New Pedagogical Literacy Requirement Resulting from Technological Literacy in Education

The aim of this study was to determine the recent pedagogical literacy requirements in the technologically supported lessons. In this study, case study which is one of the quantitative research methods was used. The participants of the study included 12 voluntary classroom teachers who were in service in three different private primary schools in the spring term of 2011-2012 school years. Participant stated that the teaching methods and techniques were not regularly carried out in the technologically supported lessons. According to the teachers, the biggest problem in the technologically supported lessons is the insufficiency of face-to-face communication with the student. Participants emphasized that the students could learn well with different learning activities and different examples because of having different individual characteristics, different learning rate and learning capacity.


INTRODUCTION
these problems resulted from not being supported of Knowledge is a vital source for the world economies approaches [5].On the other hand, inclinations of in the 21th century.Knowledge is also an important factor students to technology, their demand for use of for technological and scientific change [1].Various instructional technologies in the lessons and their studies were conducted to design models to develop more expectations are regarded as the factors that trigger the efficient and productive education approaches via using use of technology in the classes [6][7].Teachers can learning technologies.These studies were conducted to significantly integrate the developments in their own provide continuity for technological and scientific change fields, contemporary approaches and teaching methods in all stages of education especially in higher education via using information technologies.By this way, teachers [2].So, instructional technologies became indispensable can achieve productive implementations [8].In this for teachers and students in the teaching-learning context, teachers should have both technological literacy process.Learning environments flourished by means of skills and pedagogical literacy skills.

instructional technologies [3]. PowerPoint presentations
The concept of literacy can be summarized as the with projection support and smart boards became regular ability of reading and writing in a certain language [9].fixtures of classes.In addition, teachers started to make However and Houff [10] stated that the changes in use of such social networking sites as Facebook and such life expanded the dimensions of literacy.Nowadays, web applications as Wiki and Blog with the objective of technology is quite dominant and ways of knowledge education [4].
education and learning have changed.It is more preferred In the process of integration of technology to that teachers can acquire the necessity knowledge when education, serious educational problems aroused in terms required, use the knowledge appropriately and to the of teacher, student and the learning environment.Most of purpose instead of a teacher who is equipped with instructional technologies with appropriate pedagogical World Appl.Sci.J., 28 (7): [968][969][970][971][972][973][974][975][976][977]2013 excessive knowledge [11].In a report that was prepared pencils, papers in the classes, smart and interactive by ALA, it was stated that teachers should be literate in every domain.It was also pointed in the report that measurements of technological and pedagogical literacy should be taken into consideration [12].The responsibility of providing interactive and participative environments to the students in the process of teaching affects the roles of the teachers within the process.The role of the teacher is converted from the model who knows and teaches everything into the model who learns together with the students and lead them [13].Teachers should create the human learner model, be a favorable information user and teach the information use to the students [14].It is emphasized that profession of a teacher should be nourished with a developing field information, pedagogical knowledge and general knowledge [15].Similarly, Kurbano lu and Akkoyunlu [13] pointed that a teacher should constantly improve himself and have the potential of finding, using and choosing the most appropriate ones out of the various teaching approaches and methods, new technologies and changing source types.Ad güzel [11] stated that innovation oriented arrangements was conducted in the curriculums of primary and secondary educations.However, there are not any arrangements conducted in the curriculums of teacher education.Ad güzel [11] (2005) emphasized the importance of including of technological and other related literacy fields in the curriculums of teacher education and earning these qualities to the teachers.
The integration of technological-pedagogical information enabled the new approach which is composed of technological, pedagogical and field information and described as TPACK (Technological Pedagogical Content Knowledge) to be used in the teaching-learning process.This approach is a combination of technological, pedagogical and field information.This combination anticipates integrating teaching technologies and learning activities and setting to work together [16].It is not possible that the technology can be efficient in the teaching-learning process without evaluating its appropriateness to the field and when it is abstracted from pedagogical understanding [17].The combination of technological, pedagogical and field information anticipates using the approaches based on the thoughts of Schulman [17] and flourished technological support to gain achievement in the teaching-learning process.This combination states that alternative and appropriate pedagogical approaches should also be used [3].Instructional technologies include all the factors that are effective within the teaching process.These factors are boards, digital technologies, internet access and course software.On the other hand, pedagogy includes such factors as management and assessment works, lesson plans, teaching environments, the characteristics of students, teaching methods and quality of teacher.Field information includes all the skills and knowledge that should be gained to the students [18].The roles of this triple combination in the teaching-learning process are the selection of instructional methods and technologies appropriate to the course content and providing the integration of subject area, technology and pedagogy [8].The teacher should carry out the following activities while using the instructional technologies in the teaching-learning process [19].
Technologically supported description of the knowledge and skills that will be gained to the students and the attribution of instructional technologies to the gain of these knowledge and skills to students.Choosing the appropriate technologies to the determined knowledge and skills and supporting these instructional technologies with the suitable pedagogical approaches.Providing a combination of the determined knowledge and skills, instructional technologies and the pedagogical approaches that will be used in the teaching process.
Nowadays, courses without the support of instructional technologies have not been thought.However, it is also clear that technology is not enough by itself for a qualified education.Requirement of getting the most out of the opportunities provided by the instructional technologies and supporting this technology with appropriate pedagogical approaches emerges.In the teaching-learning process, the requirement of a significant combination of subject field, instructional technologies and pedagogical approaches enabled the teachers to gain skills in the technological and pedagogical literacy and to improve themselves.Teacher's teaching the technologically supported lesson and embracing suitable pedagogical approaches oblige them to have the technological and pedagogical literacy skills.This situation also requires the teachers to have the knowledge and skills to make an efficient combination of instructional technologies, pedagogical approaches and field information.In other words, having basic knowledge and skills in these fields are required for the teachers.This study was figured to determine the recently emerging pedagogical literacy approaches and Working Group: The participants of the study included technological approaches that the teachers had in the lessons with technological support.

