Web Pedagogical Content Knowledge Research Articles

Examining the Web Pedagogical Content Knowledge of Faculty of Sports Sciences Students and Their Attitudes towards Distance Education

Examining the Web Pedagogical Content Knowledge of Faculty of Sports Sciences Students and Their Attitudes towards Distance Education

Perceived Self-Efficacy Levels of Prospective Teachers Regarding Some Factors in the Framework of Web Pedagogical Content Knowledge

The goal of this research is to investigate self-efficacy degrees of prospective teachers from different disciplines in terms of five sub-dimension of Web Pedagogical Content Knowledge (W-PACK) and whether different factors (gender, grade, or department) significantly affect prospective teachers’ perceived self-efficacy levels or not. The study employed the survey method, a quantitative non-experimental research technique. The students, who were in second, third, and fourth grades, successfully finished the two-period first-year information technology obligatory courses. The study's findings demonstrated that pre-service teachers were quite confident in their ability to use the web and understand its general, communication, content, pedagogical, and attitudinal elements. The findings also revealed that there were no statistically significant variations in the responses with respect to gender across all of the sub-scales. Moreover, the findings demonstrated that there were no appreciable variations in any of the sub-scales of the W-PACK regarding departments. With the exception of attitude toward web-based education, there were no statistically significant variations between participant grades in the five dimensions or the perceived self-efficacy degrees of prospective teachers across all the sub-dimensions. The results of this study, however, revealed that attitudes toward web-based instruction varied considerably across the junior and senior groups. In light of the findings, technology and web-based teaching methods should be coordinated with the existing teaching curricula to provide teacher candidates with the application of content-pedagogical-technology components in an integrated manner.

Web pedagogical content knowledge of early childhood education professionals

Early childhood education is the first step of education in which children have their initial experiences with school and learning. Thus, early childhood education (ECE) teachers are expected to be qualified in pedagogy and teaching to have permanent and effective learning among children. With the changing world, technology and the web are becoming an inevitable necessity for children in early childhood, especially during the pandemic in which the web has become the only way to continue teaching via distance education. Therefore, web pedagogical content knowledge of teachers and other professionals related to ECE who will directly or indirectly affect previous experiences with children gains importance to provide meaningful experiences. As a result, the current study aims to explore ECE teachers, pre-service teachers, and academicians' web pedagogical knowledge. To reach this aim, the researchers use case study, one of the qualitative research designs. An interview protocol was applied to participants, and their web pedagogical content knowledge was explored via semi-structured questions. Data analysis was made by NVivo software and two researchers. After the data analysis, it was found that participants generally are not familiar with the WPCK. Still, they use the web in their classroom such as to find new activities in their classroom. Also, most participants argue that the pandemic contributes them to develop their experiences while distance education. As a result, the findings were discussed with the related literature.

Investigation of the relationship among science teachers' perceptions of technology integration self-efficacy, attitudes towards distance learning and web pedagogical content knowledge during the pandemic

Investigation of the relationship among science teachers' perceptions of technology integration self-efficacy, attitudes towards distance learning and web pedagogical content knowledge during the pandemic

Investigation of the relationship among science teachers' perceptions of technology integration self-efficacy, attitudes towards distance learning and web pedagogical content knowledge during the pandemic

Investigation of the relationship among science teachers' perceptions of technology integration self-efficacy, attitudes towards distance learning and web pedagogical content knowledge during the pandemic

Web pedagogical content knowledge, attitude towards web-based instruction, usage of information searching-commitment strategies in web environment as predictors of lifelong learning tendency

Web pedagogical content knowledge, attitude towards web-based instruction, usage of information searching-commitment strategies in web environment as predictors of lifelong learning tendency

The effects of instructional design based web course on pre-service teachers’ competencies

