ICT Integration of Turkish Teachers: An Analysis within TPACK-Practical Model

Autor/inn/en	Ay, Yusuf; Karadag, Engin; Acat, M. Bahaddin
Titel	ICT Integration of Turkish Teachers: An Analysis within TPACK-Practical Model
Quelle	In: International Journal of Progressive Education, 12 (2016) 2, S.149-165 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-5210
Schlagwörter	Information Technology; Technology Integration; Knowledge Base for Teaching; Pedagogical Content Knowledge; Foreign Countries; Gender Differences; Program Implementation; Causal Models; Teaching Experience; Statistical Analysis; Scores; Curriculum Design; Teaching Methods; Turkey + Suchen Sie Ihr Suchwort? Informationstechnologie; Teaching theory; Theory of teaching; Unterrichtstheorie; Pädagogische Kompetenz; Ausland; Geschlechterkonflikt; Kausalanalyse; Statistische Analyse; Lehrplangestaltung; Teaching method; Lehrmethode; Unterrichtsmethode; Türkei
Abstract	The aim of the study is to analyze Information and Communication Technologies (ICT) integration of Turkish teachers using various variables within the context of Technological Pedagogical Content Knowledge (TPACK). These variables were indicated as the gender of teachers, the implementation status of FATIH project at their schools, school types that the teachers were commissioned at, and their years of seniority. The study was conducted using causal-comparative design, one of the nonempirical quantitative research methods. TPACK-Practical Scale was utilized as data collection tool in the study. The data were collected from 296 teachers serving at Ministry of Education state schools. The analysis of the data was conducted using descriptive statistics, independent samples t-test, and Analysis of Variance (ANOVA). Findings of the study demonstrated that teachers scored the highest mean points in Curriculum Design, while the mean scores for Infusing ICT to assess students was the lowest. Furthermore, while there was no significant difference between the total mean scores of females and males, a significant difference was observed between the teachers that serve at schools where FATIH project was implemented and the teachers that serve at schools where FATIH project was not implemented, and between the teachers that serve in different types of schools. (As Provided).
Anmerkungen	International Association of Educators. Egitim Fakultesi Dekanligi, Canakkale Onsekiz Mart University, Canakkale 17100, Turkey. e-mail: secretary@inased.org; Web site: http://www.inased.org/ijpe.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01