Research Article
BibTex RIS Cite

Year 2023, Volume: 7 Issue: 13, 89 - 106, 21.03.2023

Demet Baran Bulut Ebru Güveli

https://doi.org/10.31458/iejes.1223463

Abstract

References

  • Agyei, D. D., & Voogt, J. (2012). Developing technological pedagogical content knowledge in pre-service mathematics teachers through collaborative design. Australasian Journal of Educational Technology, 28(4), 547-564. https://doi.org/10.14742/ajet.827
  • Akkoç, H., Özmantar, F., & Bingolbali, E. (2008, July). Exploring the technological pedagogical content knowledge. 11th International Congress on Mathematical Education (ICME), 1-6, Monterrey, Mexico.
  • Akpınar, Y. (1999). Bilgisayar destekli öğretim ve uygulamalar [Computer aided instruction and applications]. Ankara: Anı Yayıcılık.
  • Akyüz, D. (2016). Farklı öğretim yöntemleri ve sınıf seviyesine göre öğretmen adaylarının TPAB analizi [TPACK analysis of preservice teachers under different instruction methods and class levels]. Turkish Journal of Computer and Mathematics Education, 7(1), 89-111.
  • Aydoğmuş, M. & Ibrahim, M. (2022). Two approaches to investigate preservice teachers’ tpack competencies and self-regulated learning skills in the Turkiye and the United States. Journal of Computer and Education Research, 10 (20), 531-546. https://doi.org/10.18009/jcer.1107419
  • Balgalmış, E. (2013). An investigation of a pre-service elementary mathematics teacher’s techno-pedagogical content knowledge within the context of teaching practices [Doctoral dissartation, Middle East Technical University]. National Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Cengizhan, S. (2011) Modüler öğretim tasarımıyla entegre edilmiş kavram karikatürleri hakkında öğretmen adaylarının görüşleri [Prospective teachers’ opinions about concept cartoons integrated with modular instructional design]. Education and Science, 36(160), 93-104.
  • Çetin, E. (2021). Digital storytelling in teacher education and its effect on the digital literacy of preservice teachers. Thinking Skills and Creativity, 39, 100760.
  • Çetin, İ. (2017). Ortaöğretim matematik öğretmeni adaylarının teknolojik pedagojik alan bilgisi (TPAB) yeterliklerindeki ve düzeylerindeki değişimin incelenmesi [The investigation of changes in technological pedagogical content knowledge (TPCK) profiencies and levels of mathematics teacher candidates in secondary education] [Doctoral dissartation, Necmettin Erbakan University]. National Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Dabell, J. (2008). Using concept cartoons. Mathematics Teaching Incorporating Micromath, 209, 34-36.
  • Erdoğan, A., & Şahin, I. (2010). Relationship between math teacher candidates’ technological pedagogical and content knowledge (TPACK) and achievement levels. Procedia-Social and Behavioral Sciences, 2(2), 2707-2711. https://doi.org/10.1016/j.sbspro.2010.03.400
  • Gall, M. D., Borg, W. R., & Gall, J. P. (1996). Education research, an introduction. New York: Longman Publishers. Hassan, S., Rosli, R., & Zakaria, E. (2016) The use of i-Think map and questioning to promote higher-order thinking skills in mathematics. Creative Education, 7, 1069-1078.
  • Jin, Y., & Schmidt-Crawfor, D. (2022). Preservice teacher cluster memberships in an edtech course: A study of their TPACK development. Computers and Education Open, 3, 1-12.
  • Kaptan F. (1998). Fen ögretiminde kavram haritası yönteminin kullanılması [Using the concept map method in science teaching]. Journal of Hacettepe University Faculty of Education,14,95-99.
  • Karakoyun, F. (2014). Çevrimiçi ortamda oluşturulan dijital öyküleme etkinliklerine ilişkin öğretmen adayları ve ilköğretim öğrencilerinin görüşlerinin incelenmesi [Examining the views of elementary school students and preservice teachers about digital storytelling activities in online environment], [Unpublished doctoral dissertation, Anadolu University], National Thesis Center, https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Keogh, B., & Naylor, S. (1999). Concept cartoons, teaching and learning in science: An evaluation. International Journal of Science Education, 21(4), 431-446.
  • Kılıç, A., Aydemir, S., & Kazanç, S. (2019). The effect of technological pedagogical content knowledge (TPACK) based blended learning environment on pre-service science teachers’ TPACK and classroom practices. Elementary Education Online, 18(3), 1208-1232.
  • Köğce, D., Özpınar, İ., Mandacı-Şahin, S., & Aydoğan-Yenmez, A. (2014). Öğretim elemanlarının 21. yüzyıl öğrenen standartları ve yaşam boyu öğrenmeye ilişkin görüşleri [Instructors’ views on standards for the 21th century learners and lifelong learning]. Journal of Dicle University Ziya Gökalp Faculty of Education, 22, 185-213.
  • Kutluca T., & Baki A. (2013). İkinci dereceden fonksiyonlar konusunda geliştirilen çalışma yaprakları hakkında öğrenci görüşlerinin değerlendirilmesi [Evaluation of student views about worksheets developed in quadratic functions]. Hacettepe University Journal of Education, 28(3), 319-331.
