ERIC EJ1010761: Analysis of Relationships between Technological Pedagogical Content Knowledge and Educational Internet Use

2013·0.12 MB·English

by  ERIC

Analysis of Relationships between Technological Pedagogical Content Knowledge
and Educational Internet Use
Ismail Sahin Ismail Celik & Ahmet Oguz Akturk Mustafa Aydin
Necmettin Erbakan University Selcuk University Necmettin Erbakan University
Abstract
This study analyzes the relationships is one of the most important factors needs, (d) choose appropriate educa-
between preservice teachers’ techno- that teachers should have to be able to tional technology tools that support in-
logical pedagogical content knowl- effectively use computer and Internet formation transformation and teaching
edge (TPACK) and their self-efficacy technologies (Uzun, Ekici, & Sağlam, strategies, and (e) integrate educational
beliefs in educational Internet use. 2010). For teachers, technology is vital technology activities into the classroom
Findings show statistically significant to develop their knowledge both in their (Angeli & Valanides, 2005). When
relationships among the knowledge areas of expertise and in pedagogy and teachers integrate technology in educa-
domains in technology, pedagogy, general culture. For this reason, teach- tion, students are more interested in the
content, and their intersections. Also, ers should be able to integrate their course (Schrum et al., 2007; Sweeder
results from the canonical correlation knowledge in content, technology, and & Bednar, 2001). In addition, teachers
analysis show that a statistically sig- pedagogy successfully. who have a high level of experience in
nificant and strong relationship exists For several decades, computer and educational computer use have higher
between the knowledge dimensions instructional technologies have been expectations for learning and teaching
in the TPACK model and the self- an integral part of our learning and (Hicks, 2006), and teachers may help
efficacy beliefs in educational Internet communication activities. Starting at an increase student performance by using
use. Specifically, technology, content, early age, use of these technologies in computer technology (Margerum-Leys
and technological content knowledge our daily lives has become widespread & Marx, 2002).
domains are statistically significant (Orhan & Akkoyunlu, 2004). Education Related literature suggests teachers’
predictors of preservice teachers’ self- is one area where these technologies use of instructional technology requires
efficacy beliefs in educational Internet provide individuals with many benefits comprehensive and multidirectional
use. (Keywords: technological peda- and opportunities. For example, digital knowledge (Lambert & Sanchez, 2007;
gogical and content knowledge, edu- video editing can provide students the Margerum-Leys & Marx, 2002). The
cational Internet use, self-efficacy) opportunity to become instructional goals of a modern education system is to
designers and active learners relat- train individuals to explore ways to ac-
ing experiences of their own lives to cess information, learn how and where
T
he statement “Preparation for the school subjects (Miller, 2008). Also, to use the information gained, and
teaching profession should be computers and instructional technolo- develop critical thinking skills. These
provided with training in general gies bring important improvements for goals can be realized with qualified
culture, special area education, and teachers. Teachers can use instructional teachers who keep continually up to date
pedagogy knowledge” (Ozdemir, Yalın, technologies to (a) provide multimedia on recent developments in science and
& Sezgin, 2004) emphasizes the impor- learning, (b) meet students’ individual technology (Yilmaz, 2007). For this rea-
tance of the need for teachers to have needs, (c) gain attention, (d) make son, teachers should have the necessary
a variety of competency areas. These abstract contexts more concrete, and skills and responsibilities to apply new
skills are basic to the teaching profes- (e) save time for their teaching (Yalın, technologies in their fields to achieve
sion. Teachers are expected to develop 2008). However, to take full advantage these goals (Hicks, 2006). For example,
themselves in these competencies to of these technologies, teachers should with the widespread use of the Internet
be successful in their subject areas. To be able to (a) identify topics to learn and distance learning technologies,
accomplish this, teachers and teacher with educational technology in ways educators should discuss issues such as
candidates should use information and that show the added value of educa- how to present content on the Internet,
communication technologies better to tional technology applications, (b) how to interact with students, and how
follow developments in their content create representations for conveying to teach students how to interact profes-
areas, transfer contemporary approaches complex subject matter that is hard to sionally with other students (Peruski &
and teaching methods to their practices, teach through traditional methods in a Mishra, 2004).
and increase their level of knowledge in comprehensible manner, (c) establish An approach commonly encountered
general culture. In addition, self-efficacy teaching strategies that meet learners’ in the development of professional
110 | Journal of Digital Learning in Teacher Education | Volume 29 Number 4
Copyright © 2013, ISTE (International Society for Technology in Education), 800.336.5191 (U.S. & Canada) or 541.302.3777 (Int’l), [email protected], iste.org. All rights reserved.
teachers treating treat technology, Technology Integration and the Internet these technologies efficiently or perhaps
pedagogy, and content as different and Unlike other areas of technology, today even at all. In fact, fulfillment of the
independent from each other. However, the Internet includes many technolo- professional competencies that teach-
the trend of using appropriate computer gies, so it is necessary to configure the ers require is closely related to receiving
and instructional technologies in teach- technological content knowledge differ- good training and to the belief that they
ers’ academic training started to become ently (Horzum, 2011). These technolo- can complete their duties and respon-
important several years ago (Niess, gies have become quite important in sibilities (Yilmaz, Koseoglu, Gercek &
2005). In fact, teachers’ professional teacher education (Lee, Tsai, & Chang, Soran, 2004).
development requires the consideration 2008). One of the developing informa-
of different knowledge areas. Therefore, tion and communication technologies, Teachers’ Self-Efficacy Beliefs
it is inevitable that teacher education the Internet, affects our lives and offers In recent years, self-efficacy is one of the
programs should successfully demon- many benefits to its users (Beard & Wolf, variables used frequently in studies con-
strate the associations between technol- 2001). The Internet has more functions ducted in different areas (Akbulut, 2006;
ogy, pedagogy, and content. than just advertising and an information Vural & Hamurcu, 2008). In fact, beliefs
Three basic components of success- distribution mechanism (Weiser, 2001). about personal capabilities are the key
ful teaching are content, pedagogy, and It offers access to different sources, such determinants of behavior (Akgün, 2008).
