Türkçe Öğretmenlerinin Teknolojik Pedagojik Alan Bilgisi Yeterlilikleri ile Teknoloji Yeterlilikleri Arasındaki İlişkinin İncelenmesi

Year 2023, Volume: 12 Issue: 2, 1142 - 1160, 30.06.2023

Bilal Şimşek

https://doi.org/10.15869/itobiad.1260939

Abstract

Bu araştırmanın amacı Türkçe öğretmenlerinin teknolojik pedagojik alan bilgisi ile teknoloji öz-yeterlilikleri arasındaki ilişkinin incelenmesidir. İlişkisel tarama modeliyle yürütülen bu araştırmanın çalışma grubunu Antalya İl Millî Eğitim Müdürlüğüne bağlı ortaokullarda görev yapan 212 Türkçe öğretmeni oluşturmaktadır. Araştırmada veri toplama aracı olarak “Türkçe Öğretmenlerine Yönelik Teknolojik Pedagojik Alan Bilgisi Ölçeği” ve “21. Yüzyıl Öğrenmelerinde Teknoloji Yeterliliği Öz-değerlendirme Ölçeği” kullanılmıştır. Araştırma için gerekli izinler alındıktan sonra veriler toplanmış ve analiz aşamasına geçilmiştir. Verilerin analizi sürecinde öncelikle uç değer taraması yapılmış ardından normallik katsayıları kontrol edilmiştir. Normal dağılım gösteren veriler Pearson Korelasyon Testi, normal dağılım göstermeyen veriler ise Spearman Korelasyon Testi kullanılarak analiz edilmiştir. Analizlerden elde edilen sonuçlara göre Türkçe öğretmenlerinin teknoloji bilgisi, pedagoji bilgisi, alan bilgisi, pedagojik alan bilgisi, teknoloji destekli pedagoji ve alan bilgisi ile teknoloji öz-yeterlilikleri arasında anlamlı bir ilişki olduğu görülmüştür. Türkçe öğretmenlerinin teknoloji bilgisi ile teknoloji öz-yeterlilikleri arasında pozitif yönlü orta düzeyli, pedagoji bilgisi ile teknoloji öz-yeterlilikleri arasında pozitif yönlü orta düzeyli, alan bilgisi ile teknoloji öz-yeterlilikleri arasında pozitif yönlü düşük düzeyli, pedagojik alan bilgisi ile teknoloji öz-yeterlilikleri arasında pozitif yönlü düşük düzeyli, teknoloji destekli pedagoji ve alan bilgisi ile teknoloji öz-yeterlilikleri arasında ise pozitif yönlü düşük düzeyli anlamlı ilişki olduğu tespit edilmiştir. Araştırma sürecinde elde edilen sonuçlardan hareketle öneriler sunulmuştur.

Keywords

Türkçe eğitimi, Türkçe öğretmenleri, eğitimde teknoloji kullanımı, teknolojik pedagojik alan bilgisi, teknoloji öz-yeterliliği

Thanks

Katkılarınız için teşekkürler.

Examining the Relationship Between Technological Pedagogical Content Knowledge and Technological Competencies of Turkish Language Teachers

Abstract

The aim of this research is to examine the relationship between Turkish teachers' technological pedagogical content knowledge and their technological self-efficacy. The study group of this research, which was carried out using a correlational survey model, consisted of 212 Turkish teachers working in secondary schools affiliated with the Antalya Provincial Directorate of National Education. "Technological Pedagogical Content Knowledge Scale for Turkish Teachers" and " Technology Proficiency Self-Assessment Scale for 21st Century Learning” were used as data collection tools in the research. After obtaining the necessary permissions for the research, the data were collected and the analysis phase was started. In the data analysis process, firstly, outlier scanning was performed and then normality coefficients were checked. Normally distributed data were analyzed using the Pearson Correlation Test, and non-normally distributed data were analyzed using the Spearman Correlation Test. According to the results obtained from the analysis, it was seen that there is a significant relationship between Turkish teachers' technology knowledge, pedagogical knowledge, content knowledge, pedagogical content knowledge, technology-supported pedagogical content knowledge and technological self-efficacy. It has been determined that there is a medium-level, significant positive correlation between Turkish teachers' technology knowledge and technology self-efficacy; a medium-level, significant positive correlation between pedagogical knowledge and technological self-efficacy; a low-level, significant positive correlation between content knowledge and technology self-efficacy; a low-level, significant positive correlation between pedagogical content knowledge and technology self-efficacy; a low-level, significant positive correlation between technology-supported pedagogical content knowledge and technology self-efficacy. Based on the results obtained during the research process, suggestions are presented.

