Associations among Teachers' Attitudes towards Computer-Assisted Education and TPACK Competencies

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Baturay M. H., Gökçearslan Ş., Sahin S.

INFORMATICS IN EDUCATION, cilt.16, sa.1, ss.1-23, 2017 (ESCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 16 Sayı: 1
  • Basım Tarihi: 2017
  • Doi Numarası: 10.15388/infedu.2017.01
  • Dergi Adı: INFORMATICS IN EDUCATION
  • Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus
  • Sayfa Sayıları: ss.1-23
  • Anahtar Kelimeler: TPACK competencies, computer-assisted education, CAE, attitude, technology, pedagogy, PEDAGOGICAL CONTENT KNOWLEDGE, SCIENCE TEACHERS, TECHNOLOGY INTEGRATION, COMMUNICATION TECHNOLOGIES, CLASSROOM USE, BELIEFS, ICT, MODEL, MATHEMATICS, INFORMATION
  • Gazi Üniversitesi Adresli: Evet

Özet

The current study investigates the attitudes of teachers towards Computer-Assisted Education (CAE) and their knowledge of technology, pedagogy and content via TPACK model that assesses the competencies for developing and implementing successful teaching. There were 280 participants in the study. The results of the study indicate that teachers' attitudes towards CAE scores are much higher than their TPACK scores. There is a low level positive correlation between their TPACK competencies and their attitudes towards CAE. Particularly, teachers' competencies of Technology Knowledge (TK) and Technological Pedagogical Knowledge (TPK) have much higher relationship with their attitude towards CAE when compared to other competencies. Attitude toward CAE is observed to differ by gender. As for TPACK competencies, TK and Technological Content Knowledge (TCK) differ by gender. The TPACK framework explains 20% of attitudes towards CAE. TK is the construct having the highest effect in explaining the attitude towards using CAE.