<span>Web Pedagogical Content Knowledge (WPACK) is an important competence for pre-service teachers in the educational technology course. However, novice pre-service teachers require the preparation stage to integrate the Web into instruction. The purpose of the study was to develop and to investigate the new instructional model for pre-service teachers in integrating the Web. The Preparation, Isolation, Transformation, Action, Reflection, and Revision (PINTARR) and two other models were implemented in three physics education technology groups with seventy-four participants. The instrument test was constructed to assess the pre-service teachers’ competencies, namely Student analysis, Curriculum organization, Instructional strategy selection, Evaluation, Technological knowledge, and Physics knowledge. The result of MANOVA showed pre-service teachers in PINTARR group outperformed overall the pre-service teachers’ competencies rather than the Multimedia and Web Design Learning group. The results indicated that the Preparation and the Isolation stage were the most important for novice pre-service teachers in improving the competencies.</span>

An Investigation of Pre-Service English Teachers’ Self-Efficacy in Web Pedagogical Content Knowledge

The aim of this study is to identify pre-service English teachers’ self-efficacy in web pedagogical content knowledge. The Web Pedagogical Content Knowledge (WPCK) is valuable in comparison to other technology-based models (e.g. TPACK) as it offers a holistic approach by integrating content knowledge with web knowledge specifically rather than focusing on technology in general. The sample of this study consists of 110 pre-service English teachers studying at two state universities in Istanbul and Sakarya, Turkey in the academic year of 2018-2019. The data was collected through “The Scale of Web Pedagogical Content Knowledge” developed by Lee, Tsai and Chang (2008) and adapted into Turkish by Horzum (2011). The data was analyzed through SPSS and the variables university, grade, gender, daily amount of time spent on the internet and social media were considered in addition to identifying participants’ competence levels. The findings demonstrate that the participants have a high level (‘I totally agree’) of self-efficacy in the five sub-dimensions of WPCK. Out of the variables, only grade is observed to have a significant effect while university, gender, daily amount of time spent on the internet and daily amount of time spent on social networks are observed to have a no significant effect on self-efficacy levels. The analysis offers insights into pre-service teachers’ competence and self-efficacy in the use of web for pedagogy, content knowledge, pedagogical knowledge and the integration of them. The findings of this study are expected to contribute to pre-service teacher training and the successful integration of the web into content knowledge for pedagogic purposes.

Pre-service teachers’ web pedagogical content knowledge and online information searching strategies

<span lang="IN">T</span><span>his study aimed to investigate the relationship between pre-service teachers’ web pedagogical content knowledge and online information searching strategies. In accordance with the aim, the correlational comparative survey method is used. The participants of the study are 220 university students from a faculty of education of a state university. The data of the study is gathered by Turkish versions of “Teachers’ Self-Efficacy toward the Web Pedagogical Content Knowledge Scale” and “Online Information Searching Strategy Inventory”. Canonical correlation analysis is used to determine the relationship between these two scales. As a result of the study, 17.3% common variance is determined between web pedagogical content knowledge and online information searching strategies.</span>

Teachers’ Technology Acceptance and Usage Situations and the Evaluation of Web Pedagogic Content Knowledge in Terms of Different Variations and the Determination of the Relationship between These

The goal of this study is to analyze the situations of teachers’ technology acceptance and usage (TAU) and web pedagogy content knowledge (WPACK) in terms of different variations and to determine of the relationship between these two. The study group of this research consists of 96 teachers in total having different variations such as different branches, different professional seniorities, different ages and different educational levels they work in. Data collection tools comprising of 3 open-ended questions which are developed and structured by researchers and two different scales measuring technology acceptance and usage and web pedagogical content knowledge are utilized in this study. The scales and structured forms are applied through random sampling with screening model. In the results of the research, teachers’ technology acceptance and usage situations, web pedagogical content knowledge situations and their sexes and web 2.0 technologies usage situations don’t differ in terms of the dimensions and the entirety of the scales. The following are established according to the results; there are differences among teachers’ TAU situations, there aren’t any differences among their WPACK in terms of their branches; there aren’t any differences among their TAU situations and there are differences among their WPACK situations in terms of their ages; TAU and WPACK situations are not reasonable statistically in terms of their professional seniorities and educational levels they work in. Furthermore, it is also determined that web applications usage durations are not reasonable in terms of their TAU situations but they are reasonable in terms of WPACK. The answers which teachers provided towards open-ended questions are established to be categorized as education, technology, interaction, visuality, source and development. Additionally, it is settled that there is a low correlation between TAU and WPACK situations but it is possible to form a model between them. From the point of view of the findings of this study, it is suggested that knowledge and information regarding technology integration is provided experimentally to teachers in in-service seminars.

