Öğretmen Adaylarının Öğretimde Teknoloji Kullanım Yeterliliklerinin Teknolojik Pedagojik İçerik Bilgisi Kuramsal Perspektifinden İncelenmesi/ The Investigation Of Preservice Teachers' Technology Integration Competencies From Technological Pedagogical Cont

Sönmez Pamuk, Alpaslan Ülken, Nilay Şener Dilek
4.597 1.021

Öz


Bu çalışmanın amacı, öğretmen adaylarının Teknolojik Pedagojik İçerik Bilgisi (TPİB) kuramsal yapısı içerisinde tanımlanan, öğretim ortamında etkin teknoloji kullanımı konusundaki yeterliliklerini araştırmaktır. TPİB kuramsal yapısı içerisinde tanımlanan toplam 7 alt bilgi alanı konusunda öğretmen adaylarının hangi düzeyde yeterli olduğu ve bu bilgi alanları arasında kuramsal olarak ileri sürüldüğü gibi ilişkilerin mevcut olup-olmadığı araştırılmıştır. Elde edilen veriler incelendiğinde öğretmen adaylarının pedagojik yönden kendilerini daha hazırlıklı bulurken diğer bilgi alanlarında genel olarak bir kararsızlığın ortaya çıktığı görülmektedir. Çalışmaya katılan öğretmen adaylarının meslek hayatlarında teknolojiyi etkin bir biçimde kullanabilmeleri için bilgi ve tecrübe açısından kendilerini yeterli görmedikleri sonucu bu çalışmanın en önemli bulgularındandır. Ayrıca, bu çalışma ile kuramsal yapıda ele alındığı gibi temel bilgi alanlarının (PB, TB, İB) etkileşiminden ortaya çıkan TPB, TİB, PİB bilgi alanlarının, TPİB oluşumunda temel bilgi alanlarına göre daha güçlü bir etkiye sahip olduğu tespit edilmiştir. Ayrıca, bu araştırmanın sonuçlarından biri olarakta,  çalışmada kullanılan ölçeğe ait kapsam geçerliliğinin sorgulanması gerektiği ortaya çıkmaktadır.

Anahtar Kelimeler: Teknolojik Pedagojik İçerik Bilgisi, Pedagojik İçerik Bilgisi, TPİB Ölçeği, Öğretmen Adaylarının TPİB Görüşleri.

Abstract

The main purpose of this study was to investigate preservice teachers' technology integration competencies based on Technological Pedagogical Content Knowledge (TPACK) theoretical framework. Participants' thoughts on technology integration were collected through the TPACK instrument developed by Schmidt et al. (2010). Collected data were analyzed through different statistical procedures. The data were analyzed based on 7 different knowledge basis defined in TPACK framework. The results showed that while preservice teachers feel adequate on pedagogical issues, they were mostly not confident in other knowledge basis. The overall results suggest that participants felt not adequate on effective technology use in teaching as described in TPACK. In addition, as the second purpose, the data were also analyzed to see if the relationship among 7 knowledge basis (i.e. TK, PK, CK, TPK) with TPACK knowledge base was existed as theoretically defined. In this regard, data revealed that knowledge basis (TPK, PCK, TCK) emerged from core knowledge basis (TK, PK, CK) had stronger impact on development of TPACK knowledge base, which was theoretically expected.

Key Words:Technological Pedagogical Content Knowledge, TPİB Scale, Preservice Teachers and TPİB.


Tam metin:

PDF

Referanslar


Angeli, C.,&Valanides, N. (2009). “Epistemologicalandmethodologicalissuesfortheconceptualization, development, andassessment of ICT-TPACK: Advances in technologicalpedagogicalcontentknowledge (TPCK)”. Computers&Education, 52(1),154–168.

Bransford, J. D. (Eds.) .(2000) How People Learn: Brain, Mind, Experience, and School. NationalResearchCouncil. Washington, DC: National Academy Press.

Büyüköztürk, Ş., Çakmak, E.K., Akgün, Ö.E., Karadeniz, Ş., ve Demirel, F. (2009). Bilimsel araştırma yöntemleri (4. baskı). Ankara: Pegem Akademi.

Büyüköztürk, Ş. (2010). Sosyal Bilimler İçin Veri Analizi El Kitabı(12. baskı). Ankara: Pegem Akademi.

Büyüköztürk, Ş., Çokluk, Ö. ve Köklü, N. (2010). Sosyal Bilimler İçin İstatistik. Ankara: Pegem Akademi.

