Abstract
Although digital technologies signify innovation and prestige, adopting such technology in teaching praxis requires deeper understanding and examination of technology integration with different variables. This study examines the relationship between pre-service teachers' material development competency as a proficiency in which technology is heavily integrated into teaching activities and their techno-pedagogical competency. The survey method used in this study had 202 pre -service teachers enrolled in an instructional technologies and material design course delivered in a Turkish state university.Application-based educational technology and material development competency scale and techno-pedagogical competency scale were employed. The results showed a positive relationship between both the scales. Increase in proficiency in the techno-pedagogical competency showed an increase in the pre -service teachers' proficiency in technology enhanced materialdevelopment skills. Based on these findings, issues in developing pre -service teachers' technology enhanced material development skills within the context of their techno-pedagogical competency are discussed. Keywords: Techno-pedagogical knowledge, material development, application -based educational technology and materialdevelopment competency, techno-pedagogical education competency, capacity building.
Highlights
In regard to technology integration models, it is usually criticised that ‘techno-centric’ approaches are taken and this brings about problems in getting effective results for educational situations (Papper, 1990). Yurdakul (2011) states that technology focused models deal with teachers’ gaining knowledge and skills on how to use technologies, whereas pedagogy focused models concern with the teachers’ connecting their pedagogical knowledge to their technological knowledge in the teaching process
It could be assumed that the issues raised by Koehler and Mishra (2008) are embodied most in the application-based educational technology and material development (AETMD) competencies of the teachers, because of the fact that possessing a sufficient level of instructional technology competency could be considered as the first essential requirements to enable teachers to successfully integrate technology in their class
As technological pedagogical content knowledge (TPACK) is an emerging model, this study contributes to its scientific foundations and enables researchers and practitioners to have a better understanding of the variables related to instructional technology and material development situations
Summary
In regard to technology integration models, it is usually criticised that ‘techno-centric’ approaches are taken and this brings about problems in getting effective results for educational situations (Papper, 1990). Yurdakul (2011) states that technology focused models deal with teachers’ gaining knowledge and skills on how to use technologies, whereas pedagogy focused models concern with the teachers’ connecting their pedagogical knowledge to their technological knowledge in the teaching process. The technological pedagogical domain of the TPACK model concerns the influence of certain technologies on teaching and learning practices On this point, instructional technologies refer to the complicated and integrated educational process in which people, methods, ideas, tools and organisations involve in order to analyse and regulate learning situations in which instructional aims and scope are already set up according to Ergin (1995) and material development is the core and concrete stage of instructional technologies, which is highly connected to techno pedagogical content knowledge. As TPACK is an emerging model, this study contributes to its scientific foundations and enables researchers and practitioners to have a better understanding of the variables related to instructional technology and material development situations
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