technology. In addition, the relation- as libraries, museums, archives, and Self-efficacy is defined as the belief about
ships among these three components databases, to mention a few (Erdogan, the capacity of success in a particular
form the basis of education (Koehler & Bayram, & Deniz, 2008). A majority of event (Bandura, 1986). This concept is
Mishra, 2009). The Technological Ped- university students use the Internet daily defined in different forms, such as self-
agogical Content Knowledge (TPACK) (Demirer, Bozoglan, & Sahin, 2013). efficacy (Akkoyunlu, Orhan & Umay,
framework is a concept that links tech- Akkoyunlu (2002) notes that teachers 2005; Deryakulu, Büyüköztürk, Karad-
nology to the other two approaches of mostly use the Internet for communica- eniz, & Olkun, 2009), self-efficacy belief
the curriculum, content and pedagogy, tive purposes (e-mail, chat, etc.). The (Akbulut, 2006; Akgun, 2008; Aşkar &
and defines how the three knowledge Internet is also a communication tool Umay, 2001; Orhan & Akkoyunlu, 2003;
areas (content, pedagogy, and technol- where people socially interact, using Koseoglu, Yilmaz, Gerçek, & Soran,
ogy) interact with each other. In their Skype for example. 2007), and self-efficacy perception (Ak-
conceptual framework for teacher Related literature states that adults koyunlu & Kurbanoglu, 2003). In this
knowledge, Mishra and Koehler (2006) use the Internet for entertainment and study, the term self-efficacy beliefs refers
extend Shulman’s (1986) pedagogical communication (Bayraktar & Gun, to teachers’ perceptions about their com-
content knowledge model by involv- 2007). In addition, individuals use the petencies in educational Internet use.
ing technology knowledge. Each of Internet to conduct research and play Individuals with high self-efficacy
the three components is dependent on games (Tahiroglu, Celik, Uzel, Ozcan, beliefs are insistent and patient while
the teacher’s knowledge and compas- & Avci, 2008). In fact, the Internet also accomplishing a job or task (Aşkar &
sion (Shin, Koehler, Mishra, Schmidt, affects and enriches the educational Umay, 2001). For example, research
Baran, & Thompson, 2009). TPACK process by providing rich experiences shows that teachers with higher self-
includes learning how to use technol- for teachers and students (Akkoyunlu efficacy are more willing to instruct
ogy to build on existing knowledge & Yilmaz, 2005). Using the Internet, (Bıkmaz, 2004), as individuals who be-
to develop new epistemologies or students can obtain access to different lieve themselves competent in an activity
strengthen old ones, how to construc- forms of resources from anywhere at have more tendency to participate in this
tively teach the subject with different any time and can learn independently event (Lent, Brown, & Hackett, 2002).
pedagogical techniques, and how to (Karatas, 2008). Thus, they develop Therefore, self-efficacy is an important
take advantage of technology to restate themselves and enrich their knowledge factor for individuals to achieve their
some of the problems the students face by achieving significant educational goals (Bıkmaz, 2006).
(Mishra & Koehler, 2006). benefits. Although teachers’ self-efficacy may
As described by Yalın (2008), tech- As highlighted in the related litera- not directly translate into their use of
nology is a discipline that serves as a ture, computer technologies are not only technology, it is a necessary condition
bridge between science and practice—a used in learning and teaching, but they for the adaptation of technology in edu-
statement that emphasizes the relation- are also used as tools to seek informa- cation (Wang, Ertmer, & Newby, 2004).
ships between technology, pedagogy, tion and share it with others (Akkoyunlu Teachers’ self-efficacies in computer and
and content. As science knowledge re- & Kurbanoglu, 2003). To employ infor- Internet technologies affect their uses
fers to content and the practice describes mation and communication technolo- of these technologies and the quality of
pedagogical knowledge, technology can gies effectively, individuals must feel education using web technologies. The
be seen as a bridge that joins these two competent in the use of these technolo- increase in teacher self-efficacies in In-
disciplines. gies. Otherwise, individuals may not use ternet technologies has a positive effect
Volume 29 Number 4 | Journal of Digital Learning in Teacher Education | 111
Copyright © 2013, ISTE (International Society for Technology in Education), 800.336.5191 (U.S. & Canada) or 541.302.3777 (Int’l), [email protected], iste.org. All rights reserved.
Sahin, Celik, Akturk, & Aydin
on their teaching and student learning ing the Internet resources,” “I have the Cronbach’s alpha reliability coefficients
(Lee & Tsai, 2010). In fact, it is impor- efficacy in sharing data with my friends for the surveys are as follow: 0.96 (for
tant that teachers’ perceptions that they through the Internet,” and “I have the the educational Internet use self-efficacy
are competent in educational Internet efficacy in locating and downloading survey), 0.93 (TK), 0.90 (PK), 0.86 (CK),
use will assist with the widespread use of e-books.” In the educational Internet use 0.88 (TPK), 0.88 (TCK), 0.92 (PCK),
this technology for educational pur- self-efficacy survey, higher scores for and 0.92 (TPACK). Based on the find-
poses. In this study, we analyze the as- the scale indicate higher perceived self- ings of the survey development studies,
sociation between teachers’ self-efficacy efficacy beliefs in use of the Internet for the instruments are reliable measures.