  • Li, Q., Lemieux, C., Vandermeiden, E., & Nathoo, S. (2013). Are you ready to teach secondary mathematics in the 21st century?. Journal of Research on Technology in Education, 45(4), 309-337.
  • Lyublinskaya, I., & Tournaki, E. (2012). The effects of teacher content authoring on TPACK and on student achievement in algebra: Research on instruction with the TI-Nspire handheld. In R. Ronau, C.
  • Mailizar, M., Burg, D., & Maulina, S. (2021). Examining university students' behavioural intention to use e-learning during the COVID-19 pandemic: An extended TAM model. Education and Information Technologies, 26(6), 7057-7077. https://doi.org/10.1007/s10639-021-10557-5
  • Martinez, Y. M. (2004). Does the K-W-L reading strategy enhance student understanding in honors high school scienceclassroom? [Unpublished master's thesis]. California State University.
  • McMillan, J. H. (2004). Educational research fundamentals for the consumer (4th ed.). Boston: Pearson Education Inc.
  • Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A new framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
  • Mutluoğlu, A., & Erdoğan, A. (2016). Examining primary mathematics teachers’ technological pedagogical content knowledge (TPACK) levels according to their preferred teaching styles. OPUS–International Journal of Society Studies, 6(10), 100-124.
  • Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21(5), 509-523. https://doi.org/10.1016/j.tate.2005.03.006
  • Niess, M. L., Ronau, R. N., Shafer, K. G., Driskell, S. O., Harper, S. R., Johnston, C., & Kersaint, G. (2009). Mathematics teacher TPACK standards and development model. Contemporary Issues in Technology and Teacher Education, 9(1), 4-24.
  • Niess, M. L., Van Zee, E. H., & Gillow-Wiles, H. (2011). Knowledge growth in teaching mathematics-science with spreadsheets: moving PCK to TPACK through online professional development. Journal of Digital Learning in Teacher Education, 27(2), 42-52.
  • Öner, D. (2015). Is teacher's knowledge a private knowledge? A theoretical look at the knowledge required to teach. Boğaziçi University Journal of Education, 27(2), 23-32.
  • Ronau, R. N., Rakes, C. R., & Niess, M. L. (Eds.), Educational technology, teacher knowledge, and classroom impact: A research handbook on frameworks and approaches (pp. 295-322) Hershey, PA: IGI Global.
  • Saka, A., Akdeniz, A.R., & Enginar, İ. (2002, 18 September). Biyoloji öğretiminde duyularımız konusunda çalışma yapraklarının geliştirilmesi ve uygulanması [Developing and applying worksheets on our senses in biology teaching]. V. National Science and Mathematics Education Congress, Middle East Technical University, Ankara.
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. https://doi.org/10.2307/1175860
  • Suharwoto, G. (2006). Secondary mathematics preservice teachers’ development of technology pedagogical content knowledge in subject-specific, technology-integrated teacher preparation program [Unpublished doctoral dissertation], Oregon State University.
  • Timur, B. (2011). Fen bilgisi öğretmen adaylarının kuvvet ve hareket konusundaki teknolojik pedagojik alan bilgilerinin gelişimi [The development of preservice science teachers? technological pedagogical content knowledge in force and movement subjects] [Doctoral dissertation, Gazi University], National Thesis Center,
  • Tuluk, G. (2015). Ortaokul matematik öğretmeni adaylarının açı kavramına ilişkin oluşturdukları kavram haritalarının değerlendirilmesi [Evaluation of concept maps created by secondary school mathematics teacher candidates regarding the concept of angle]. Turkish Journal of Computer and Mathematics Education, 6(2), 323-337.
  • Tutkun, Ö. F., & Koç, M. (2002). The degree of achievement of the objectives of the instructional technologies and material development course. Journal of Sakarya University Faculty of Education, 3, 419-430.
  • Valtonen T, Sointu E, Kukkonen J., Mäkitalo, K., Hoang, N., Häkkinen, P., Järvelä, S., Näykki, P., Virtanen, A., Pöntinen, S., Kostainen, E., & Tonduer, J. (2019). Examining preservice teachers' technological pedagogical content knowledge as evolving knowledge domains: A lon-gitudinal approach. Journal of Computer Assisted Learning, 35, 491-502.
  • Varank, İ., & Ergün, S. S. (2005). A research proposal for the determination of educational technology and material development competencies and the examination of the last year students of education faculty to have this competency]. XIV. National Educational Sciences Congress Symposium, 1, 838-840, Pamukkale University Faculty of Education, Denizli.
  • Yiğit, N., Akdeniz, A. R., & Kurt, Ş. (2001). Fizik öğretiminde çalışma yapraklarının geliştirilmesi [Developing study sheets in physics teaching]. Yeni Bin Yılın Başında Fen Bilimleri Eğitimi Sempozyumu, 151- 157, Maltepe University, İstanbul.
  • Yurdakul, I., K. (2011). Examining technopedagogical knowledge competencies of preservice teachers based on ICT usage]. Hacettepe University Journal of Education, 40, 397-408.