The Aim of the Research:
The aim of this study was to determine the technological literacy levels of the classroom teachers related to their efficiency in using the instructional technologies in the teaching-learning process.This study also aimed to determine the recent pedagogical literacy requirements in the technologically supported lessons.With this general aim, the answers of the following questions were searched: What are the instructional technologies that the teachers mostly used in the teaching-learning process?What are the technological literacy levels of the teachers related to the used instructional technologies?What are the pedagogical levels of the teachers related to the regularly using the teaching methods and techniques, establishing a healthful communication with students and taking into consideration the individual differences of the students?

MATERIALS AND METHODS
The Model of the Study: In this study, case study which is one of the quantitative research methods was used.Case study focused on the questions of the researcher "why?" and "how?" Case study was used to examine the "target case" profoundly and in detail [20].In this study, "interpenetrated one case" which is one of the case study patterns was used.Interpenetrated one case mostly includes more than one sub-grade and units within one case [21].The thoughts on the requirement of the classroom teachers' efficiency in using instructional technologies in the teaching-learning process, the technological literacy levels and recently emerging pedagogical literacy approaches were discussed in this study.
12 voluntary classroom teachers who were in service in three different private primary schools in the spring term of 2011-2012 school years.Private primary schools were selected for this study, because; all of the lessons are taught technologically supported in these schools.These teachers were determined via maximum variety sampling method.Maximum variety sampling method formed relatively small sample.The aim of this method was to reflect the variety of the individuals who were a side of the discussed problem in the sample [21].As a result of the informal interactions of the researcher and pre-interviews, it was stated that these characteristics were important for the explanation of the case [22].First of all, the managers of the selected schools were interviewed.The aims and the subject of the study were explained to the managers.Then, the teachers who voluntarily attended to the study and taught all the lessons technologically were interviewed.Information on the aims and the subject of the study and the interview method was given in the interview.Participant of the study included 58,4 % female (n=7) and 41.6 % male (n=5).The working group of the study is shown in Table 1.

