Show/Hide Menu
Hide/Show Apps
Logout
Türkçe
Türkçe
Search
Search
Login
Login
OpenMETU
OpenMETU
About
About
Open Science Policy
Open Science Policy
Open Access Guideline
Open Access Guideline
Postgraduate Thesis Guideline
Postgraduate Thesis Guideline
Communities & Collections
Communities & Collections
Help
Help
Frequently Asked Questions
Frequently Asked Questions
Guides
Guides
Thesis submission
Thesis submission
MS without thesis term project submission
MS without thesis term project submission
Publication submission with DOI
Publication submission with DOI
Publication submission
Publication submission
Supporting Information
Supporting Information
General Information
General Information
Copyright, Embargo and License
Copyright, Embargo and License
Contact us
Contact us
Pre-service science teachers’ TPACK efficacy levels and technology integration quality: application of TPACK-IDDIRR model
Download
index.pdf
Date
2019
Author
Atakan, İskender
Metadata
Show full item record
This work is licensed under a
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
.
Item Usage Stats
332
views
282
downloads
Cite This
Nowadays, teachers have a great responsibility in developing And updating their technology knowledge and competences, because in an environment where technology affects education so much, the way to achieve the desired objectives in lessons is to integrate technology into the classroom environment effectively. The purpose of the current study was to investigate the technological pedagogical content knowledge (TPACK) development in terms of TPACK efficacy levels and technology integration qualities of pre-service science teachers enrolled science methods course enhanced by the application of the TPACK-IDDIRR Model. The participants of the study were 57 undergraduate students from Elementary Science Education department. Data sources included the TPACK-Deep survey in order to evaluate the TPACK efficacy levels, lesson plans and micro-teaching observations in order to evaluate the technology integration qualities of pre-service science teachers. In the study, it was observed that the TPACK efficacy levels and technology integration of pre-service science teachers was raised considerably after the science methods course and in order to determine such increase was significant or not statistical analysis were applied. The statistical analysis revealed that the science methods course enhanced by the application of TPACK-IDDIRR model had positive effect on pre-service science teachers in terms of both TPACK efficacy levels and technology integration quality.
Subject Keywords
Science teachers
,
Science teachers Training of.
,
TPACK
,
TPACK-IDDIRR Model
,
Pre-Service Science Teachers
,
Information and Communication Technology (ICT)
,
Development Study.
URI
http://etd.lib.metu.edu.tr/upload/12624305/index.pdf
https://hdl.handle.net/11511/44432
Collections
Graduate School of Natural and Applied Sciences, Thesis
Suggestions
OpenMETU
Core
Early Childhood Teachers and Computers: Beliefs and Self-Reported Practices
Sak, Ramazan; Erden, Feyza; Sak, Ikbal Tuba Sahin; Esmeray, Hadi (2016-01-01)
There are disadvantages as well as advantages to the use of computers, and early childhood teachers have an important role to play in the appropriate incorporation of computer technology into learning. To fulfill this role, they not only need to have the skills and knowledge to implement this relatively new way of learning, but also to have a positive attitude towards and belief in the validity of the use of computer technology in the classroom. Thus, it is important to analyze early childhood teachers' bel...
The design, implementation and evaluation of a professional development programme to support teachers' technology integration in a public education centre
Alemdağ, Ecenaz; Cevikbas, Seher Gul; Baran, Evrim (2020-05-01)
The main purpose of this study was to design and implement a professional development programme on technology integration for teachers in a public education centre based on the technological pedagogical content knowledge (TPACK) framework and learning by design approach, and to evaluate the programme's impact. Ten adult education teachers in a public education centre participated in this case study research. Data sources include teacher-reflective reports, lesson plans and focus group interviews. The result...
Pre-service science teachers’ perceptions about their technology integration experiences in the science education program: Does willingness to choose the program matter?
Durukan, Alper; Sungur, Semra (Anı Yayıncılık; 2020)
The integration of information and communication technologies (ICT) in the training of pre-service science teachers has an essential place in the literature and promises meaningful outcomes. Therefore, it has become essential to define the connotations of undergraduate training experience for pre-service science teachers that will encourage them to integrate ICT materials into their practices. Based on this need, the Synthesis of Qualitative Evidence (SQD) model, which identifies the components that are ...
Secondary school english teachers’ technology perceptions and issues related with their technology integration processes: a qualitative study
Top, Ercan; Yıldırım, Zahide; Department of Computer Education and Instructional Technology (2007)
The main aim of this study was to investigate the secondary schools English teachers’ perceptions of technology, technology integration processes into their lessons, and the ways they use technology for professional development. The secondary aim of the study was to propose technology integration guidelines to enable high school English teachers to integrate technology into their teaching. Qualitative research design was used in this study and it resembles multi-case studies. For the participants’ selection...
A closer examination of tpack-self-efficacy construct: Modeling elementary pre-service science teachers’ tpack-self efficacy
Aydın, Sevgi; Boz, Yezdan; Yerdelen Damar, Sevda (2017-08-01)
TPACK (Technological pedagogical content knowledge) is a useful framework for integrating technology into teaching for meaningful understanding. Since its introduction by Mishra and Kohler in 2006, there is no consensus in the results of the studies examining structure of TPACK. Recently, some studies have focused on TPACK self-efficacy (TPACK-SE) beliefs. We aimed to validate factor structure of TPACK-SE and reveal the relations among the components. A structural equation model (SEM) formed in light of TPA...
Citation Formats
IEEE
ACM
APA
CHICAGO
MLA
BibTeX
İ. Atakan, “Pre-service science teachers’ TPACK efficacy levels and technology integration quality: application of TPACK-IDDIRR model,” Thesis (M.S.) -- Graduate School of Social Sciences. Elementary Science and Mathematics Education., Middle East Technical University, 2019.