Determination of Technology Pedagogy Content Knowledge Levels of Preservice Mathematics Teachers through Activities

Year 2023, Volume: 7 Issue: 13, 89 - 106, 21.03.2023

Demet Baran Bulut Ebru Güveli

https://doi.org/10.31458/iejes.1223463

Abstract

It is one of the important qualifications of teachers to know contemporary instructional technologies and to use them in their lessons. However, the studies have concluded that teachers' use of technological tools and equipment is inadequate and their level of using materials is generally not at a desirable level. In this context, the aim of this study is to determine the level of Technological Pedagogical content knowledge of preservice mathematics teachers in the context of technology-supported activities they prepared. The study was conducted with 13 preservice secondary school mathematics teachers studying at a state university. Preservice teachers were given a training lasting 8 weeks. After the training, they were asked to prepare technology-supported activities including concept cartoon (Powtoon, Canva), concept map (Bubbl.us, Luchidchart), interactive worksheet (Teachermade), gamification applications (Puzzlemaker, Wordwall, Matific, ClassDojo) and digital stories (Pixton, Powtoon, StoryboardThat, Storyjumper). The activities they prepared were analyzed by document analysis method with the Technological Pedagogical Content Knowledge [TPACK] rubric developed by Lyublinskaya and Tournaki (2012) and preservice teachers' TPACK levels were evaluated in terms of purpose knowledge, instructional knowledge, curriculum knowledge and strategy knowledge components. The study has revealed that preservice teachers were able to reach the highest level of discovery, curriculum knowledge was the most successful component and they showed the lowest success in the strategy knowledge component. In this context, we suggest that course content that includes such activity design tasks should be prepared and included in the teaching process for the development of preservice teachers' Technological Pedagogical content knowledge.

