2011). Teknolojik Pedagojik Alan Bilgisi Öz Güven Ölçeğinin (TPABÖGÖ) Türkçe'ye Uyarlanması [Adaptation of Technological Pedagogical Content Knowledge Self- Confidence Scale (TPACKACKS) into Turkish]. Gaziantep University Journal of Social Sciences, 10(2), 839 -856.
• Uğraş, M. (2017). Okul Öncesi Öğretmenlerinin STEM Uygulamalarına Yönelik Görüşleri [Preschool teachers' vıews on STEM applıcatıons]. The Journal of New Trends in Educational Science, 1(1), 39-54 Usta, E., & Korkmaz, O. (2010). Öğretmen adaylarının bilgisayar yeterlikleri ve teknoloji kullanımına ilişkin algıları ile öğretmenlik mesleğine yönelik tutumları [Pre-service teachers' perceptions of computer competencies and technology use and their attitudes towards teaching profession]. International Journal of Human Sciences, 7(1), 1335-1349.
• Yang, T., Chan, A., & Gunn, C. (2022). The use of information and communication technology in pedagogical documentation: an investigation of early childhood education in China. European Early Childhood Education Research Journal, 30(2), 265-280.
• Yeh, Y., Hsu, Y., Wu, H., Hwang, F., & Lin, T. (2014). Developing and validating technological pedagogical content knowledge-practical (TPACK-practical) through the Delphi survey technique. British Journal of Educational Technology, 45(4), 707-722.
• Yolcu, H., Kaya Durna, D., Akan, A. & Uluçınar Sağır, Ş. (2022). Pedagojik Alan Bilgisi ve Teknolojik Pedagojik Alan Bilgisine İlişkin Yapılan Çalışmaların Meta-Sentez Yöntemiyle Analizi [Meta-Synthesis Analysis of Studies on Pedagogical Content Knowledge and Technological Pedagogical Content Knowledge]. Atatürk University Kazım Karabekir Education Faculty Journal, (46), 106-121. doı: 10.5152/aujkkef.2022.1051356