Keywords

Turkish education, Turkish language teachers, use of technology in education, technological pedagogical content knowledge, technology self-efficacy

References

• Abbitt, J. T. (2011). An investigation of the relationship between self-efficacy beliefs about technology integration and technological pedagogical content knowledge (TPACK) among preservice teachers. Journal of Digital Learning in Teacher Education, 27(4), 134-143. https://doi.org/10.1080/21532974.2011.10784670
• Aktürk, A. O., & Öztürk, H. S. (2019). Teachers’ TPACK levels and students’ self-efficacy as predictors of students’ academic achievement. International Journal of Research in Education and Science, 5(1), 283-294.
• Alakoç, Z. (2003). Matematik öğretiminde teknolojik modern öğretim yaklaşımları. The Turkish Online Journal of Educational Technology, 2(1). 43-49.
• Batur, Z., & Balcı, S. (2013). Türkçe öğretmen adaylarının pedagojik alan bilgilerinin incelenmesi. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 11, 21-43.
• Bransford, J. D., Brown, A. L., & Cocking, R. R . (2000). How people learn: Brain, mind, experience and school. National Academy Press.
• Büyüköztürk, Ş. (2019). Sosyal bilimler için veri analizi el kitabı (24. Baskı). Pegem Akademi.
• Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2012). Bilimsel araştırma yöntemleri (11. Baskı). Pegem Akademi.
• Chapelle, C. (2003). English language learning and technology. John Benjamins Pub.
• Chavoshi, A., & Hamidi, H. (2019). Social, individual, technological and pedagogical factors influencing mobile learning acceptance in higher education: A case from Iran. Telematics and Informatics, 38, 133-165. https://doi.org/10.1016/j.tele.2018.09.007
• Chien, Y., Chang, C., Yeh, T., & Chang, K. (2012). Engaging pre-service science teachers to act as active designers of technology integration: A MAGDAIRE framework. Teaching and Teacher Education, 28(4), 578-588. https://doi.org/10.1016/j.tate.2011.12.005
• Christensen, R., & Knezek, G. (2017) Validating the technology proficiency self-assessment questionnaire for 21st century learning (TPSA C-21). Journal of Digital Learning in Teacher Education, 33(1), 20-31. https://doi.org/10.1080/21532974.2016.1242391
• Cin, A., & Yanpar Yelken, T. (2019). Ortaokul öğretmenlerinin teknolojik pedagojik alan bilgileri ile bilişim teknolojisi kullanım düzeylerinin incelenmesi. Journal of International Social Research, 12(65). http://dx.doi.org/10.17719/jisr.2019.3486
• Çelik, I., Şahin, I., & Aktürk, A. O. (2014). Analysis of the relations among the components of technological pedagogical and content knowledge (TPACK): A structural equation model. Journal of Educational Computing Research, 51(1), 1-22. https://doi.org/10.2190/EC.51.1.a
• Dağhan, G., Kibar, P. N., Akkoyunlu, B., & Baskan, G. A. (2015). Öğretmen ve yöneticilerin etkileşimli tahta ve tablet bilgisayar kullanımına yönelik yaklaşımları ve görüşleri. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 6(3), 399-417. https://doi.org/10.16949/turcomat.42868 Devlet Planlama Teşkilatı (2006). Bilgi toplumu stratejisi. http://www.bilgitoplumu.gov.tr/Documents/1/BT_Strateji/Diger/060500_BilgiToplumuStratejisi.pdf
• Direkci, B., Şimşek, B., & Ayvallı, M. (2020). Türkçe öğretmenlerine yönelik Teknolojik Pedagojik Alan Bilgisi Ölçeği’nin geliştirilmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 56, 272-291.
• Earle, R. S. (2002). The integration of instructional technology into public education: Promises and challenges. Educational Technology, 42(1), 5-13.
• Fidan, M., Debbağ, M., & Çukurbaşı, B. (2020). 21. yüzyılda profesyonelleşen öğretmenlerin teknoloji yeterliliği öz-değerlendirmeleri: Bir ölçek uyarlama çalışması. Pegem Journal of Education and Instruction, 10(2), 465-492. https://doi.org/10.14527/c10s2
• Göçer, A., & Akgül, O. (2019). Türkçe öğretmenlerinin dil eğitiminde ortam tasarımı ve materyal kullanımı yeterliklerinin değerlendirilmesi. Bingöl Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 9(18), 837-856. https://doi.org/10.29029/busbed.482891
• Heitink, M., Voogt, J., Verplanken, L., van Braak, J., & Fisser, P. (2016). Teachers’ professional reasoning about their pedagogical use of technology. Computers & Education, 101, 70-83. https://doi.org/10.1016/j.compedu.2016.05.009
