Original article | Base for Electronic Educational Sciences 2024, Vol. 5(2) 97-118
Aygen Koç Koca
pp. 97 - 118 | Manu. Number: MANU-2406-08-0003
Published online: September 30, 2024 | Number of Views: 30 | Number of Download: 13
Abstract
In this study, the areas that pre-service mathematics teachers associate with their use of information technology and their Technological Pedagogical Content Knowledge (TPACK) were examined. In this qualitative study, data were collected from 98 pre-service mathematics teachers using the Online Photovoice (OPV) method. In the analysis of the data, Online Interpretative Phenomenological Analysis (OIPA) was used to examine pre-service teachers' information technology uses and TPACK separately with a holistic approach. Information technology usage and demographic characteristics of the participants were examined in line with the data obtained through OPV. As a result of the analysis, it was found that the participants were able to use computers at an intermediate level, very few of them were able to receive expert support. They used technology frequently and used social networking sites the most. The data obtained for TPACK were analyzed in three stages by the researcher and a mathematics education specialist. As a result of the analysis, 13 different main themes emerged. It was determined that mathematics teachers mostly expressed TPACK with main themes such as life, knowledge increase, concretization, and education. On the other hand, it was determined that the participants associated TPACK mostly with the microsystem elements of the ecological systems theory and the effect of this association decreased as the system expanded.
Keywords: Pre-service mathematics teachers, Online Photovoice (OPV), Technological Pedagogical Content Knowledge (TPACK), Information technologies.
How to Cite this Article? |
---|
APA 6th edition Harvard Chicago 16th edition |
References |
---|
Akgün, A. İ. (2020). COVID-19 sürecinde acil durum uzaktan eğitimi yoluyla verilen muhasebe eğitimine yönelik öğrenci görüşleri. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 6(4), 208-236. Ardıç, M. A. (2021). Matematik öğretmenlerinin teknolojiye yönelik tutumları ile teknolojik pedagojik alan bilgisi özgüvenlerinin ilişkisi. Ulusal Eğitim Akademisi Dergisi, 5(2), 239-251. Armiya’u, A. Y., Yildirim, M., Muhammad, A., Tanhan, A., & Young, J. S. (2022). Mental health facilitators and barriers during covid-19 in Nigeria. Journal of Asian and African Studies. https://doi.org/10.1177/00219096221111354 Avci, E., & Coskuntuncel, O. (2019). Middle School Teachers' Opinions about Using VUstat and TinkerPlots in the Data Processing in Middle School Mathematics= Ortaokul matematik ögretmenlerinin VUstat ve TinkerPlots yazilimlarinin veri isleme ögrenme alaninda kullanilabilirligi ile ilgili görüsleri. Pegem Journal of Education and Instruction, 9(1), 1-36. Bacon, E. D., & Bounty, T. (2020). Utilizing peer feedback by synthesizing a peer-assisted learning center with an English course to develop English grammar and academic writing skills. Rangsit Journal of Educational Studies, 7(1), 34-45. Barrocas, R., Bahnmueller, J., Roesch, S., Lachmair, M., & Moeller, K. (2023). Design and empirical evaluation of a multitouch interaction game-like app for fostering early embodied math learning. International Journal of Human-Computer Studies, 175, 103030. Başaran, M., Ülger, I. G., Demirtaş, M., Elif, K. A. R. A., Geyik, C., & Vural, Ö. F. (2021). Uzaktan eğitim sürecinde öğretmenlerin teknoloji kullanım durumlarının incelenmesi. OPUS International Journal of Society Researches, 17(37), 4619-4645. Bayyiğit Teker, Ş. (2019). Öğretmenlerin teknolojik pedagojik alan bilgisi (TPAB) yeterlilikleri ile eğitim bilişim ağı (EBA) kullanımına yönelik tutumları arasındaki ilişki (Master's thesis, Fen Bilimleri Enstitüsü). Brunsden, V., & Goatcher, J. (2007). Reconfiguring photovoice for psychological research. The Irish Journal of Psychology, 28(1-2), 43-52. Crompton, H. (2015). Pre-service teachers’ developing technological pedagogical content knowledge (TPACK) and beliefs on the use of technology in the K-12 mathematics classroom: A review of the literature. Technological pedagogical content knowledge: Exploring, developing, and assessing TPCK, 239-250. Çelik Kaya, B. (2023). Pre-service Mathematics Teachers’ Views and Experiences In Designing STEM Lessons (Master's thesis, Middle East Technical University). Doyumğaç, İ., Tanhan, A., & Kıymaz, M. S., (2021). Understanding the most important