The Summary Journal 7

Associations among Teachers’ Attitudes towards Computer-Assisted Education and TPCK Competencies

Source: Informatics in Education, 2017, Vol. 16, No. 1, 1-23

By Meltem Huri BATURAY, Sahin GOKCEARSLAN, Semsettin SAHIN

The current study investigates the attitudes of teachers towards Computer-Assisted Education (CAE)  and their knowledge of technology, pedagogy, and content via TPACK model that assess the competences for developing and implementing successful teaching. In the study the participants’ attitudes and competencies were collected with use survey research designs as procedure in quantitative research in which the researcher administer a survey to a sample or to the entire population of people.  

There were 280 teachers from different subject who are working in a FATIH project pilot area at different K12 schools in Karaman, Turkey participated in the study. Convenient sampling technique was implemented for sampling procedure.

The results of the study indicate that teachers’ attitude towards CAE scores much higher than their TPACK scores. There is a low level positive correlation between their TPACK competencies and their attitudes towards CAE. Particularly, teachers’ competencies of Technology Knowledge (TK) and Technological Pedagogical Knowledge (TPK) have much higher relationship with their attitudes towards CAE when compared to other competencies. Attitude toward CAE is observed to differ by gender. As for TPACK competencies, TK and Technological Content Knowledge (TCK) differ by gender. The TPACK framework explains 20% of attitudes towards CAE. TK is the construct having the highest effect in explaining the attitude towards using CAE.   

The researchers may further investigate TPACK competencies and attitudinal changes of teachers during and after the project with repeated measure research design or as a longitudinal study. Besides there is a need for further research investing the associations between TPACK knowledge, teacher beliefs and attitudes at different contexts.