• Hill, J. E., & Uribe-Florez, L. (2020). Understanding secondary school teachers’ TPACK and technology implementation in mathematics classrooms. International Journal of Technology in Education (IJTE), 3(1), 1-13. https://doi.org/10.46328/ijte.v3i1.8
• Holmberg, J., Fransson, G., & Fors, U. (2018). Teachers’ pedagogical reasoning and reframing of practice in digital contexts. The International Journal of Information and Learning Technology, 35, 130-142. http://dx.doi.org/10.1108/IJILT-09-2017- 0084
• ISTE. (2022). ISTE standards: Educators. https://www.iste.org/standards/iste-standards-for-teachers Jääskelä, P., Häkkinen P., & Rasku-Puttonen, H. (2017). Teacher beliefs regarding learning, pedagogy, and the use of technology in higher education, Journal of Research on Technology in Education, 49(3-4), 198-211. https://doi.org/10.1080/15391523.2017.1343691
• Jong, B., & Tan, K. H. (2021). Using Padlet as a technological tool for assessment of students' writing skills in online classroom settings. International Journal of Education and Practice, 9(2), 411-423. v10.18488/journal.61.2021.92.411.423
• Kabakçı Yurdakul, I. (2011). Öğretmen adaylarının teknopedagojik eğitim yeterliklerinin bilgi ve iletişim teknolojilerini kullanımları açısından incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 40, 397-408. Kalemkuş, F., & Özek, M. B. Ortaokul öğretmenlerinin teknolojik pedagojik içerik bilgisi modeline göre bit entegrasyon yeterliklerinin incelenmesi: Kars ili örneği. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, (61), 52-74. http://dx.doi.org/10.21764/maeuefd.668259
• Kantarcı, M. & Uygun, M. (2013). Sınıf öğretmenlerin Türkçe derslerinde teknoloji kullanımına yönelik görüşleri. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi Türkçenin Öğretimi Özel Sayısı, 6(11), 773-797. https://doi.org/10.14520/adyusbd.460
• Karasar, N. (2014). Bilimsel araştırma yöntemleri (26. baskı). Nobel Akademik Yayıncılık. Karsenti, T., & Bugmann, J. (2018). The ASPID Model: A systemic approach to understand technology appropriation. International Journal of Technology in Education (IJTE), 1(1), 12-18.
• Kaufman, K. (2015). Information communication technology: Challenges & some prospects from preservice education to the classroom. Mid-Atlantic Education Review, 2(1), 1-11.
• Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
• Koehler, M. J., Mishra, P., & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology. Computers & Education, 49(3), 740-762. https://doi.org/10.1016/j.compedu.2005.11.012
• Lee, S. M. (2022). A systematic review of context-aware technology use in foreign language learning. Computer assisted language learning, 35(3), 294-318. https://doi.org/10.1080/09588221.2019.1688836 Millî Eğitim Bakanlığı. (2017a). Öğretmenlik mesleği genel yeterlikleri. https://oygm.meb.gov.tr/www/ogretmenlik-meslegi-genel-yeterlikleri/icerik/39
• Millî Eğitim Bakanlığı. (2017b). Türkçe öğretmeni özel alan yeterlikleri. http://oygm.meb.gov.tr/www/ilkogretim-ozel-alan-yeterlikleri/icerik/257
• Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684
• Mulyadi, D., Wijayatiningsih, T. D., Singh, C. K. S., & Prastikawati, E. F. (2021). Effects of technology enhanced task-based language teaching on learners' listening comprehension and speaking performance. International Journal of Instruction, 14(3), 717-736. https://doi.org/10.29333/iji.2021.14342a
• Mutlu, Y., Polat, S., & Alan, S. (2019). Development of preservice mathematics teachers’ TPACK through micro teaching: Teaching the VuStat program. International Journal of Technology in Education and Science (IJTES), 3(2), 107-118.
• OECD. (2010). Inspired by technology, driven by pedagogy: A systemic approach to technology-based school innovations. OECD Publishing.
• Omiles, M. E., Dumlao, J. B., Rubio, Q. K. C., & Ramirez, E. J. D. (2019). Development of the 21st century skills through educational video clips. International Journal on Studies in Education, 1(1), 11-20. https://doi.org/10.46328/ijonse.5
• Özkale, A., & Koç, M. (2020). Investigating academicians’ use of tablet PC from the perspectives of human computer interaction and Technology Acceptance Model. International Journal of Technology in Education and Science (IJTES), 4(1), 37-52. https://doi.org/10.46328/ijtes.v4i1.36
• Papastergiou, M. (2009). Digital game-based learning in high school computer science education: Impact on educational effectiveness and student motivation. Computers & Education, 52(1), 1e12. http://dx.doi.org/10.1016/j.compedu.2008.06.004.