Keywords

Mathematics teaching preservice mathematics teacher technology supported activity technological pedagogical content knowledge

References

  • Agyei, D. D., & Voogt, J. (2012). Developing technological pedagogical content knowledge in pre-service mathematics teachers through collaborative design. Australasian Journal of Educational Technology, 28(4), 547-564. https://doi.org/10.14742/ajet.827
  • Akkoç, H., Özmantar, F., & Bingolbali, E. (2008, July). Exploring the technological pedagogical content knowledge. 11th International Congress on Mathematical Education (ICME), 1-6, Monterrey, Mexico.
  • Akpınar, Y. (1999). Bilgisayar destekli öğretim ve uygulamalar [Computer aided instruction and applications]. Ankara: Anı Yayıcılık.
  • Akyüz, D. (2016). Farklı öğretim yöntemleri ve sınıf seviyesine göre öğretmen adaylarının TPAB analizi [TPACK analysis of preservice teachers under different instruction methods and class levels]. Turkish Journal of Computer and Mathematics Education, 7(1), 89-111.
  • Aydoğmuş, M. & Ibrahim, M. (2022). Two approaches to investigate preservice teachers’ tpack competencies and self-regulated learning skills in the Turkiye and the United States. Journal of Computer and Education Research, 10 (20), 531-546. https://doi.org/10.18009/jcer.1107419
  • Balgalmış, E. (2013). An investigation of a pre-service elementary mathematics teacher’s techno-pedagogical content knowledge within the context of teaching practices [Doctoral dissartation, Middle East Technical University]. National Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Cengizhan, S. (2011) Modüler öğretim tasarımıyla entegre edilmiş kavram karikatürleri hakkında öğretmen adaylarının görüşleri [Prospective teachers’ opinions about concept cartoons integrated with modular instructional design]. Education and Science, 36(160), 93-104.
  • Çetin, E. (2021). Digital storytelling in teacher education and its effect on the digital literacy of preservice teachers. Thinking Skills and Creativity, 39, 100760.
  • Çetin, İ. (2017). Ortaöğretim matematik öğretmeni adaylarının teknolojik pedagojik alan bilgisi (TPAB) yeterliklerindeki ve düzeylerindeki değişimin incelenmesi [The investigation of changes in technological pedagogical content knowledge (TPCK) profiencies and levels of mathematics teacher candidates in secondary education] [Doctoral dissartation, Necmettin Erbakan University]. National Thesis Center. https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Dabell, J. (2008). Using concept cartoons. Mathematics Teaching Incorporating Micromath, 209, 34-36.
  • Erdoğan, A., & Şahin, I. (2010). Relationship between math teacher candidates’ technological pedagogical and content knowledge (TPACK) and achievement levels. Procedia-Social and Behavioral Sciences, 2(2), 2707-2711. https://doi.org/10.1016/j.sbspro.2010.03.400
  • Gall, M. D., Borg, W. R., & Gall, J. P. (1996). Education research, an introduction. New York: Longman Publishers. Hassan, S., Rosli, R., & Zakaria, E. (2016) The use of i-Think map and questioning to promote higher-order thinking skills in mathematics. Creative Education, 7, 1069-1078.
  • Jin, Y., & Schmidt-Crawfor, D. (2022). Preservice teacher cluster memberships in an edtech course: A study of their TPACK development. Computers and Education Open, 3, 1-12.
  • Kaptan F. (1998). Fen ögretiminde kavram haritası yönteminin kullanılması [Using the concept map method in science teaching]. Journal of Hacettepe University Faculty of Education,14,95-99.
  • Karakoyun, F. (2014). Çevrimiçi ortamda oluşturulan dijital öyküleme etkinliklerine ilişkin öğretmen adayları ve ilköğretim öğrencilerinin görüşlerinin incelenmesi [Examining the views of elementary school students and preservice teachers about digital storytelling activities in online environment], [Unpublished doctoral dissertation, Anadolu University], National Thesis Center, https://tez.yok.gov.tr/UlusalTezMerkezi/
