Modeling of Relations between K-12 Teachers' TPACK Levels and Their Technology Integration Self-Efficacy, Technology Literacy Levels, Attitudes toward Technology and Usage Objectives of Social Networks

Autor/in	Yildiz Durak, Hatice
Titel	Modeling of Relations between K-12 Teachers' TPACK Levels and Their Technology Integration Self-Efficacy, Technology Literacy Levels, Attitudes toward Technology and Usage Objectives of Social Networks
Quelle	In: Interactive Learning Environments, 29 (2021) 7, S.1136-1162 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yildiz Durak, Hatice)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2019.1619591
Schlagwörter	Correlation; Social Networks; Pedagogical Content Knowledge; Technological Literacy; Teaching Methods; Technology Integration; Teacher Attitudes; Self Efficacy; Prediction; Information Technology; Measures (Individuals); Models; Preschool Teachers; Elementary School Teachers; Secondary School Teachers + Suchen Sie Ihr Suchwort? Korrelation; Social network; Soziales Netzwerk; Pädagogische Kompetenz; Technisches Wissen; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Self-efficacy; Selbstwirksamkeit; Vorhersage; Informationstechnologie; Messdaten; Analogiemodell; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	The present study aims to determine the relation between Technological Pedagogical Content Knowledge (TPACK) levels of teachers and their self-efficacy in integrating technology, their technology literacy and their usage objective of social networks. Structural equation modeling was utilized to create a model explaining and predicting the relations. The study group consisted of 401 teachers. The relational screening model was applied in this study. In the model which was reviewed in the light of obtained study results, it was detected that the most significant variable in the prediction of TPACK levels of teachers' was teachers' technology integration self-efficacy. From this, it can be argued that in teacher education for achieving effective technology integration, it may be useful to explicitly encourage teachers' own beliefs and focusing on developing their own beliefs in practices for technology integration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01