beliefs in educational Internet use and instructional purposes. The survey items
the perception levels of their TPACK. consist of individual sentences and are Data Analysis
answered by means of a 5-point Likert- In the present study, we used descrip-
Methods type scale with five response choices (1 tive statistics and correlation analysis to
This section describes the study group, = not qualified, 2 = somewhat qualified, report relationships among the variables.
research instruments, and data analysis 3 = qualified, 4 = quite qualified, 5 = Because each section of both surveys
methods. completely qualified). has a list of several items, we used the
The second research instrument, canonical correlation analysis method to
Study Group and Procedures developed by Sahin (2011), is a 47-item determine the relationships between the
In the current study, we use the TPACK Survey of Technological Pedagogical level of knowledge for each domain of the
model as the theoretical framework in and Content Knowledge with seven TPACK model and the self-efficacy be-
the process of data collection and inter- subscales: technology knowledge (TK), liefs in educational Internet use. Canoni-
pretation of the results. We conducted pedagogy knowledge (PK), content cal correlation (Rc) is a statistical method
the study in a college of education at a knowledge (CK), technological peda- used to measure the relationship between
large Turkish university in central Ana- gogy knowledge (TPK), technological two multidimensional variables (Saraçlı
tolia. The college has eight main depart- content knowledge (TCK), pedagogical & Saraçlı, 2006; Tekin, 1993). We used
ments: computer and instructional tech- content knowledge (PCK), and techno- Wilks’ lambda, a multivariate statistic
nologies education, social sciences, art logical pedagogical and content knowl- ranging between 0 and 1 (Mertler & Van-
education, primary education, science edge (TPACK). The TPACK subscale natta, 2002), to test the significance of the
and mathematics education, educational has items such as: “I have knowledge relationship between the sets of variables.
leadership and policy studies, Turk- in integrating appropriate instructional Using multiple linear regression analysis,
ish education, and foreign languages methods and technologies into my con- we tested the relationships between the
education. We distributed the survey to tent area,” “I have knowledge in selecting dependent variable, educational Internet
randomly selected students from these contemporary strategies and technolo- use, and the following seven predictor
departments. Thus, the participants of gies helping to teach my content effec- variables: TK, PK, CK, TPK, TCK, PCK,
this research study included 163 preser- tive,” and “I have knowledge in taking and TPACK.
vice teachers. Of these participants, 91 a leadership role among my colleagues
(56%) were female and 72 (44%) were in the integration of content, pedagogy, Findings
male. As seniors, they were enrolled in a and technology knowledge.” In the
university class as part of their intern- Survey of Technological Pedagogical and Relationships among the TPACK Subscales
ship program. The participants received Content Knowledge, higher scores for In this study, we examined the rela-
training on technology integration as each subscale indicate a higher per- tionships between the seven TPACK
part of their classes. We administered ceived acquaintance with applications domains with correlation analysis. Table
the surveys used for the study at the end of the knowledge base. The survey items 1 presents the findings of this analysis.
of the internship program. are a 5-point Likert-type scale with five As seen in Table 1, all relation-
response choices (1 = no knowledge, 2 = ships between the variables included
Instruments little knowledge, 3 = moderate knowl- in the TPACK model are statistically
In this study, we analyzed the relation- edge, 4 = a lot of knowledge, and 5 = significant and positive. Technology,
ships between preservice teachers’ complete knowledge). pedagogy, content, and their interrelated
knowledge in technology pedagogy and In the development studies of these knowledge dimensions are correlated.
content and their self-efficacy beliefs two instruments, we found Cronbach’s These results show that assessment
in educational Internet use. We used alpha reliability coefficients between 0.86 of the TPACK level should be treated
two research instruments. The first and 0.96 for the subscales of the surveys. as a whole. These factors have a posi-
is a 28-item Survey of Self-efficacy in For scales used in research studies, the tive effect on each other. For example,
Educational Internet Use developed by level of an acceptable Cronbach’s alpha increasing teachers’ knowledge levels in
Sahin (2009). This survey includes items coefficient is suggested as 0.70 (Anastasi, technology or content has a positive ef-
such as: “I have the efficacy in search- 1982; Tavsancil, 2002; Tezbaşaran, 1997). fect on the enhancement of TPACK.
112 | Journal of Digital Learning in Teacher Education | Volume 29 Number 4
Copyright © 2013, ISTE (International Society for Technology in Education), 800.336.5191 (U.S. & Canada) or 541.302.3777 (Int’l), [email protected], iste.org. All rights reserved.
