Fatma ÖZÜDOĞRU, Melike ÖZÜDOĞRU

1415

Technological Pedagogical Content Knowledge of Mathematics Teachers and the Effect of Demographic Variables

Technological Pedagogical Content Knowledge of Mathematics Teachers and the Effect of Demographic Variables

With increasing global requirements for the use of technological tools and resources in K-12settings, there is a need to examine the technological pedagogical content knowledge (TPACK)levels of mathematics teachers because technology use in class may enhance students’engagement and motivation in learning mathematics. Hence, the purpose of this study was todevelop and validate a TPACK scale to be used in investigating mathematics teachers’knowledge levels in TPACK components, and investigate if mathematics teachers’ TPACK levelsdiffered in terms of gender, teaching experience and level of school. This study is based onsurvey research design. Data were collected from 202 mathematics teachers in the springsemester of 2016-2017 academic year. MANOVA was used for data analysis. As a result ofexploratory and confirmatory factor analysis, the TPACK instrument was developed as a validand reliable 39-item 5-point Likert scale consisting of six scales: 1. Technological Knowledge, 2.Pedagogical Knowledge, 3. Content Knowledge, 4. Technological Content Knowledge, 5.Pedagogical Content Knowledge and 6. TPACK. The results also revealed that there weresignificant differences between gender and technological knowledge domain in favor of maleteachers. However, it was found that teaching experience and level of school had no significanteffect on TPACK domains.
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Contemporary Educational Technology-Cover
  • Başlangıç: 2010
  • Yayıncı: Prof. Dr. Ali Şimşek
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