Öğretmenlerin Teknolojik Pedagojik Alan Bilgisi ve Eğitim Bilişim Ağı’nı (EBA) Kullanma Öz-Yeterlikleri

Abstract

This study attempted to explore teachers’ self-efficacy perceptions of Education Informatics Network (EIN) use and identify whether their self-efficacy perception of Technological Pedagogical Content Knowledge (TPACK) was a predictor of their self-efficacy perceptions levels of Education Informatics Network use. This study also sought to whether teachers’ TPACK self-efficacy perception levels and self-efficacy perceptions of the EIN use differ according to age, professional experience, school type, level of computer use, and in-service training for EIN use. This study was conducted with 228 teachers from different departments, who worked in high schools in Hatay/ Antakya during the 2016-2017 education year. The correlational survey model was employed in the study, and the TPACK self-efficacy and the EIN self-efficacy scales were implemented as data collection tools. The collected data was analyzed on SPSS statistical program using descriptive statistics, independent t-test, ANOVA and simple regression analysis. According to the results of the study, teachers' TPACK self-efficacy perceptions differed statistically according to age, occupational experience, and the level of use of the computer, while using EIN self-efficacy perceptions do not differ statistically. However, teachers’ self-efficacy perceptions levels EIN use showed a significant difference in terms of the school type and in-service training for EIN use. A striking result of the study was that the TPACK self-efficacy perception levels of the teachers did not predict their self-efficacy perception levels of the EIN use.