TPACK and Educational Internet Use
Table 1. Correlation Values among the TPACK Variables
Variable 1 2 3 4 5 6 7
TK -
PK 0.28** -
CK 0.36** 0.61** -
TPK 0.46** 0.67** 0.53** -
TCK 0.53** 0.60** 0.59** 0.79** -
PCK 0.29** 0.80** 0.63** 0.73** 0.69** -
TPACK 0.41** 0.66** 0.56** 0.72** 0.79** 0.72** -
* p < 0.05
** p < 0.01
Table 2. Canonical Correlations between TPACK Domains and Educational Internet Use
TK* (15 items) PK* (6 items) CK* (6 items) TPK* (4 items) TCK* (4 items) PCK* (7 items) TPACK* (5 items)
R (a) R2 (b) R R2 R R2 R R2 R R2 R R2 R R2
c c c c c c c
1 0.80 0.30 0.49 0.14 0.57 0.18 0.58 0.25 0.65 0.31 0.54 0.18 0.58 0.25
2 0.50 0.01 0.39 0.01 0.45 0.03 0.36 0.01 0.41 0.02 0.42 0.01 0.41 0.02
3 0.47 0.01 0.32 0.01 0.35 0.01 0.32 0.01 0.24 0.01 0.38 0.01 0.39 0.01
4 0.40 0.01 0.29 0.01 0.30 0.01 0.25 0.01 0.20 0.00 0.37 0.01 0.31 0.01
5 0.39 <0.01 0.27 0.01 0.23 <0.01 - - - - 0.34 0.01 0.24 <0.01
6 0.34 <0.01 0.18 <0.01 0.20 <0.01 - - - - 0.30 0.01 - -
7 0.33 <0.01 - - - - - - - - 0.18 <0.01 - -
8 0.30 <0.01 - - - - - - - - - - - -
9 0.28 <0.01 - - - - - - - - - - - -
10 0.26 <0.01 - - - - - - - - - - - -
11 0.24 <0.01 - - - - - - - - - - - -
12 0.21 <0.01 - - - - - - - - - - - -
13 0.18 <0.01 - - - - - - - - - - - -
14 0.16 <0.01 - - - - - - - - - - - -
15 0.11 <0.01 - - - - - - - - - - - -
* Correlated with self-efficacy beliefs in educational Internet use at significant level (p < 0.05 for Wilk’s Lambda [Λ])
(a) Canonical correlation (R)
c
(b) R2 for dependent variables
Relationships between Preservice In the prediction of educational use canonical correlation analysis show that
Teachers’ TPACK Levels and of the Internet by preservice teachers, we statistically significant, strong relation-
Educational Internet Use determined that the technology, content, ships exist between the knowledge
Table 2 provides the canonical cor- and technological content knowledge dimensions in the TPACK model and the
relations between the variables in the domains were statistically significant self-efficacy beliefs in educational Inter-
TPACK model and the self-efficacy be- factors. We determined that preservice net use. Specifically, technology, content,
liefs in the educational Internet use. The teachers, who have higher levels of and technological content knowledge
canonical correlation values range from knowledge in technology, content, and domains are statistically significant pre-
0.49 to 0.80. In this study, we deter- the integration of these two domains, dictors of preservice teachers’ self-efficacy
mined statistically significant and strong have high self-efficacy beliefs in the beliefs in educational Internet use. In
relationships d between all knowledge educational use of the Internet. fact, as the Survey of Self-efficacy in
domains contained in the TPACK model Educational Internet Use includes items
and the self-efficacy beliefs in the educa- Discussion regarding Internet use for educational
tional Internet use. Findings from the current study show purposes, it mainly measures self-efficacy
In addition, we analyzed predictive fac- statistically significant relationships beliefs in technology and content. Hence,
tors of teachers’ self-efficacy beliefs in edu- among the knowledge domains in the prediction of self-efficacy beliefs in
cational Internet use by regression analysis. technology, pedagogy, content, and their educational Internet use by knowledge in
Table 3 (p. 114) presents the results. intersections. Also, results from the technology, content, and technological
Volume 29 Number 4 | Journal of Digital Learning in Teacher Education | 113
Copyright © 2013, ISTE (International Society for Technology in Education), 800.336.5191 (U.S. & Canada) or 541.302.3777 (Int’l), [email protected], iste.org. All rights reserved.
Sahin, Celik, Akturk, & Aydin
Table 3. Predictive Variables of Preservice Teachers’ Educational Internet Use
content domains shows the consistency
of the two surveys with each other. Model R R2 Std. err. F change Sig. F Change
The findings from the current study 1b 0.68 0.47 0.73 321.09 <0.01
show knowledge types in technology, 2c 0.74 0.54 0.68 222.60 <0.01
pedagogy, content, and their con- 3d 0.75 0.55 0.67 152.19 <0.01
nections are significantly correlated. a Dependent variable: Educational Internet use
These results and the relevant literature b Predictors: (Constant), TK
(Koehler, Mishra, & Yahya, 2007; Niess, c Predictors: (Constant), TK, TCK
2006) suggest these three kinds of d Predictors: (Constant), TK, TCK, CK
knowledge structures are not indepen- their professional lives and classrooms. technology-related pedagogy, teachers
dent of each other, so they need to be However, if they learn it only as a skill, develop higher levels of self-efficacy
addressed in an integrated manner. they may have difficulty using it for beliefs in educational technology.
Also, the literature (Hughes, 2005; Ka- educational purposes (Hughes, 2005). In addition, the results suggest it is
nuka, 2006) and the results of this study To enhance learning and teaching, important to investigate the areas of
show the links between the three types faculty members, who work in teacher Internet use. Related literature states that
of knowledge (technology, pedagogy, education programs, should follow students use the Internet more for social
and content) should not be ignored. In an approach that integrates technol- and emotional functions than academic
fact, successful teaching with technol- ogy, pedagogy, and content and model or area-specific studies (Young, 1998). A
ogy should help preservice teachers for their students the adoption of the study conducted regarding Internet use
understand the closely interrelated TPACK framework (Dexter, Doering, & functions (Scherer, 1997) reported that
and mutually supportive relationships Riedel, 2006). a majority of students use the Internet
between these three knowledge areas As awareness of the importance of on a regular basis for the purposes of
(Koehler et al., 2007). For this reason, the relationships between these three e-mail (98.7%) and surfing the World
the TPACK framework emphasizes the kinds of knowledge increases, edu- Wide Web (85.2%). Related literature
need for the integration of subject area cational institutions should provide emphasizes that students do not use the
knowledge and technology with ap- environments and resources to realize Internet efficiently and effectively (Ersoy
propriate pedagogical practice (Niess, interdisciplinary and multifaceted & Yasar, 2003). Yet another study states
2005). learning. Preservice teachers’ teach- that healthy, efficient use of the Internet
This study emphasizes the impor- ing practica can be used effectively in is related to psychological maturity and
tance of TPACK. The TPACK model terms of understanding and applying self-efficacy (Wang, 2001). In particu-
advocates that teachers, researchers, TPACK. Teachers who had TPACK in lar, teachers’ information literacy and
and faculty members should not sim- their college years are expected to use Internet use skills may be improved with
plify technology as an added tool to the appropriate technological and peda- preservice and inservice training, so the
curriculum, but should consider it as a gogical knowledge in their profes- Internet can be an effective part of the
fundamental part of the learning envi- sional lives and classrooms to support teaching process (Akkoyunlu & Yilmaz,
ronment that contributes to pedagogy learning. 2005).