Data Collecting Tool:
In this study, the data was collected via semi-structured interview form.Different classifications were carried out in the literature related to the interview technique which is one of the qualitative research methods.
Fielding (1996) classified the interviews as "standardized", "semi-standardized" and "not standardized".Minichiello [23] classified the interview method as; structured, semi-structured and not structured.The opinions of the teachers were received in the preparation process of the interview form.The related literature was searched.In the light of the obtained data, the interview form was prepared.Classroom teachers and four faculty members of educational sciences examined this form and the form was finalized in terms of their opinions.Interview form included five open-ended questions.During the interview, explanatory questions were also asked to the participants to make explicit and flesh out the answers of the previously prepared questions when required.The interviews lasted nearly 25-30 minutes.The whole of the interviews were recorded.
The descriptive analysis of the data was conducted An inductive analysis which is one type of the content according to the following operations: analyses was used to analyze the obtained data within the study.
All the interviews were prepared without any Validity and Reliability: In the study, the procedures made according to their sequence in the form.below were followed to provide reliability and validity: While preparing the interview form conceptual frame was designed to increase the internal validity (persuasiveness) of the study related to the subject at the end of the literature examination and opinions of teachers.The opinions of teachers after the interviews were put in writing via this conceptual frame.Then, this text was resent to the related teachers and they were asked to control the text.The themes which were included in the conducted content analyses were determined as broad as involving the related concepts.The permission was taken from the school management before the interview.Only the voluntary teachers were interviewed.All the findings were given directly without interpretation to increase the internal validity (persuasiveness) of the study.
The process of the study and the conducted works in this process were tried to be explained to increase the external reliability (transmissibility) of the study.In this context, the model of the study, working group, data collecting tool, data collecting process, analyses and interpretation of the data were described in detail.
instructional technologies that the classroom teachers The researcher described the conducted works in mostly used in the learning activities are shown in detail within the study to increase the external reliability Table 2. (confirmability) of the study.In addition, the researcher As is seen in Table 2, classroom teachers in the three should keep the raw data and coding so that other people private primary schools that attended to the study use can investigate.
smart boards actively.Similarly, it is seen that the tablet Data Analysis and Interpretation: Content analysis to be comply with the system that would be designed method was used in the data analysis that was collected via interview method.The data was described via content analysis.The facts that could be hidden in the data were revealed [21].semantic change.The lists of the interviews were A thematic frame was formed based on the collected data.The codes were given to the determined themes.In terms of the thematic frame, the data were read.Percent and frequency values of the themes were calculated.These themes were grouped under main topics.Sub-themes were formed under these main themes.The percent and frequency value was calculated for each teacher.

Findings and Interpretations:
In this chapter, the technological literacy levels of the classroom teacher were determined primarily.These technological literacy levels were related to the instructional technologies that the teachers mostly used.Then, the opinions of the teachers about the recent pedagogical literacy approaches that appeared in the technologically supported lessons were respectively presented together with the main and sub themes.

The Instructional Technologies That Teacher Mostly Used in the
Teaching-learning Process: The computers were sometimes used in the private schools via Fatih Project.The commonly used instructional technologies were "Smart Board" and "Projection Supported Power Point Presentation" in all of the schools that were selected as samples.Instructional technologies of "Abstract Classes", "Social Networking Sites" and healthy communication between the teacher and "Such Web applications as Blog, wiki and e-mail" were students together with taking the individual differences the less of use.Participants stated that they made use of the students into consideration.They also stated that of such social networking sites and web applications teachers should be pedagogically literate on the as Facebook, Blog and Wiki etc. for some lessons, individual differences of the students.researching, delivering homework, controlling student activities.
Opinions on the Technological Literacy Levels of the Main Themes on the Technological Literacy and problems about the teachers' making use of instructional Pedagogical Literacy: The opinions of the participants technologies in the teaching-learning process and these about the technological literacy and recently appeared problems caused communication gaps in the teachingpedagogical literacy are shown in Table 3 as main themes.learning process.However, it was emphasized that if the In Table 3, numerical values of main themes are education that teacher received related to the use of shown.These main themes included the opinions of the instructional technologies and the technological literacy participants on the technological literacy levels of the skills of the teachers increased, this problem could be teachers and different pedagogical approaches of the solved.teachers in the learning activities.One of the themes out This study which was on the technological literacy of the determined four themes was related to levels of the teachers and their skills in using the technological literacy while other three themes were technology in the learning activities included 12 related to pedagogical literacy.In this context, 17 opinions participants.These 12 participants stated 24 different out of 64 were related to technological literacy, while opinions.According to 9 opinions, the education which other 47 opinions were related to the pedagogical was received to learn using the instructional technologies literacy.Participants stated that the attention of the and the applications were insufficient.According to 7 students should be focused on the subject of the course opinions, there had been problems about using instead of the technology that is used in the presentation technology resulted from the physical infrastructure of the course.Participant also stated the requirement of a and equipments.According to 8 opinions, shortage of Teachers: Participants stated that they sometimes face technical service that would interfere in possible and diversity to the learning activities; but, its life-based problems negatively affected the lessons.In the learning and experience is restricted.According to following paragraphs, opinions of three distinct another 8 opinions, examples from the real life and participants on this issue are explained: activities that enable the individuals to express "We acquired various skills in use of the other teaching methods and techniques except for the instructional technologies via various in-service learning approaches that the instructional technologies instruction activities.We received education especially offer are not used.In the following paragraphs, opinions in the use of tablet computers and smart boards.
of three distinct participants on this issue are explained: We sometimes use tablet computers in the lessons to be in comply with Fatih Project and to be prepared.However, "The manner of using the instructional technologies we consistently use the smart boards in the lessons.
is always the same while carrying out learning activities.