Determination of Self Efficacy Perception Levels of Teachers' Attending an Online Course toward Web Pedagogical Content Knowledge

The effects of technological developments occurred new requirements in educational area. Today's teachers should know the content knowledge they teach, have pedagogical knowledge about teaching and learning methods and besides should use the technological tools effectively. Depending on these, new concepts such as Technological Pedagogical Content Knowledge, Web Pedagogical Content Knowledge occurred. With this study it was aimed to determine self-efficacy perception levels of 250 teachers attending an online chemistry course preparing teachers for an examination to be a teacher in the public schools named as KPSS (Public Personnel Examination), toward web pedagogical content knowledge. Web Pedagogical Content Knowledge Scale developed by Lee, Tsai and Chang [1] and adapted to Turkish by Horzum [2] was used as data collection tool.

Preservice Teachers’ Level of Web Pedagogical Content Knowledge

Technological Pedagogical Content Knowledge, one of the frameworks proposed in order to popularize the use of technology in a classroom environment, has been customized and has taken the form of Web Pedagogical Content Knowledge. The Relational Screening Model was used in this study. It aims to determine whether a profile of preservice teachers based on their “individual innovativeness” can be used as a significant predictor in also categorizing them according to their knowledge of web technology, pedagogy, and content. A total of 170 preservice teachers studying at various departments of the Faculty of Education at a public university in Ankara, Turkey participated in the study. This study, in which Discriminant Analysis was used to determine whether this predictor is significant or not, found that teachers in the Early Majority category had high scores in terms of pedagogical web content and general web knowledge, and that “individual innovativeness” was effective in predicting the general web and communicative web categories to which they belonged. Certain conclusion can be made regarding Web Pedagogical Content Knowledge and future studies on this subject, based on results of the study.

An Analysis of Social Studies Teachers’ Perception Levels Regarding Web Pedagogical Content Knowledge

<p class="apa">Web pedagogical content knowledge generally takes pedagogical knowledge, content knowledge, and Web knowledge as basis. It is a structure emerging through the interaction of these three components. Content knowledge refers to knowledge of subjects to be taught. Pedagogical knowledge involves knowledge of process, implementation, learning methods, and teaching methods. Web knowledge is about general Web competencies such as the use of tools related to the Web, Web-based communication, and Web-based interaction. The purpose of this study is to analyze social studies teachers’ perception levels regarding Web pedagogical content knowledge. The population of the study covers social studies teachers in Turkey while the sample of the study covers 601 social studies teachers who were randomly selected from 75 cities of Turkey in 2015. Data collection tool employed in this study is Web Pedagogical Content Knowledge Scale composed of 30 items and five factors, developed by Lee, Tsai, and Chang (2008), and adapted to the Turkish language by Horzum (2011). Data analysis of the study was conducted via IBM SPSS Statistic 23 package. The findings were analyzed based on arithmetic mean, standard deviation, Mann-Whitney U test, and Kruskal-Wallis test. The significance of the data was evaluated at a significance level of 0.05. The results indicate that social studies teachers’ perceptions regarding Web pedagogical content knowledge are high. The results also show that they consider themselves competent in this matter, and their perceptions regarding Web pedagogical content knowledge significantly vary by gender, the Department of graduation, and experience of using computers whereas they do not significantly differ by educational background and status of having a computer.</p>

Pre-service teachers' self-efficacy perceptions on Web Pedagogical Content Knowledge