and content (Koehler & Mishra, 2009). In this study, we analyzed the re- In addition, the Internet can be
The related literature (Hughes, 2004; lationships between preservice teach- used for tracking daily work, accessing
Kanuka, 2006) suggests that TPACK is a ers’ technological pedagogical content information, searching and preparing
significant phenomenon for preservice knowledge (TPACK) and their self- assignments, eliminating emotional ten-
teachers to acquire in the field of their efficacy beliefs in educational Internet sions, and spending free time activities.
teaching subjects. To be able to develop use. The findings show all knowledge For these activities, the Internet should
and implement successful teaching, we types contained in the TPACK model be used for its intended purpose and in
must understand the relationship of are significantly and strongly related to a functional way. To accomplish this,
technology with pedagogy and content the self-efficacy beliefs in educational teachers should share the educational
(Koehler et al., 2007, Pierson, 2001) Internet use. In the study, the findings applications of the Internet with their
and emphasize the need for teachers to indicate that teachers who understand peers, since preservice teachers should
adapt technology effectively into their TPACK will have higher self-efficacy have knowledge and experience in
lessons and follow a more student- toward Internet use and therefore their subject matter to develop positive
centered approach (Collier, Weinburgh, better integration habits around us- self-efficacy (Akkoyunlu & Kurbanoğlu,
& Rivera, 2004; Pierson, 2001; Rowley, ing the Internet. The literature suggests 2003). In fact, teachers, who have strong
Dysard, & Arnold, 2005). If preservice that technology integration knowledge self-efficacy beliefs in their profession
teachers learn how to integrate technol- promotes the preservice teachers’ self- devote more effort to their students’
ogy into their subject areas, they are efficacy in designing digital media (Lee learning and take their students’ needs
likely to use it to support learning in & Tsai, 2010). By experiencing more into consideration (Bıkmaz, 2004). To
114 | Journal of Digital Learning in Teacher Education | Volume 29 Number 4
Copyright © 2013, ISTE (International Society for Technology in Education), 800.336.5191 (U.S. & Canada) or 541.302.3777 (Int’l), [email protected], iste.org. All rights reserved.
TPACK and Educational Internet Use
strengthen students’ self-efficacy beliefs, and faculty members in learning environments. literacy level, internet usage frequencies,
teachers should make instruction ap- Please address correspondence regarding this article and purposes of their internet usage]. Eğitim
to Ismail Sahin, Necmettin Erbakan University, A.K. Araştırmaları [Eurasian Journal of Educational
propriate for the individual needs of
Education Faculty, Meram, Konya 42090, Turkey. Research], 19, 1–4.
students, make various activities suitable
E-mail: [email protected] Akkoyunlu, B., Orhan, F., & Umay, A., (2005).
for the needs of each student, use collab- Bilgisayar öğretmenleri için bilgisayar
Ismail Celik is a PhD student in the Department of
orative learning approaches, and avoid öğretmenliği öz-yeterlik ölçeği geliştirme
Computer education and Instructional Technology
assessment approaches that compare çalışması [A study on developing teacher self-
of Necmettin Erbakan University (Turkey). He
efficacy scale for computer teachers]. Hacettepe
students to each other (Senemoğlu, works as a research assistant at Selcuk University.
Üniversitesi Eğitim Fakültesi Dergisi [Hacettepe
1997). His research combines design research and educa-
University Journal of Education], 29, 1–8.
tional technology. Please address correspondence
Anastasi, A. (1982). Psychological testing. New
Conclusions regarding this article to Ismail Celik, Necmettin Er- York: Mac Millan Publishing.
bakan University, A.K. Education Faculty, Meram,
In this study, we found that technol- Angeli, C., & Valanides, N. (2005). Preservice
Konya 42090, Turkey. E-mail: [email protected]
elementary teachers as information and
ogy, content, and technological content Ahmet Oguz Akturk is chair and assistant professor
communication technology designers: An
knowledge domains are statistically sig- in the Department of Computer Education and
instructional systems design model based
nificant predictors of preservice teach- Instructional at Selcuk University (Turkey). His on an expanded view of pedagogical content
research and teaching focus on appropriate uses of
ers’ self-efficacy beliefs in educational knowledge. Journal of Computer Assisted
instructional technologies and learning strategies.
Internet use. The Survey of Self-efficacy Learning, 21, 292–302.
Please address correspondence regarding this article
Aşkar, P., & Umay, A. (2001). İlköğretim
in Educational Internet Use contains to Ahmet Oguz Akturk, Selcuk University, Eregli
matematik öğretmenliği öğretmen adaylarının
items regarding the use of the Internet Education Faculty, Eregli, Konya 42310, Turkey.
bilgisayarla ilgili öz-yeterlik algısı [Perceived
for educational purposes and generally E-mail: [email protected] computer self-efficacy of the students in the
measures preservice teachers’ self-effi- Mustafa Aydin is a PhD candidate and research elementary mathematics teaching programme].
cacy beliefs in their knowledge about assistant in the Department of Educational Sciences Hacettepe Üniversitesi Eğitim Fakültesi Dergisi
technology and content. In this respect, of Necmettin Erbakan University (Turkey). He is [Hacettepe University Journal of Education], 21,
involved in quantitative research on teacher educa- 1–8.
the prediction of self-efficacy beliefs
tion and curriculum development. Please address Bandura, A. (1986). Social foundations of
in educational Internet use by only correspondence regarding this article to Mustafa thought: A social cognitive theory. New Jersey:
technology, content, and technological Aydin, Necmettin Erbakan University, A.K. Educa- PracticeHall.
content knowledge shows that the two tion Faculty, Meram, Konya 42090, Turkey. E-mail: Bayraktar, F., & Gun, Z. (2007). Incidence and
surveys we used in the present study are [email protected] correlates of Internet usage among adolescents
in North Cyprus. Cyber Psychology & Behavior,
consistent with each other. References 10(2), 191–197.
