Abstract
Pre-Service Teachers’ Perceptions of ICT and TPACK Competencies
Highlights
The competencies needed for information and communication technologies (ICT) integration in the teaching-learning process are related to the use of technology, pedagogical attitudes, and content planning
Academics, who take a role in teacher education, should use technology effectively in their lessons, and pre-service teachers (PSTs) should experience the educational uses of technology through their education (Başal, 2015)
3 Results ICT integration competence levels of PSTs in terms of ICT and technological pedagogical content knowledge (TPACK) competencies have been examined by gender, grade, having one’s own computer for educational purposes, and one’s perceived ability to use technology
Summary
The competencies needed for information and communication technologies (ICT) integration in the teaching-learning process are related to the use of technology, pedagogical attitudes, and content planning. These qualifications are all interrelated and should not be seen separately (Becuwe et al, 2017). Research carried out within the last decade indicates that teachers should aim for effective use of their ICT knowledge and skills in teaching-learning processes (Angeli & Valanides, 2009), and teachers should have the necessary ICT competencies to demonstrate the transformative effect of ICT in education (Göktaş, Yıldırım, & Yıldırım, 2009). ICT integration competencies of pre-service teachers (PSTs) were examined in terms of a range of variables and evaluated within the scope of teacher education
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