Abstract
Distance education has become an important opportunity for teachers who do not use technology or use it little in learning environments to use ICT tools such as graphic tablets, interactive content and dynamic geometry software by requiring them to perform their courses with technological tools. In this regard, the present study aims to examine the technology acceptance and TPACK competencies of mathematics teachers in the distance education process that has been put into practice due to the impact of the pandemic on a global scale. In the study, exploratory correlational and causal-comparative research models were used. The sample of the study consists of 223 teachers selected from the mathematics teachers who perform mathematics education practices through distance education with criterion sampling, one of the purposive sampling methods. The personal information form, Technology Acceptance Scale for Teachers and TPACK Scale were used as data collection tools. In order to examine whether the technology acceptance scores and TPACK levels differed according to various variables, the independent t-test and the analysis of variance (one-way ANOVA) were applied.
Highlights
Along with the pandemic called Covid-19, the education and instruction system has been affected, as have many sectors around the world
It can be said that mathematics teachers have high levels of technology acceptance and technological pedagogical content knowledge
According to the results obtained from the study, when the T-TAS scores of mathematics teachers were examined, it was determined that the technology acceptance levels were high, and when the TPACK competency scores were examined, the TPACK competency levels were determined to be high
Summary
Along with the pandemic called Covid-19, the education and instruction system has been affected, as have many sectors around the world. As a result of the search for measures to minimize the negative effects of the pandemic, emergency distance education has been put into practice in many countries and education activities have been continued. Distance education, which existed before, has become an essential part of education at all levels after the pandemic. Students and teachers who have not had any distance education experience before have found themselves as parts of distance education. Distance learning is defined as the development of a student's knowledge or behavior during times when a student and a teacher cannot share the same environment due to situations limited by time or distance (King, Young, Driver-Richmond and Schrader, 2001). Distance education is a system in which
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