This study provides some research Akbulut, E. (2006). Müzik öğretmeni adaylarının Beard, K. W., & Wolf, E. M. (2001). Modification
evidence that the subsections of the mesleklerine ilişkin öz yeterlik inançları [Self- in the proposed diagnostic criteria for Internet
TPACK model are correlated, which efficacy beliefs of the potential music teachers addiction. Cyber Psychology & Behavior, 4(3),
about their professions].Yüzüncü Yıl Üniversitesi 377–383.
lends credence to the point that teach-
Eğitim Fakültesi Dergisi [Yuzuncu Yıl University Bıkmaz, F. (2006). Fen öğretiminde öz-yeterlik
ers should not be teaching technology
Journal of Education], 3(2), 34–44. inançları ve etkili fen dersine ilişkin görüşler
alone, but instead in the context of con- Akgün, Ö. E. (2008). Bilgisayar öz-yeterlik [Science teaching self-efficacy beliefs and
tent and pedagogy. The results clearly inançları [Computer self-efficacy beliefs]. views about effective science courses]. Eğitim
show that better TPACK knowledge In D. Deryakulu (Ed.), Bilişim teknolojileri Araştırmaları [Eurasian Journal of Educational
öğretiminde sosyo-psikolojik değişkenler [Socio- Research], 25, 34–44.
is correlated with higher self-efficacy
psychological variables in teaching information Bıkmaz, F. H. (2004). Öz yeterlik inançları [Self
in educational Internet use. It is clear
technologies] (pp. 1–32). Ankara: Maya efficacy beliefs]. In Y.Kuzgun & D. Deryakulu
that more research is needed into the Akademi. (Ed.), Eğitimde bireysel farklılıklar [Individual
educational uses of technology and the Akkoyunlu, B. (2002). Öğretmenlerin internet differences in education], 289–314. Ankara:
Internet, especially around TPACK. In kullanımı ve bu konudaki öğretmen görüşleri Nobel.
[Use of Internet by teachers and their opinions Collier, S., Weinburgh, M. H., & Rivera, M.
the present study, the consistency of the
on the issue]. Hacettepe Üniversitesi Eğitim (2004). Infusing technology skills into a teacher
two surveys shows that the two sur-
Fakültesi Dergisi [Hacettepe University Journal of education program: Change in students’
veys meet the criterion-based validity. Education], 22, 1–8. knowledge about and use of technology. Journal
Hence, future research may use these Akkoyunlu, B., & Kurbanoğlu, S. (2003). of Technology and Teacher Education, 12(3),
surveys as valid and reliable data collec- Öğretmen adaylarının bilgi okuryazarlığı ve 447–468.
bilgisayar öz-yeterlik algıları üzerine bir çalışma Demirer, V., Bozoglan, B., & Sahin, I. (2013).
tion tools.
[A study on teacher candidates’ perceived Preservice teachers’ Internet addiction in terms
information literacy self-efficacy and perceived of gender, Internet access, loneliness, and life
Author Notes
computer self-efficacy]. Hacettepe Üniversitesi satisfaction. International Journal of Education in
Ismail Sahin is chair and associate professor in the Eğitim Fakültesi Dergisi [Hacettepe University Mathematics, Science and Technology, 1(1), 56–63.
Department of Computer Education and Instruc- Journal of Education], 24, 1–10. Deryakulu, D., Buyukozturk, S., Karadeniz, S.,
tional at Necmettin Erbakan University (Turkey). Akkoyunlu, B., & Yılmaz, E. (2005). Öğretmen & Olkun, S. (2009). Satisfying and frustrating
He is involved in research on the use of information adaylarının bilgi okuryazarlık düzeyleri ile aspects of ICT teaching: A comparison based
and communication technologies (ICT) in the cur- internet kullanım sıklıkları ve internet kullanım on self-efficacy. International Journal of Human
riculum and the evaluation of ICT use by teachers amaçları [Prospective teachers’ information and Social Sciences, 4(9), 664–668.
Volume 29 Number 4 | Journal of Digital Learning in Teacher Education | 115
Copyright © 2013, ISTE (International Society for Technology in Education), 800.336.5191 (U.S. & Canada) or 541.302.3777 (Int’l), [email protected], iste.org. All rights reserved.
Sahin, Celik, Akturk, & Aydin
Dexter, S., Doering, A. H., & Riedel, E. S. (2006). yönelik başarı, tutum ve öz-yeterlik inançları students majoring in computer education and
Content area specific technology integration: üzerine etkisi [Effects of computer courses on instructional technology]. The Turkish Online
A model and resources for educating teachers. achievement, attitudes and self-efficacy beliefs Journal of Educational Technology, 2(3), 86–93
Journal of Technology and Teacher Education, regarding computers]. Hacettepe Üniversitesi Özdemir, S., Yalın, H. İ., & Sezgin, F. (2004).
14(2), 325–345. Eğitim Fakültesi Dergisi [Hacettepe University Öğretmenlik mesleğine giriş (5. Baskı)
Erdogan, Y., Bayram, S., & Deniz, L. (2008). Journal of Education], 33, 203–209. [Introduction to teaching profession (5th edition)].
