Abstract
The Technological Pedagogical Content Knowledge (TPACK) framework provides a theoretical perspective of showing whether a teacher can effectively design and conduct technology-enhanced instruction. In addition, social cognitive variables like self-efficacy, outcome expectations, interest and intentions play a vital role in whether teachers choose to integrate technology into their instructional practices. Therefore, this study aimed to investigate the relationships between TPACK dimensions and these social cognitive variables to understand teachers’ behaviors in technology integration. For this purpose, a hypothetical model was designed and tested through structural equation modeling to investigate the relationships among these variables. The research sample consisted of 850 teachers from Turkey. The study findings demonstrate that especially teachers' technological knowledge (TK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), and TPACK-core (different interactions of CK and PK with TK) together with their self-efficacy, outcome expectations, and interest have impacts on their intentions to use educational technologies. In this context, teachers with a high level of technological pedagogical content knowledge are more interested in educational technologies, their expectations regarding the outcomes of using instructional technologies increase and they develop behavioral intentions of using educational technologies; as a result, they see/evaluate themselves as more qualified in technology integration. Consequently, the study results are expected to contribute to a better understanding of teachers' behaviors and beliefs toward technology integration in education.
Highlights
Teacher qualifications, competencies, and experiences play an important role in the planning and implementation of educational activities in classrooms (Demir & Bozkurt, 2011), and the way teachers use technology has the potential to innovate in education (Carr, Participatory Educational Research (PER), 9 (2);398-415, 1 March 2022Jonassen, Litzinger, & Marra, 1998; Karatas, Tunc, Yilmaz, & Karaci, 2017; Koehler & Mishra, 2005)
Teachers with a high level of technological pedagogical content knowledge are more interested in educational technologies, their expectations regarding the outcomes of using instructional technologies increase and they develop behavioral intentions of using educational technologies; as a result, they see/evaluate themselves as more qualified in technology integration
The path between technology integration self-efficacy (TISE) and intentions to use educational technologies (IUET) was non-significant (p>0.05). These findings suggest that pedagogical knowledge (PK), content knowledge (CK), and pedagogical content knowledge (PCK) have no effect on TISE, instructional technology outcome expectations (ITOE), and IUET
Summary
Litzinger, & Marra, 1998; Karatas, Tunc, Yilmaz, & Karaci, 2017; Koehler & Mishra, 2005). In this regard, many studies demonstrate the importance of teachers’ technology adoption (Raygan, & Moradkhani, 2020). Koehler and Mishra (2005) integrated technological knowledge into Shulman’s (1986, 1987) pedagogical content knowledge (PCK) and conceptualized the framework of technological pedagogical content knowledge (TPACK). As with Shulman’s (1986, 1987) theory of pedagogical content knowledge (PCK), the TPACK framework expresses content knowledge (CK) and pedagogical knowledge (PK) as primary areas of teacher knowledge.
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