Howard, S. & Maton, K. (2011) Theorising knowledge practices: A missing piece of the educational technology puzzle, Research in Learning Technology 19(3), 191-206.
Digital storytelling is recognized as a motivating instructional approach that engages students in critical thinking and reflective learning. Technology tools that support digital storytelling are readily available and much easier to use... more
Digital storytelling is recognized as a motivating instructional approach that engages students in critical thinking and reflective learning. Technology tools that support digital storytelling are readily available and much easier to use today than they were in years past. The convergence of these factors has facilitated the inclusion of digital storytelling in pre-service educational technology courses. Some researchers have expressed concern over the tendency to approach technology instruction with an emphasis on learning to use the technology tool itself over careful consideration of the educational value of the tool, speculating that such approaches are unlikely to result in powerful uses of technology in schools. Mishra and Koehler (2006) proposed a conceptual framework that examines the complex relationships between content, technology and pedagogy. With emphasis on the development of Technological Pedagogical Content Knowledge (TPCK), the model reframes the approach to educational technology courses for pre-service teachers. This case study illustrates the application of the TPCK conceptual framework to a digital storytelling project in an undergraduate teacher education course.
Bu araştırmanın amacı, fen bilgisi öğretmen adaylarının materyal geliştirme konusundaki teknolojik pedagojik alan bilgisi (TPAB) öz-yeterliklerini belirleyen geçerli ve güvenilir bir ölçek geliştirilmesidir. Araştırmada nicel bir... more
Bu araştırmanın amacı, fen bilgisi öğretmen adaylarının materyal geliştirme konusundaki teknolojik pedagojik alan bilgisi (TPAB) öz-yeterliklerini belirleyen geçerli ve güvenilir bir ölçek geliştirilmesidir. Araştırmada nicel bir araştırma yöntemi olan tarama modeli kullanılmıştır. Araştırma 2015-2016 eğitim-öğretim yılı güz döneminde, Türkiye’nin 12 farklı üniversitesinin üçüncü ve dördüncü sınıfında öğrenim görmekte olan 659 fen bilgisi öğretmen adayı ele alınarak gerçekleştirilmiştir. Araştırmada kullanılmak üzere geliştirilecek ölçeğin maddelerini belirlemek amacı ile literatür taraması yapılmıştır. Ayrıca çalışma grubunda olmayan fen bilgisi öğretmen adayları, fen bilgisi eğitimi alanında lisansüstü eğitim görmekte olan bireyler ve TPAB alanında çalışmış olan araştırmacılar ile görüşmeler yapılmıştır. Ölçeğin kapsam ve görünüş geçerliği için uzman görüşüne başvurulmuştur. Ölçümlerden yapılan yorumların yapı geçerliği için ise Açımlayıcı Faktör Analizi (AFA) ve Doğrulayıcı Faktör Analizi (DFA) uygulanmıştır. AFA sonucunda toplam varyansın %46.37’sini açıklayan, 40 madde ve sekiz faktörden oluşan bir yapı elde edilmiştir. Ölçeğe ait cronbach alpha iç tutarlılık katsayısı 0.93 olarak hesaplanmıştır. Araştırma sonucunda fen bilgisi öğretmen adaylarının materyal geliştirme konusundaki TPAB öz-yeterliklerini belirleyen geçerli ve güvenilir bir ölçme aracı oluşturulmuştur.
In recent years, researchers have advanced the Technological, Pedagogical, and Content Knowledge (TPACK) framework to describe both in-service and pre-service teachers ’ knowledge related to effectively integrating technology. This study... more
In recent years, researchers have advanced the Technological, Pedagogical, and Content Knowledge (TPACK) framework to describe both in-service and pre-service teachers ’ knowledge related to effectively integrating technology. This study is a systematic literature review about pre-service mathematics teachers ’ (PSMTs) development of TPACK, and the review is limited to the peer reviewed articles published between 2005 and 2013 (February). The main purpose of this study is to investigate and analyze the articles in mathematics education research that have explored how PSMTs develop their TPACK and how their development impacts their future teaching of mathematics. Specifically, the literature review attempts to identify PSMTs’ development of the components of the TPACK framework, their perspectives for their future teaching, how their development of TPACK can be measured, and strategies to develop their TPACK. Findings show that PSMTs’ active involvement in technology-enhanced lesson...
El presente artículo documenta la aplicación de un diseño tecnopedagógico basado en el modelo TPCK (Technological Pedagogical Content Knowledge) de integración de la tecnología en la docencia y en el flipped learning en una asignatura del... more
El presente artículo documenta la aplicación de un diseño tecnopedagógico basado en el modelo TPCK (Technological Pedagogical Content Knowledge) de integración de la tecnología en la docencia y en el flipped learning en una asignatura del Grado en Publicidad y Relaciones Públicas de la Universidad de Vigo y analiza el nivel de implicación (engagement) y satisfacción del alumnado con su implementación. Para medir las percepciones del alumnado se usó un cuestionario voluntario administrado antes del final del semestre a la muestra accidental de los matriculados en la asignatura (60 respuestas); los datos obtenidos fueron analizados y confrontados con las valoraciones recibidas en la Encuesta de Evaluación Docente, administrada por la universidad a la misma muestra a través de una empresa externa. Los datos facilitados por esta encuesta institucional permiten también una comparativa longitudinal con los resultados obtenidos en cursos anteriores en los que se usó distinta metodología docente. Los resultados muestran el elevado nivel de implicación, satisfacción y valoración por parte del alumnado del diseño tecnopedagógico utilizado y se concluye que la metodología docente basada en el flipped learning y la integración transversal de la tecnología es considerada por los participantes como muy satisfactoria y útil en su proceso de aprendizaje.
During the course of their profession, teacher candidates are required to develop course materials in line with their course content. Development of course materials by teachers using their pedagogical content knowledge and technology is... more
During the course of their profession, teacher candidates are required to develop course materials in line with their course content. Development of course materials by teachers using their pedagogical content knowledge and technology is highly important in terms of providing an effective learning environment. The aim of the present study was to determine the extent to which science teacher candidates can use their Technological Pedagogical Content Knowledge (TPCK) while developing their course materials with the incorporation of stop motion animations. During the study, the survey method was used as a quantitative research method. The research population consisted of 62 teacher candidates from the Department of Science Teaching at the Manisa Celal Bayar University during the 2015-2016 academic year. The SPSS 18.0 software package was used for data analysis. Suggestions were made based on the results of the study.