Factors that influence academic achievement Lambert, J., & Sanchez, T. (2007). Integration of Ankara: Nobel.
and attitudes in web based education. cultural diversity and technology: Learning Peruski, L., & Mishra, P. (2004). Webs of activity in
International Journal of Instruction, 1(1), 31–48. by design. Meridian Middle School Computer online course design and teaching. Research in
Ersoy, A., & Yaşar, Ş. (2003). İlköğretim 4. ve Technologies Journal, 10(1) [online]. Retrieved Learning Technology, 12(1), 37–49.
5. sınıf öğrencilerinin internet kullanma from http://www.ncsu.edu/meridian/win2007/ Pierson, M. E. (2001). Technology integration
durumları [The internet using situations of pinballs/index.htm practice as a function of pedagogical expertise.
elementary students of 4th and 5th grades]. Türk Lee, M. H., & Tsai, C. C. (2010). Exploring Journal of Research on Computing in Education,
Eğitim Bilimleri Dergisi [Turkish Journal of teachers’ perceived self efficacy and 33(4), 413–430.
Educational Sciences], 1(4), 401–426. technological pedagogical content knowledge Rowley, J., Dysard, G., & Arnold, J. (2005).
Ferdig, R. E. (2006). Assessing technologies for with respect to educational use of the Developing a new technology infusion program
teaching and learning: Understanding the World Wide Web. Instructional Science: An for preparing tomorrow’s teachers. Journal
importance of technological pedagogical International Journal of the Learning Sciences, of Technology and Teacher Education, 13(1),
content knowledge. British Journal of 38(1), 1–21. 105–123.
Educational Technology, 37(5), 749–760. Lee, M. H., Tsai, C. C., & Chang, C. Y. (2008). Sahin, I. (2009). Validity and reliability of
Harris, J. B., Mishra, P., & Koehler, M. J. (2007). Exploring teachers’ self-efficacy toward the educational Internet use self-efficacy beliefs
Teachers’ technological pedagogical content web pedagogical content knowledge in Taiwan. scale. S. Ü. Journal of Social Sciences Institute,
knowledge: Curriculum-based technology Paper presented at the Annual Meeting of the 21, 461–471.
integration reframed. Paper presented at American Educational Research Association, Sahin, I. (2011). Development of survey of
the 2007 Annual Meeting of the American March 24–28, New York City. technological pedagogical and content
Educational Research Association, Chicago, IL. Lent, R. W., Brown, S. D., & Hackett, G. (1994). knowledge (TPACK). The Turkish Online
Hicks, T. (2006). Expanding the conversation: Toward a unifying social cognitive theory Journal of Educational Technology, 10(1),
A commentary toward revision of Swenson, of career and academic interest, choice, and 97–105.
Rozema, Young, McGrail, and Whitin. performance. Journal of Vocational Behavior, 45, Saraçlı, Z., & Saraçlı, S. (2006). Eskişehir
Contemporary Issues in Technology and Teacher 79–121. Osmangazi Üniversitesi İİBF Öğrencilerinin
Education, 6(1), 46–55. Margerum-Leys, J., & Marx, R. W. (2002). Teacher demografik özellikleri ile üniversite sorunları
Hughes, J. (2004). Technology learning principles knowledge of educational technology: A case arasındaki ilişkinin doğrusal olmayan kanonik
for preservice and in-service teacher education. study of student/mentor teacher pairs. Journal korelasyon analizi ile incelenmesi [Investigation
Contemporary Issues in Technology and Teacher of Educational Computing Research, 26(4), of the relationship between demographic
Education, 4(3), 345–362. 427–462. characteristics and university problems of
Hughes, J. (2005). The role of teacher knowledge Mertler, C. A., & Vannatta, R. A. (2002). Advanced students of economics and administrative
and learning experiences in forming and multivariate statistical methods: Practical sciences at Eskisehir Osmangazi University
technology-integrated pedagogy. Journal of applications and interpretation (2nd ed.). Los with nonlinear canonical correlation analysis].
Technology and Teacher Education, 13(2), Angeles, CA: Pyrczak. Eskişehir Osmangazi Üniversitesi İİBF Dergisi
277–302 Miller, S. M. (2008). Teacher learning for new times: [Eskisehir Osmangazi University Journal of
Kanuka, H. (2006). Instructional design and Repurposing new multimodal literacies and Economics and Administrative Sciences], 1(1),
e-learning: A discussion of pedagogical content digital-video composing for schools. In J. Flood, 27–38.
knowledge as a missing construct. The e-Journal S. B. Heath, D. Lapp (Eds.), Handbook of research Scherer, K. (1997). College life on-line: Healthy
of Instructional Science and Technology, 9(2) on teaching literacy through the communicative and unhealthy Internet use. Journal of College
[online]. Retrieved January 25, 2008, from and visual arts, pp. 441–460, Volume II. New Student Development, 38(6), 655–665.
http://www.usq.edu.au/electpub/e-jist/docs/ York: Lawrence Erlbaum Associates and The Schrum, L., Thompson, A., Maddux, C., Sprague,
vol9_no2/papers/full_papers/kanuka.htm International Reading Association. D., Bull, G., & Bell, L. (2007). Editorial:
Karataş, S. (2008). Temel kavramlar ve kuramsal Mishra, P., & Koehler, M. J. (2006). Technological Research on the effectiveness of technology in
temeller [Basic concepts and theoretical pedagogical content knowledge: A new schools: The roles of pedagogy and content.
perspectives]. In H. İ. Yalın (Ed.), İnternet framework for teacher knowledge. Teachers Contemporary Issues in Technology and Teacher
temelli eğitim (1. Baskı) [Internet-based College Record, 108(6), 1017–1054. Education, 7(1), 456–460.
education (first edition)], 1–30. Ankara: Nobel. Niess, M. L. (2005). Preparing teachers to teach Senemoğlu, N. (1997). Gelişim, öğrenme ve
Koehler, M. J., & Mishra, P. (2005). Teachers science and mathematics with technology: öğretim: Kuramdan uygulamaya [Development,
learning technology by design. Journal of Developing a technology pedagogical content learning and teaching: Theory to application].