  • Keogh, B., & Naylor, S. (1999). Concept cartoons, teaching and learning in science: An evaluation. International Journal of Science Education, 21(4), 431-446.
  • Kılıç, A., Aydemir, S., & Kazanç, S. (2019). The effect of technological pedagogical content knowledge (TPACK) based blended learning environment on pre-service science teachers’ TPACK and classroom practices. Elementary Education Online, 18(3), 1208-1232.
  • Köğce, D., Özpınar, İ., Mandacı-Şahin, S., & Aydoğan-Yenmez, A. (2014). Öğretim elemanlarının 21. yüzyıl öğrenen standartları ve yaşam boyu öğrenmeye ilişkin görüşleri [Instructors’ views on standards for the 21th century learners and lifelong learning]. Journal of Dicle University Ziya Gökalp Faculty of Education, 22, 185-213.
  • Kutluca T., & Baki A. (2013). İkinci dereceden fonksiyonlar konusunda geliştirilen çalışma yaprakları hakkında öğrenci görüşlerinin değerlendirilmesi [Evaluation of student views about worksheets developed in quadratic functions]. Hacettepe University Journal of Education, 28(3), 319-331.
  • Li, Q., Lemieux, C., Vandermeiden, E., & Nathoo, S. (2013). Are you ready to teach secondary mathematics in the 21st century?. Journal of Research on Technology in Education, 45(4), 309-337.
  • Lyublinskaya, I., & Tournaki, E. (2012). The effects of teacher content authoring on TPACK and on student achievement in algebra: Research on instruction with the TI-Nspire handheld. In R. Ronau, C.
  • Mailizar, M., Burg, D., & Maulina, S. (2021). Examining university students' behavioural intention to use e-learning during the COVID-19 pandemic: An extended TAM model. Education and Information Technologies, 26(6), 7057-7077. https://doi.org/10.1007/s10639-021-10557-5
  • Martinez, Y. M. (2004). Does the K-W-L reading strategy enhance student understanding in honors high school scienceclassroom? [Unpublished master's thesis]. California State University.
  • McMillan, J. H. (2004). Educational research fundamentals for the consumer (4th ed.). Boston: Pearson Education Inc.
  • Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A new framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
  • Mutluoğlu, A., & Erdoğan, A. (2016). Examining primary mathematics teachers’ technological pedagogical content knowledge (TPACK) levels according to their preferred teaching styles. OPUS–International Journal of Society Studies, 6(10), 100-124.
  • Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21(5), 509-523. https://doi.org/10.1016/j.tate.2005.03.006
  • Niess, M. L., Ronau, R. N., Shafer, K. G., Driskell, S. O., Harper, S. R., Johnston, C., & Kersaint, G. (2009). Mathematics teacher TPACK standards and development model. Contemporary Issues in Technology and Teacher Education, 9(1), 4-24.
  • Niess, M. L., Van Zee, E. H., & Gillow-Wiles, H. (2011). Knowledge growth in teaching mathematics-science with spreadsheets: moving PCK to TPACK through online professional development. Journal of Digital Learning in Teacher Education, 27(2), 42-52.
  • Öner, D. (2015). Is teacher's knowledge a private knowledge? A theoretical look at the knowledge required to teach. Boğaziçi University Journal of Education, 27(2), 23-32.
  • Ronau, R. N., Rakes, C. R., & Niess, M. L. (Eds.), Educational technology, teacher knowledge, and classroom impact: A research handbook on frameworks and approaches (pp. 295-322) Hershey, PA: IGI Global.
  • Saka, A., Akdeniz, A.R., & Enginar, İ. (2002, 18 September). Biyoloji öğretiminde duyularımız konusunda çalışma yapraklarının geliştirilmesi ve uygulanması [Developing and applying worksheets on our senses in biology teaching]. V. National Science and Mathematics Education Congress, Middle East Technical University, Ankara.