Smart boards are highly detailed instructional
All of the learning activities are carried out with smart technologies that offer several alternatives in the boards and visuality equipments.Any different activity, teaching-learning process.We only acquired the application or activity for the students is out of question.skills for elementary operations of this technology.
So, the students get bored and their attentions get lost.We can face problems when we want to make detailed We, the teachers, focus on our presentation more than use of this technology or we can make a mistake.Then the students" (KAO-1).the lesson is interrupted and the attentions of the "Instructional technologies are student-focused students are distracted" (KAO-3).
at the beginning of the lesson; but, then they get "Some problems about the use of instructional monotonous.The technology that is used in the lessons technologies can occur because of the poorness of is simple and boring according to the students.So, we physical infrastructure of the school building and try to arrange the learning activities with the aim of shortage of technological equipments.This situation making the learning of the students effective" (KBO-2).negatively affects the productivity in the lesson" "Instructional technologies cause the skills of the (KCO-2).
students to be blunted; because, the technology does "Sometimes, some problems about carrying the everything for them.I see that students have difficulty in learning activities in the teaching-learning process expressing themselves verbally.They can quickly solve and using of the instructional technologies can occur.
the problems that are written on board; but, they cannot This situation negatively affects the productivity in the explain how they solve" (KCO-4).lesson" (KBO-4).

Opinions on the Regular Use of Teaching Methods and
Students: At the end of the interviews with the Techniques: As a result of the interviews, it was participants, it was concluded that a healthy determined that alternative teaching methods and communication could not be established in the techniques were not used in the technologically technologically supported lessons.It was also concluded supported lessons.It was concluded that teachers had that sufficient leading, cues, feedback and editing were to be content with only the instructional approaches that not provided in the learning activities.The teacher who the instructional technologies offered.It was concluded turned his back to the students while using the smart that this situation made the lessons monotonous and board emphasized that he could not establish face-to-face caused the decrease of productivity.Participants stated communication and eye contact with the students.that they tried to carry out various pedagogical The tendency of the students in bad behaviors in the approaches to deal with this situation.lessons without a healthy communication was especially In the technologically supported lessons, 12 emphasized.participants offered 43 distinct opinions on the condition As is seen in Table 6, 8 participants gave 20 distinct of regular using of teaching methods and technologies.
opinions related to establish a healthy communication According to 12 opinions, the manner of use of with students in the technologically supported lessons.instructional technologies while carrying out learning According to 9 opinions, it is hard to establish face-toactivities is always the same.According to another 11 face and eyes-to-eyes communication with the students.opinions, instructional technologies add visual quality According to 5 opinions, cue, feedback and editing themselves are limited.According to 13 opinions, any activities are not enough.According to 6 opinions, it gets the compliance problems between the students who had hard to determined learning levels of the students; different individual characteristics.It was observed that because, the students have difficulty in expressing some of the students learned a lot from the lesson while themselves.In the following paragraphs, opinions of three some of them learned little from the same lesson.distinct participants on this issue are explained:

Opinions on Establishing Effective Communication with
As is seen in Table 7, 12 participants gave 18 "We use the smart boards very often in the the students into consideration in the technologically learning-teaching process.While making presentation supported lessons.According to 5 opinions, learning with the smart boards and other equipments, our face activities that are conducted together with instructional and attention is always directed to the projection area.
technologies are same for all students.According to other This is why we barely establish face-to-face 5 opinions, the individual differences of the students as communication with students.So, students can show curiosity, interest, skill and preference are not taken into different behaviors (KCO-2).consideration in the technologically supported lessons.