Computing in Teacher Education, 21(3), 94–102. knowledge. Teaching and Teacher Education, 21, Ankara: Ertem Matbaacılık.
Koehler, M. J., & Mishra, P. (2009). What is 509–523. Shin, T., Koehler, M., Mishra, P., Schmidt, D.,
technological pedagogical content knowledge? Niess, M. L. (2006). Guest editorial: Preparing Baran, E., & Thompson, A. (2009). Changing
Contemporary Issues in Technology and Teacher teachers to teach mathematics with technology. Technological Pedagogical Content Knowledge
Education, 9(1), 60–70. Contemporary Issues in Technology and Teacher (TPACK) through course experiences. In I.
Koehler, M. J., Mishra, P., & Yahya, K. (2007). Education, 6(2), 195–203. Gibson et al. (Eds.), Proceedings of Society for
Tracing the development of teacher knowledge Orhan, F., & Akkoyunlu, B. (2003). Bilgisayar ve Information Technology & Teacher Education
in a design seminar: Integrating content, öğretim teknolojileri eğitimi (BÖTE) bölümü International Conference, pp. 4152–4159.
pedagogy and technology. Computers & öğrencilerinin bilgisayar kullanma öz yeterlik Chesapeake, VA: AACE.
Education, 49, 740–762. inancı ile demografik özellikleri arasındaki Shulman, L. S. (1986). Those who understand:
Köseoğlu, P., Yılmaz, M., Gerçek, C., & Soran, ilişki [Relationship between self-efficacy Knowledge growth in teaching. Educational
H. (2007). Bilgisayar kursunun bilgisayara beliefs and demographic characteristics of Researcher, 15(2), 4–14.
116 | Journal of Digital Learning in Teacher Education | Volume 29 Number 4
Copyright © 2013, ISTE (International Society for Technology in Education), 800.336.5191 (U.S. & Canada) or 541.302.3777 (Int’l), [email protected], iste.org. All rights reserved.
TPACK and Educational Internet Use
Strawhecker, J. (2005). Preparing elementary Tezbaşaran, A. (1997). Likert tipi ölçek geliştirme Wang, W. (2001). Internet dependency and
teachers to teach mathematics: How field kılavuzu [Likert-type scale development guide]. psychosocial maturity among college students.
experiences impact pedagogical content Ankara: Türk Psikologlar Derneği Yayınları. International Journal of Human Computer
knowledge. Issues in the Undergraduate Thompson, A. D., & Mishra, P. (2007–2008). Studies, 55(6), 919–938.
Mathematics Preparation of School Teachers: Breaking news: TPCK becomes TPACK! Journal Yalın, H. İ. (2008). Öğretim teknolojileri ve
The Journal, 4 [online]. Retrieved from of Computing in Teacher Education, 24(2), materyal geliştirme (20. Baskı) [Instructional
http://www.k-12prep.math.ttu.edu/journal/ 38–39. technologies and material development (20th
curriculum/strawhecker/article.pdf Uzun N., Ekici, G., & Saglam, N. (2010). A study edition)]. Ankara: Nobel Yayın Dağıtım.
Sweeder, J., & Bednar, M. R. (2001). “Flying” with on the primary school secondary level students’ Yılmaz, M. (2007). Sınıf öğretmeni yetiştirmede
educational technology. Contemporary Issues self-efficacy perception of their computer teknoloji eğitimi [Instructional technology in
in Technology and Teacher Education, 1(3) competence. Kastamonu Education Journal, training primary school teachers]. Gazi Eğitim
421–428. 18(3), 775–788. Fakültesi Dergisi [Gazi University Journal of
Tahiroglu, A. Y., Celik, G.G., Uzel, M., Ozcan, N., Vural, D. E., & Hamurcu, H. (2008). Okul öncesi Education], 27(1), 155–167.
& Avci, A. (2008). Internet use among Turkish öğretmen adaylarının fen öğretimi dersine Yılmaz, M., Köseoğlu, P., Gerçek, C., & Soran, H.
adolescents. Cyber Psychology &Behavior, 11(5), yönelik öz-yeterlik inançları ve görüşleri (2004). Öğretmen Öz-yeterlik İnancı Ölçeği
537–543. [Preschool teacher candidates’ self-efficacy [Teacher self-efficacy belief scale]. Bilim ve
Tekin, M. (1993). Kanonik korelâsyon analizi ve beliefs regarding science teaching lesson and Aklın Aydınlığında Eğitim Dergisi [Journal of
bir uygulama [Canonical correlation analysis opinions about science]. İlköğretim Online Education in the Light of Science and Mind],
and an application]. Doctoral dissertation: [Elementary Education Online], 7(2), 456–467. 58(4), 50–54.
İstanbul: İstanbul Üniversitesi Sosyal Bilimler Wang, L., Ertmer, P. A., & Newby, T. J. (2004). Young, K. S. (1998). Internet addiction: The
Enstitüsü [Istanbul University Social Science Increasing preservice teachers’ self-efficacy emergence of a new disorder. Cyber Psychology
Institute]. beliefs for technology integration. Journal of and Behavior, 1(3), 237–244.
Research on Technology in Education, 36(3),
231–249.
Volume 29 Number 4 | Journal of Digital Learning in Teacher Education | 117
Copyright © 2013, ISTE (International Society for Technology in Education), 800.336.5191 (U.S. & Canada) or 541.302.3777 (Int’l), [email protected], iste.org. All rights reserved.