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. https://doi.org/10.2307/1175860
  • Suharwoto, G. (2006). Secondary mathematics preservice teachers’ development of technology pedagogical content knowledge in subject-specific, technology-integrated teacher preparation program [Unpublished doctoral dissertation], Oregon State University.
  • Timur, B. (2011). Fen bilgisi öğretmen adaylarının kuvvet ve hareket konusundaki teknolojik pedagojik alan bilgilerinin gelişimi [The development of preservice science teachers? technological pedagogical content knowledge in force and movement subjects] [Doctoral dissertation, Gazi University], National Thesis Center,
  • Tuluk, G. (2015). Ortaokul matematik öğretmeni adaylarının açı kavramına ilişkin oluşturdukları kavram haritalarının değerlendirilmesi [Evaluation of concept maps created by secondary school mathematics teacher candidates regarding the concept of angle]. Turkish Journal of Computer and Mathematics Education, 6(2), 323-337.
  • Tutkun, Ö. F., & Koç, M. (2002). The degree of achievement of the objectives of the instructional technologies and material development course. Journal of Sakarya University Faculty of Education, 3, 419-430.
  • Valtonen T, Sointu E, Kukkonen J., Mäkitalo, K., Hoang, N., Häkkinen, P., Järvelä, S., Näykki, P., Virtanen, A., Pöntinen, S., Kostainen, E., & Tonduer, J. (2019). Examining preservice teachers' technological pedagogical content knowledge as evolving knowledge domains: A lon-gitudinal approach. Journal of Computer Assisted Learning, 35, 491-502.
  • Varank, İ., & Ergün, S. S. (2005). A research proposal for the determination of educational technology and material development competencies and the examination of the last year students of education faculty to have this competency]. XIV. National Educational Sciences Congress Symposium, 1, 838-840, Pamukkale University Faculty of Education, Denizli.
  • Yiğit, N., Akdeniz, A. R., & Kurt, Ş. (2001). Fizik öğretiminde çalışma yapraklarının geliştirilmesi [Developing study sheets in physics teaching]. Yeni Bin Yılın Başında Fen Bilimleri Eğitimi Sempozyumu, 151- 157, Maltepe University, İstanbul.
  • Yurdakul, I., K. (2011). Examining technopedagogical knowledge competencies of preservice teachers based on ICT usage]. Hacettepe University Journal of Education, 40, 397-408.
There are 41 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

Demet Baran Bulut 0000-0003-1085-7342

Ebru Güveli 0000-0003-3738-5496

Early Pub Date March 13, 2023
Publication Date March 21, 2023
Submission Date December 23, 2022
Published in Issue Year 2023 Volume: 7 Issue: 13

Cite

APA Baran Bulut, D., & Güveli, E. (2023). Determination of Technology Pedagogy Content Knowledge Levels of Preservice Mathematics Teachers through Activities. International E-Journal of Educational Studies, 7(13), 89-106. https://doi.org/10.31458/iejes.1223463
 Download Cover Image

21067   13894              13896           14842

We would like to share important news with you. International e-journal of Educational Studies indexed in EBSCO Education Full Text Database Coverage List H.W. Wilson Index since January 7th, 2020.
https://www.ebsco.com/m/ee/Marketing/titleLists/eft-coverage.pdf

IEJES has been indexed in the Education Source Ultimate database, which is the upper version of the Education Full Text (H.W. Wilson) and Education Full Text (H.W. Wilson) database, from 2020 to the present.

https://www.ebsco.com/m/ee/Marketing/titleLists/esu-coverage.htm

Creative Commons License


This work is licensed under a Creative Commons Attribution 4.0 International License.