"An effective communication with the students is
According to 4 opinions, there are students with distinct essential to be a qualified teacher.Eye-contact takes the quickness and capacity of learning in the lessons and student in the magnetic field of the teacher.In another learning is not acquired in the same level.According to words, the teacher can teach anything with an effective the last opinion, students with technological curiosity communication and eye-contact in the teaching-learning and skill to use and students without this skill are in the process.Teacher's strongly focusing on the instructional same class and they try to acquire learning via the same technologies in the teaching-learning process prevents activities.In the following paragraphs, opinions of three the effective communication with the student (KBO-3).distinct participants on this issue are explained: "Instructional technologies are always an "In the learning activities that are conducted with obstacle between the teacher and the student in the instructional technologies, the individual differences of teaching-learning process.The teacher and the student the students are not taken into consideration.So, some cannot understand each other because of the of the students cannot understand the lesson and have instructional technologies" (KAO-3).were negative and they had lack of knowledge and skills "There are students who know, show interest in and in using the instructional technologies.use the instructional technologies that are used in the Participant stated that the teaching methods and learning activities while there are students who are techniques were not regularly carried out in the strangers to these technologies.This situation affects technologically supported lessons.They also stated that active attendance of the students.The interest and all the learning activities were carried out with smart board attendance to the lesson of the students who have skill in and other visual equipments.So, it was emphasized that using the instructional technologies are higher than the the teacher generally focused much on technology than other students" (KAO-1).
the students.Participants stated that the instructional CONCLUSION AND DISCUSSION first became boring then and caused distraction of the In today's education world, the learning activities are requirement of knowing how and where to use the supported with technology in nearly all the government instructional technologies and knowing the educational and private educational institutions.However, the scopes, characteristics of them in their study.functions and dimensions of these technologies differ According to the teachers, the biggest problem in the from institution to institution.Teaching the lessons with technologically supported lessons is the insufficiency the technological support revealed the requirement of of face-to-face communication with the student.It was using the recent pedagogical literacy skills and determined that the communication with the student to technological literacy in the learning activities.
whom the teacher turned his back while making exercises Following conclusions were arrived based on the on the smart board was lost.It was emphasized that obtained data in the study.
instructional technologies should be made functional so All of the participants stated that they mostly used that the teacher could communicate with the students in smart boards and PowerPoint presentations.All of the the teaching process.So this problem will be solved.classes included smart boards and the smart boards were Ya ar [25] explained the functions of the instructional used through the teaching-learning process.Participants technologies as making easier the interaction between the also stated that they made use of such social networking learner and the learned.Ya ar [25] stated that the function sites and web applications as Facebook, Blog, Wiki etc. to of the instructional technologies was not teaching instead research, give homework and control the student works in of the teacher.Ad güzel and Berk [26] determined in their some lessons.According to this conclusion, it can be said study that the teachers had positive attitudes and that the technological literacy levels of the teachers were requirement of knowledge about using the instructional high.Chou [4] emphasized that web applications as Blog technologies.and Wiki were effective in socializing of teachers and Participants emphasized that the students could students, sharing the feelings and opinions and creating learn well with different learning activities and different abstract working groups, common targets and values.
examples because of having different individual All the participants received education about using characteristics, different learning rate and learning the instructional technologies primarily PowerPoint capacity.They also stated that the all the presentations, presentation and smart boards.It was also stated that the course software and similar applications should be teachers were skillful at this domain.In other words, prepared according to the individual characteristics of technological literacy levels of them were high.However, the students.Participant emphasized that the students' participants emphasized that they sometimes faced knowing the instructional technologies and having the problem because of the smart boards' being complex and skill in using the instructional technologies positively functional and shortages of physical infrastructure, affected their active attendance to the lesson.technological equipment and technique service.Tuncel et al. [27] (2011) stated that the instructional Çelik et al. [31] concluded that the teachers perceived technologies contributed to the learning environment themselves as unqualified however, their levels of especially at the point of materializing abstract learning.competence were high in terms of using education Var and Karadeniz [28] stated that, teachers' use of software in the study that they conducted on the information technology for purposes could be enhanced technologies which were interesting for the students at student attention.Ya ar and Gültekin [24] emphasized the World Appl.Sci.J., 28 (7): 968-977, 2013

Table1:
Participant codes and distributions of the participants according to the difficulty in learning.I try to find examples from Opinions on Taking the Individual Differences of the their shortages" (KBO-2).Students into Consideration: Participants stated that `"Students are different from each other in terms the individual differences of the students were not of individuality.In other words, students are different sufficiently taken into consideration and the lessons from each other in terms of interests, need, curiosity, were taught according to the average student level.motivation and skills.It means that students learn Participants also emphasized that this situation caused through different learning activities and examples.opinions on the taking the individual differences of daily-living to support these students.So, I try to satisfy Education-purpose course software should be prepared computer literacy levels of the teachers.Y ld r m [7] stated according to the theory of multiple intelligences and that the attitudes of the teachers to use the technology individual differences of the students" (KCO-1).

Table 2 :
Mostly used instructional technologies by the participants

Table 3 :
Main themes on the technological literacy and pedagogical literacy

Table 4 :
Opinions on the technological literacy levels of the teachers

Table 5 :
Opinions on the ability of using appropriate teaching methods and techniques

Table 6 :
Opinions on establishing effective communication with students in the class

Table 7 :
Opinions on taking the individual differences of the students into consideration