A JOURNAL SUMMARY (3)

Analysis of Relationships between Technological Pedagogical Content Knowledge and Educational Internet Use

Ismail Sahin

Necmettin Erbakan University

Ismail Celik & Ahmet Oguz Akturk

Selcuk University

Mustafa Aydin Necmettin

Erbakan University

Journal of Digital Learning in Teacher Education, Volume 29 Number 4

Copyright © 2013, ISTE (International Society for Technology in Education), 800.336.5191 (U.S. & Canada) or 541.302.3777 (Int’l), iste@iste.org, iste.org. All rights reserved.

The teachers, as the one who professionally takes the responsibility to improve the students’ knowledge, are always demanded to improve their competency.  The competency is not only teaching competency, but also the variety of competencies. The teachers and pre-service teachers should use information and communication technologies better to develop their subject contents and teaching methods to their practices. In short, the teachers should be able to integrate their knowledge in content, technology, and pedagogy successfully.

This journal analyzes the relationships between preservice teachers’ technological pedagogical content knowledge (TPACK) and their self-efficacy beliefs in educational Internet use. The researchers assume that Individuals with high self-efficacy beliefs are insistent and patient while accomplishing a job or task. Therefore, it is important that the teachers’ perceptions that they are competent in educational Internet use will assist with the widespread use of this technology for educational purposes.  

This research conducted in a college of education at a large Turkish university in central Anatolia. 163 pre-service teachers selected randomly as the participants. The participants received training on technology integration as part of their classes. Then, the researchers administered the surveys at the end of the internship program. They used two research instruments; a 28-item Survey of Self-efficacy in Educational Internet Use developed by Sahin (2009) and a 47-item Survey of Technological Pedagogical and Content Knowledge with seven subscales (TK, PK, CK, TPK, TCK, PCK, and TPACK) developed by Sahin (2011).

In analyzing the data, the researchers worked Canonical correlation (Rc) analysis method to determine the relationships between the level of knowledge for each domain of the TPACK model and the self-efficacy beliefs in educational Internet use. In addition, they used Wilks’ lambda to test the significance of the relationship between the sets of variables.

The finding shows that there are significant relationships among the knowledge domains in technology, pedagogy, content, and their intersections. There are also strong relationships exist between the knowledge dimensions in the TPACK model and the self-efficacy beliefs in educational Internet use.