Investigating the relationship between 21st-century skills and technological pedagogical content knowledge (TPACK) of in-service early childhood educators

Download

Hilal Asena Cangül- THESIS- Fınal Versıon- September.pdf

Date

2022-9

Author

Cangül, Hilal Asena

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

275
views

566
downloads

This research was designed as a quantitative study to investigate the 21st-century skills and technological pedagogical content knowledge (TPACK) of in-service early childhood educators and to examine the association between 21st-century skills (Learning and Innovation Skills, Life and Career Skills, Information, Media and Technology Skills) and TPACK. 382 in-service early childhood educators, who worked in Ankara, İzmir, and İstanbul in the 2021-2022 academic year, participated in the study. Data were collected via three instruments. These instruments were the Demographic Information Form, the 21st-Century Skills Scale (Anagün, Atalay, Kılıç & Yaşar, 2016), and the Technological Pedagogical Content Knowledge Scale (Horzum, Akgün & Öztürk, 2014). In the beginning, a pilot study was conducted to test the validity and reliability of scales for in-service early childhood educators. After some changes were made to the 21st-Century Skills Scale, it was confirmed that the scales were valid and reliable. Therefore, the main research was conducted. Two-way ANOVA, and correlational method were used to analyze research data. The study findings showed no statistically significant difference in the 21st-century skills regarding age, years of experience, and education level. The only statistically significant difference was detected in training attendance on 21st-century skills. Additionally, there was no statistically significant difference in the total TPACK score regarding independent variables. Moreover, sub-factors of 21st-century skills (Learning and Innovation Skills; Information, Media and Technology Skills; and Life and Career Skills) had a significantly positive correlation with the total TPACK.

Subject Keywords

21st-century skills, Technological Pedagogical Content Knowledge, TPACK, Early Childhood Educators, In-service educators

URI

https://hdl.handle.net/11511/99406

Collections

Graduate School of Social Sciences, Thesis

Suggestions

OpenMETU
Core

Mediated Effects of Technology Competencies and Experiences on Relations among Attitudes Towards Technology Use, Technology Ownership, and Self Efficacy about Technological Pedagogical Content Knowledge Yerdelen-Damar, Sevda; Boz, Yezdan; Aydin-Gunbatar, Sevgi (2017-08-01) This study examined the relations of preservice science teachers' attitudes towards technology use, technology ownership, technology competencies, and experiences to their self-efficacy beliefs about technological pedagogical content knowledge (TPACK). The present study also investigated interrelations among preservice teachers' attitudes towards technology use, technology ownership, technology competencies, and experiences. The participants of study were 665 elementary preservice science teachers (467 fema...
INVESTIGATING PRE-SERVICE EARLY CHILDHOOD TEACHERS' ATTITUDES TOWARDS THE COMPUTER BASED EDUCATION IN SCIENCE ACTIVITIES Yılmaz, Nursel; ALICI, ŞULE (2011-07-01) The purpose of this study was to investigate pre-service early childhood teachers' attitudes towards using Computer Based Education (CBE) while implementing science activities. More specifically, the present study examined the effect of different variables such as gender, year in program, experience in preschool, owing a computer, and the frequency of computer usage on pre-service early childhood teachers' attitudes towards using CBE while implementing science activities. The study was conducted by survey m...
Developing a technological pedagogical content knowledge (TPACK) assessment for preservice teachers learning to teach English as a foreign language Baser, Derya; Kopcha, Theodore J.; Özden, Muhammet Yaşar (2016-01-01) This paper reports the development and validation process of a self-assessment survey that examines technological pedagogical content knowledge (TPACK) among preservice teachers learning to teach English as a foreign language (EFL). The survey, called TPACK-EFL, aims to provide an assessment tool for preservice foreign language teachers that addresses subject-specific pedagogies and technologies. Using mixed methods approach, survey items were generated first using qualitative methods (e.g. expert interview...
An Investigation of preservice early childhood teachers’ levels of individual innovativeness and perceived attributes of instructional computer use Yılmaz, Nursel; Olgan, Refika; Department of Early Childhood Education (2013) Based on Rogers‟ (2003) Diffusion of Innovations theory, this study aims to investigate preservice early childhood teachers‟ innovativeness level and perceived attributes of computer use in early childhood education. Moreover, the differences between adopter categories regarding the perceived attributes of computer use and communication channel preferences were examined within the scope of this study. For these purposes, this study was designed as a quantitative research and data were gathered by three scal...
Investigating the impact of teacher education strategies on preservice teachers' TPACK Baran, Evrim; BİLİCİ, SEDEF CANBAZOĞLU; ALBAYRAK SARI, AYLİN; Tondeur, Jo (Wiley, 2019-01-01) The purpose of this study was to examine preservice teachers' perceptions of the support their teacher education programs provide for developing their technological pedagogical content knowledge (TPACK). The research was conducted with 215 preservice teachers in the last year of teacher education programs and teaching certificate programs in three universities in Turkey. Data sources were the synthesis of qualitative evidence (SQD) scale that was validated in the Turkish context as part of this study and th...

Citation Formats

H. A. Cangül, “Investigating the relationship between 21st-century skills and technological pedagogical content knowledge (TPACK) of in-service early childhood educators,” M.S. - Master of Science, Middle East Technical University, 2022.