Bingham, E.,&Byrom, E. (2001). “Factorsinfluencingtheeffectiveuse of technologyforteachingandlearning: Lessonslearnedfromthe SIERTEC intensive site schools”. Greensboro, NC: SERVE. http://www.seirtec.org/publications/lessondoc.html##1(Erişim Tarihi:18.06.2005)

Byrom, E.,&Bingham, M. (2001). “Factors influencing the effective use of technology for teaching and learning: Lessons learned from the SIERTEC intensive site schools(2th ed.)”. Greensboro, N.C: SERVE. http://www.seirtec.org/publications/Lessons_Learned.php(Erişim Tarihi:28.06.2010)

Chai, C. S., Koh, J. H. L., &Tsai, C. C. (2010). “FacilitatingPreserviceTeachers' Development of Technological, Pedagogicaland Content Knowledge (TPACK)”. EducationalTechnology&Society, 13(4), 63–73.

Cuban, L. (1998). “High-Tech Schools andLowTechTeaching”. Journal of Computing in TeacherEducation, 14(2), 6-7.

Field, A. (2005). Discovering Statistics Using SPSS. London: SAGE Publications.

Gall, J.P.,Gall, M.D., &Borg, W.R. (1999). ApplyingEducationalResearch: A PracticalGuide.New York: AddisonWesleyLongman, Inc.

Gay, L. R.,&Airasian, P. (2000). EducationalResearch: CompetenciesFor Analysis And Applications(6th ed.). UpperSaddleRiver, NJ: PearsonEducation.

Göktaş, Y., Yıldırım, Z., veYıldırım, S.(2008). “Bilişim teknolojilerinin eğitim fakültelerindeki durumu:Dekanların görüşleri”. Eğitim ve Bilim, 33(149), 30-50.

Graham, C.R.,Burgoyne, N., Cantrell, P., Smith, L., St. Clair, L.,& Harris, R. (2009). “TPACK Development İn ScienceTeaching: MeasuringThe TPACK Confidence of İnserviceScienceTeachers”. TechTrends, 53(5), 70-79.

Hew, K.F., & Brush, T. (2007). “Integrating Technology into K-12 Teaching and Learning: Current Knowledge Gaps and Recommendations for Future Research”.EducationalTechnology Research and Development,55(3), 223–252.

Kearsley, G.,& Lynch, W. (1992). “Leadership In The Age Of Technology: The New Skills”. Journal of Research on Computing in Education, 25(1), 50-60.

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. 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, 740-762.

MacArthur, C. A.,Pilato, V., Kercher, M., Peterson, D., Malouf, D., &Jamison, P. (1995). “Mentoring: An ApproachToTechnologyEducationForTeachers”. Journal of Research on Computing in Education, 28(1), 46-62.

Mishra, P.,&Koehler, M. J. (2006). “Technological Pedagogical Content Knowledge: A New Framework For Teacher Knowledge”. Teachers College Record, 108(6), 1017-1054.

Niess, M.L. (2005). “Preparing Teachers To Teach Science And Mathematics With Technology: Developing A Technology Pedagogical Content Knowledge”. Teaching and Teacher Education, 21, 509-523.

Ozgun-Koca, S. A.,Meagher, M., &Edwards, M. T. (2010). “PreserviceTeachers, Emerging TPACK in A Technology-RichMethods Class”. TheMathematicsEducator, 19(2), 10-20.

Pamuk, S. (2011), “Understanding Preservice Teachers' Technology Use Through TPACK Framework”. Journal of Computer Assisted Learning. doi: 10.1111/j.1365-2729.2011.00447.x

Papert, S. (1980). Mindstorms: Children, Computers, andPowerfulIdeas. New York, NY: Basic Books.

Roblyer, M.D. (2006).Integrating Educational Technology into Teaching(4th ed). Upper Saddle River, NJ: Merrill/Prentice Hall.

Schmidt, D. A., Baran, E., Thompson A. D., Mishra, P. , Koehler, M. J., & Shin, T.S. (2009). “Technological Pedagogical Content Knowledge (TPACK): The Development and Validation of An Assessment Instrument For Preservice Teachers”. Journal of Research on Technology in Education, 42(2), 123-149.

Schrum, L. (2005). “A Proactive Approach To A Research Agenda And Recommendations For Future Research”. Journal of Research on Technology in Education, 37(3), 217-220.

Shulman, L. (1986). “Those Who Understand: Knowledge Growth In Teaching”. Educational Researcher, 15(2), 4-14.

Shulman, L. (1987). “Knowledge and Teaching: Foundations of The New Reform”. Harvard Educational Review, 57 (1), 1-22.

So, H. J.,& Kim, B. (2009). “Learning About Problem Based Learning: StudentTeachersİntegratingTechnology, PedagogyAnd Content Knowledge”. AustralasianJournal of EducationalTechnology, 25(1), 101-116.

Tanrıöğen, A. (2009). Bilimsel Araştırma Yöntemleri. Ankara: Anı Yayıncılık.

Zhao, Y.,& Frank, K.A. (2003). “Factors Affecting Technology Uses in Schools: An Ecological Perspective”. American Educational Research Journal, 40(4), 807-840.