Examining the Impact of Instructional Technology and Material Design Courses on Technopedagogical Education Competency Acquisition According to Different Variables *

By Gokdas, Ibrahim; Torun, Fulya | Kuram ve Uygulamada Egitim Bilimleri, October 2017 | Go to article overview

Examining the Impact of Instructional Technology and Material Design Courses on Technopedagogical Education Competency Acquisition According to Different Variables *


Gokdas, Ibrahim, Torun, Fulya, Kuram ve Uygulamada Egitim Bilimleri


The rapid developmental of information and communication technologies (ICT) and their social impact have reflected onto education and have resulted in changes in the teaching-learning process (Neal & Miller, 2006). Again, the roles of teachers have been amended when faced with the change-provoking impact of ICT (Archambault, Wetzel, Foulger, & Williams, 2010). These changes have provided an ample scope for learners' learning, have created an opportunity for students to obtain more feedback, and have introduced a more student-centered approach in the teaching process. In this context, the contribution of ICT to the education process and its eligibility for certain content areas and teaching methods have rendered the integration of technology into teacher training programs a priority (Archambault et al., 2010; Chai, Ling Koh, Jessie Ho, & Tsai, 2012). ICT's contributions to the educational process are frequently mentioned in the literature. To illustrate, teachers have been provided with the following opportunities: social interaction platforms through web based technologies and social networking tools (Grosseck, 2009), teacher-student interaction and communication development (Cheon, Song, Jones, & Nam, 2010; Hartshorne & Ajjan, 2009), learning community development, shareable educational resources, learning context development in accordance with colloborative learning approaches (Grosseck, 2009; Purdy, 2010), and improved interactions with colleagues and students (Cheon et al., 2010; Hartshorne & Ajjan, 2009).

Despite all these opportunities, the integration process of ICT into education is considered a long term procedure since it primarily requires vast array of sources and creates certain teacher based obstructions and challenges (Goktas, Yildirim, & Yildirim, 2009; Murray & Campbell, 2000; Sabaliauskas & Pukelis, 2004). For instance, purchasing opportunities and the variety of products and their benefits/restrictions caused by the constantly changing and developing nature of ICT have been shown among the main difficulties that teachers experience while using ICT (Koehler & Mishra, 2009). However, despite all of these challenges, ICT has continued to spread exponentially, developing at such a rapid pace that national education systems have been affected and teacher training institutions have had to make changes in their professional competencies (Ferdig, 2006). What is more, it has acquired an aspect that individuals actively employ at almost every level. This change and development now compel teachers to espouse teaching strategies enriched by ICT and use them in learning environments (Kuşkaya-Mumcu, Haşlaman, & Koçak-Usluel 2008; Mazman & Usluel, 2011).

Various models for integrating technology into schools have been suggested today out of necessity. Among these, the following are of note: Pierson's Improved Model (Pierson, 2001), the Technology Integration Model (Roblyer, 2006), the Systematic ICT Integration Model (Wang & Woo, 2007), the Social Model (Wang, 2008), and Mishra and Koehler's (2006) Technological Pedagogical Content Knowledge (TPACK) model, based on Shulman's (1986) PCK or pedagogical content knowledge to help teachers analyze how to integrate technology into teaching effectively.

Koehler and Mishra's (2009) TPACK model provides teachers with a useful conceptual framework to define the types of information that they have to teach in field-specific topics through technology. However, those information fields need to be discussed holistically - not separately - for an effective integration of technology (Koehler, Mishra, & Cain, 2013; McKenney & Voogt, 2017). TPACK, the main components of TPACK, and data components at the points of interface are presented in Table 1.

While TPACK classifies the knowledge and skills necessary to integrate technological knowledge under field knowledge, it classifies professional teaching knowledge under the educational process. …

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