• Perdana, R., Jumadi, J., & Rosana, D. (2019). Relationship between analytical thinking skill and scientific argumentation using PBL with interactive CK 12 simulation. International Journal on Social and Education Sciences, 1(1), 16-23.
• Pierson, M. E. (2001). Technology integration practice as a function of pedagogical expertise. Journal of Research on Computing in Education, 33(4), 413-430. https://doi.org/10.1080/08886504.2001.10782325 Raykov, T., & Marcoulides, G. A. (2008). An Introduction to Applied Multivariate Analysis (1st edition). Taylor & Francis Group.
• Sarıtepeci, M., Durak, H. ve Seferoğlu, S. S. (2016). Öğretmenlerin öğretim teknolojileri alanında hizmet-içi eğitim gereksinimlerinin FATİH Projesi kapsamında incelenmesi. Turkish Journal of Computer and Mathematics Education, 7(3), 601-620.
• Scherer, R., Tondeur, J., Siddiq, F., & Baran, E. (2018). The importance of attitudes toward technology for pre-service teachers' technological, pedagogical, and content knowledge: Comparing structural equation modeling approaches. Computers in Human Behavior, 80, 67-80. https://doi.org/10.1016/j.chb.2017.11.003
• Serhan, D. (2019). Web-Based Homework Systems: Students’ perceptions of course interaction and learning in Mathematics. International Journal on Social and Education Sciences, 1(2), 57-62.
• Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22. http://dx.doi.org/10.17763/haer.57.1.j463w79r56455411
• Şad, S. N., Açıkgül, K. ve Delican, K. (2015). Senior preservice teachers’ senses of efficacy on their technological pedagogical content knowledge (TPACK). Journal of Theoretical Educational Science, 8(2), 204-235.
• Şahin, Ş., Aktürk, A. O., & Çelik, İ. (2013a). A study on teachers’, students’ and their parents’ views on the FATIH project. World Academy of Science, Engineering and Technology International Journal of Social, Management, Economics and Business Engineering, 7(12), 1889-1895.
• Şahin, I., Çelik, I., Aktürk, A. O., & Aydın, M. (2013b). Analysis of relationships between technological pedagogical content knowledge and educational internet use. Journal of Digital Learning in Teacher Education, 29(4), 110-117. https://doi.org/10.1080/21532974.2013.10784714
• Şimşek, B., & Direkci, B. (2023). The effects of augmented reality storybooks on student's reading comprehension. British Journal of Educational Technology, 54(3), 754-772. https://doi.org/10.1111/bjet.13293
• Şimşek, Ö., & Yazar, T. (2016). Validity and reliability study of technological pedagogical content knowledge self-efficacy scale based on international educational technology standards (TPACK-ISTE). In O. Titrek, & M. Potmesil (Eds.), Proceedings book, 1st International Conference on Lifelong Learning and Leadership for All: Vol. 1. (pp. 259-268). Palacky University & Moravian University College Olomouc.
• Şimşek, Ö., & Yazar, T. (2018). Öğretmen adaylarının eğitimde teknoloji entegrasyon öz-yeterliklerinin incelenmesi: Türkiye örneği. Electronic Journal of Social Sciences, 17(66), 744-765. https://doi.org/10.17755/esosder.357330
• Tabachnick, B.G., & Fidell, L.S.(2013). Using multivariate statistics (6th edition). Pearson Education. Tatlı, Z., & Akbulut, H. İ. (2017). Öğretmen adaylarının alanda teknoloji kullanımına yönelik yeterlilikleri. Ege Eğitim Dergisi, 18(1), 31-55. http://dx.doi.org/10.12984/egeefd.328375
• Tatlı, Z., Akbulut, H. İ., & Altınışık, D. (2016). Öğretmen adaylarının teknolojik pedagojik alan bilgisi özgüvenlerine Web 2.0 araçlarının etkisi. Turkish Journal of Computer and Mathematics Education, 7(3), 659-678. https://doi.org/10.16949/turkbilmat.277878
• Tondeur, J., Van Braak, J., Ertmer, P. A., & Ottenbreit-Leftwich, A. (2017). Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: A systematic review of qualitative evidence. Educational Technology Research and Development, 65(3), 555-575. https://doi.org/10.1007/s11423-016-9481-2
• Wang, Y. H. (2017). Exploring the effectiveness of integrating augmented reality-based materials to support writing activities. Computers & Education, 113, 162-176. https://doi.org/10.1016/j.compedu.2017.04.013
• Zou, D., Huang, Y., & Xie, H. (2021). Digital game-based vocabulary learning: where are we and where are we going?. Computer Assisted Language Learning, 34(5-6), 751-777. https://doi.org/10.1080/09588221.2019.1640745