facilitators and barriers for online education during COVID-19 through online photovoice methodology. International Journal of Higher Education, 10(1), 166-190. https://doi.org/10.5430/ijhe.v10n1p166 Eslek, D. ve Yılmaz Irmak, T. (2018). Ekolojik sistemler kuramı çerçevesinde göçmen çocuklar ve oyunları üzerine bir derleme. Dokuz Eylül Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 20(3), 347-362. Farina, A., Wheeler, D. S., & Mehta, S. (1991). The Impact of an unpleasant and demeaning social interaction. Journal of Social and Clinical Psychology, 10(4). https://doi.org/10.1521/jscp.1991.10.4.351 Genc, E., Tanhan, A., & Kose, O. (2023). Exploring the facilitators and barriers to maintaining intimate relationships during covid-19 through online photovoice methodology. Journal of Family Issues, 44(1), 2870-2889. http://dx.doi.org/10.1177/0192513X221113855 Golezani, A. B., & Gülcü, A. (2021). Dinamik Matematik Öğrenme Nesnelerinin Türkiye ve İran Lise Öğrencilerinin Akademik Başarılarına, Tutumlarına ve Derse Katılımlarına Etkisi (Nicel Bir Çalışma). Electronic Turkish Studies, 16(2). Graham, C. R., Borup, J., & Smith, N. B. (2012). Using TPACK as a framework to understand teacher candidates' technology integration decisions. Journal of Computer Assisted Learning, 28(6), 530-546. Grudin, J., & Jacques, R. (2019, May). Chatbots, humbots, and the quest for artificial general intelligence. In Proceedings of the 2019 CHI conference on human factors in computing systems (pp. 1-11). Günüç, S., Odabaşı, H., & Kuzu, A. (2013). 21. yüzyıl öğrenci özelliklerinin öğretmen adayları tarafından tanımlanması: bir twitter uygulaması/the defining characterıstıcs of students of the 21st century by student teachers: a twitter activity. Eğitimde Kuram ve Uygulama, 9(4), 436-455. Hannafin, R. D., Burruss, J. D., & Little, C. (2001). Learning with dynamic geometry programs: Perspectives of teachers and learners. The Journal of Educational Research, 94(3), 132-144. Ivy, J. T. (2011). Secondary Mathematics' Teachers Perceptions of Their Integration of Instructional Technologies. Kara, S. (2011). İlköğretim okullarında görev yapan öğretmenlerin bilgi ve iletişim teknolojileri yeterliliklerinin belirlenmesi, İstanbul örneği(Yayımlanmamış yüksek lisans tezi). Bahçeşehir Üniversitesi, İstanbul. Karim, S., & Zoker, E. M. (2023). Technology in Mathematics Teaching and Learning: An Impact Evaluation in Selected Senior Schools in Masingbi Town. Assyfa Learning Journal, 1(2), 60-72. Keengwe, J. (2007). Faculty integration of technology into instruction and students’ perceptions of computer technology to improve student learning. Journal of Information Technology Education: Research, 6(1), 169-180. Keengwe, J., & Onchwari, G. (2011). Fostering meaningful student learning through constructivist pedagogy and technology integration. International Journal of Information and Communication Technology Education (IJICTE), 7(4), 1-10. Kırmızıgül, H. G. (2020). COVID-19 salgini ve beraberinde getirdiği eğitim süreci. Avrasya Sosyal ve Ekonomi Araştırmaları Dergisi, 7(5), 283-289. Kizilay, I. (2022). Farklı bağlanma stillerine sahip bireylerin ilişki deneyimlerinin online yorumlayıcı fenomenolojik analiz (OYFA) ile incelenmesi [Investigation of relationship experiences of individuals with different attachment styles by Online Interpretative Phenomenological Analysis (OIPA)][Master’s thesis, Üsküdar University. Turkey higher education institution, Publication No. 752898 https://tez.yok.gov.tr/UlusalTezMerkezi/tezSorguSonucYeni.jsp Koç Koca, A. (2023). Understanding mathematics perception through drawing: An Online Interpretative Phenomenological Analysis (OIPA) study. International Journal of Education and Literacy Studies, 11(4), 297-308. http://dx.doi.org/10.7575/aiac.ijels.v.11n.4p.297 Korucu, A. Ve Karalar, H. (2017). Sınıf öğretmenliği öğretim elemanlarının Web 2.0 araçlarına yönelik görüşleri. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 7 (2), 456- 474. DOI: 10.24315/trkefd.304255 Marbán, J. M., & Sintema, E. J. (2021). Pre-service teachers’ TPACK and attitudes toward integration of ICT in mathematics teaching. International Journal for Technology in Mathematics Education, 28(1), 37-46. Namlu, A. G. (1999). Bilgisayar destekli işbirliğine dayalı öğrenme. TC Anadolu Üniversitesi Sosyal Bilimler Enstitüsü. Niess, M. L. (2012). Re-thinking pre-service mathematics teachers preparation: Developing Technological, Pedagogical, and Content Knowledge (TPACK). In Developing technology-rich teacher education programs: Key issues (pp. 316-336). IGI Global. Ozkan, N., & Tanhan, A. (2023). Kadınların cinselliğe bakışının online seslifoto ile İncelenmesi [Women's perspectives of sexuality through Online Photovoice (OPV)]. Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi. 24(2), 194-229. https://doi.org/10.17494/ogusbd.1110733 Öğülmüş, K., Acikgoz, M. H., & Tanhan, A. (2021). Evaluation of teacher candidates’ perceptions about specific learning difficulties through Online Photovoice (OPV) methodology. International Journal of Education and Literacy Studies, 9(2), 161-169. http://dx.doi.org/10.7575/aiac.ijels.v.9n.2p.161 Palibroda, B., Krieg, B., Murdock, L., & Havelock, J. (2009). A practical guide to photovoice: Sharing pictures, telling stories and changing communities. Winnepeg, Manitoba: Prairie Women’s Health Centre of Excellence (PWHCE). Patton, M. Q. (1997). How to use qualitative methods in evaluation. Sage. Shao, W., Chen, X., Zheng, C., Liu, H., Wang, G., Zhang, B., ... & Zhang, W. (2022). Effectiveness of COVID-19 vaccines against SARS-CoV-2 variants of concern in real-world: a literature review and meta-analysis. Emerging Microbes & Infections, 11(1), 2383-2392. Subasi, Y. (2023). Öğretmenlerin Covid-19 sonrası okula dönüş sürecini Online Seslifoto (OSF) yöntemiyle anlamak [Understanding teachers' return to school process after Covid-19 through Online Photovoice (OPV) method]. Özel Sayı [Special Issue], 432-451. EKEV Akademi Dergisi, https://doi.org/10.17753/sosekev.1344624 Subasi, Y., Adalar, H., Tanhan, A., Arslan, G., Allen, K. A., Boyle, C., Collet, K. & Lauchlan, F. (2023). Investigating students’ experience of online/distance education with photovoice during COVID-19. Distance Education, 44(3), 563-587. https://doi.org/10.1080/01587919.2023.2227140 Sullivan, M., Kelly, A., & McLaughlan, P. (2023). ChatGPT in higher education: Considerations for academic integrity and student learning. Tanhan, A. (2020). Utilizing Online Photovoice (OPV) methodology to address biopsychosocial spiritual economic issues and wellbeing during COVID-19: Adapting OPV to Turkish. Turkish Studies, 15(4), 1029-1086. https://doi.org/10.7827/TurkishStudies.44451 Tanhan, A., Arslan, G., Yavuz, K. F., Young, J. S., Çiçek, İ., Akkurt, M. N., Ulus, İ. Ç., Görünmek, E. T., Demir, R., Kürker, F., Çelik, C., Akça, M. Ş., Ünverdi, B., Ertürk, H., & Allen, K. (2021). A constructive understanding of mental health facilitators and barriers through Online Photovoice (OPV) during COVID-19. ESAM Ekonomik ve Sosyal Araştırmalar Dergisi, 2(2), 214-249. https://dergipark.org.tr/en/pub/esamdergisi/issue/64932/956618 Tanhan, A., & Strack, R. W. (2020). Online photovoice to explore and advocate for Muslim biopsychosocial spiritual wellbeing and issues: Ecological systems theory and ally development. Current Psychology, 39(6), 2010-2025. https://doi.org/10.1007/s12144-020-00692-6 Tümkaya, S., Kuşdemir Kayiran, B., Tanhan, A., & Arslan, Ü. (2021). Using Online Photovoice (OPV) to understand youths’ perceptions of distance education during COVID-19. International Journal of Education and Literacy Studies, 9(4), 45-60. http://dx.doi.org/10.7575/aiac.ijels.v.9n.4p.45 Ulus, S. O., & Aşiroğlu, S. (2022). Matematik öğretmenlerinin teknolojik pedagojik alan bilgileri ile uzaktan eğitime yönelik tutumları arasındaki ilişkiler. Harran Maarif Dergisi, 7(2), 203-223. Viberg, O., Grönlund, Å., & Andersson, A. (2023). Integrating digital technology in mathematics education: a Swedish case study. Interactive Learning Environments, 31(1), 232-243. Wright, B., & Akgunduz, D. (2018). The relationship between technological pedagogical content knowledge (TPACK) self-efficacy belief levels and the usage of web 2.0 applications of pre-service science teachers. World Journal on Educational Technology: Current Issues, 10(1), 52-69. Yıldırım, A. ve Şimşek, H. (2013). Sosyal Bilimlerde Nital Araştırma Yöntemleri. Seçkin Yayınevi. Yiğit Gençten, V., & Aydemir, F. (2023). Technology-Assisted Interactive Reading Activities in Early Childhood Education. International Journal of Education Technology and Scientific Researches, 8(24), 2390–2416. Yiğit Gençten, V., Aydemir, F., & Gültekin, M. (2022). Nature-Based Learning and Digital Competencies in Early Years Education. Nevsehir Haci Bektas Veli Universitesi SBE Dergisi, 12(4), 2160–2176. Zamora, J. (2017, October). I'm sorry, dave, i'm afraid i can't do that: Chatbot perception and expectations. In Proceedings of the 5th international conference on human agent interaction (pp. 253-260). |