21st century classrooms call for teachers to integrate technology into their instructional practices. This requires the ability and willingness to combine technological, pedagogical and content knowledge. The main purpose of this study is to investigate English as a Foreign Language (EFL) pre-service teachers' perceptions of their self-efficacy regarding Web Pedagogical Content Knowledge (W-PCK) and attitudes towards web-based instruction. Turkish adapted version of W-PCK scale (Horzum, 2011) originally developed by Lee and Tsai (2010) was used as the data collection instrument. The survey was administered to 120 EFL pre-service teachers studying at a Turkish state university. The results showed that pre-service EFL teachers attained high scores on the Web-general knowledge and Web Pedagogical Knowledge subscales while lower scores were measured in Web Communicative and Web Pedagogical Content Knowledge sub-scales. The participants' level of general self-efficacy regarding W-PCK was positively correlated with their attitudes towards Web-based instruction. No significant gender or year level differences were observed.

The Investigation of Self-efficacy of Pre-service Science Teachers and Pre-service Physics Teachers towards Web Pedagogical Content Knowledge Regarding Internet Use Habits

The purpose of this study was to investigate the self-efficacy of pre-service science and pre-service physics teacher towards web pedagogical content knowledge. In addition, it was also explored the relationship among internet and technology use habits of those pre-service teachers and their self-efficacy level towards web pedagogical content knowledge. The participants in this study were 75 pre-service science teachers and 75 pre-service physics teachers studying at Dicle University, Diyarbakir, were involved to the study as convenient sample. The data collection tool was “Web Pedagogical Content Knowledge Survey”, a thirty items scale, developed by Lee, Tsai and Chang (2008). The instrument was translated and adapted into Turkish by Horzum (2011). The participants’ self-efficacy towards web pedagogical content knowledge was examined by the five dimensions of the scale which are (1) Web-general, (2) Web-communicative, (3) Web-Content Knowledge, (4) Web-Pedagogical-Content Knowledge and (5) Attitude toward web-based instruction. The results of the study revealed that web pedagogical content knowledge of pre-service science and physics teachers differed according to their internet use habits.

PRESERVICE MATHEMATICS TEACHERS' VIEWS ON DISTANCE EDUCATION AND THEIR WEB PEDAGOGICAL CONTENT KNOWLEDGE

This research aims to investigate primary preservice mathematics teachers’ views on distance education and web pedagogical content knowledge in terms of the subscales of general web, communicative web, pedagogical web, web pedagogical content and attitude towards web based instruction. The research was conducted with 46 senior students in the department of Primary Mathematics Education in Istanbul. Web Pedagogical Content Knowledge scale developed by Lee, Tsai and Chang (2008) and adapted into Turkish by Horzum (2011) was used as the data collection tool. Values of frequency and percentage and Kruskal Wallis test were used in the analysis of the data. Whether preservice teachers’ perceptions towards adequacy levels for web pedagogical content knowledge differ or not was discussed in terms of their views on distance education and their habits of using the Internet and e-mail.

A Model For Beliefs, Tool Acceptance Levels And Web Pedagogical Content Knowledge Of Science And Technology Preservice Teachers Towards Web Based Instruction

One of the applications applied most nowadays is web based instruction (WBI). Although there are many studies on WBI, no study which researched the relations between beliefs for WBI, WBI tools acceptance levels and web pedagogical content knowledge (WPCK) of science and technology pre-service teachers was found among these studies. The aim of this study is to examine this relation. In accordance with this aim, the study group of the study consisted of 363 pre-service teachers. The data collected from pre-service teachers under the research were collected with scales of belief, tools acceptance and WPCK towards WBI. 3 scales were used for the data collection in the research. The data were analyzed with structural equation modeling in the research. As a result of the research, behavioral and contextual beliefs in WBI beliefs were medium level. Perceived usefulness, ease of use, perceived attitude and intention positively affect WBI tools acceptance levels of pre-service teachers. When the relation between beliefs, tools acceptance levels and web pedagogical content knowledge of science and technology education pre-service teachers towards WBI is analyzed, it is seen that beliefs towards WBI affect acceptance levels of WBI tools and WBI tools acceptance levels affect web pedagogical content knowledge.

Self-Efficacy Perception Levels of Prospective Teachers' Enrolled at Pedagogical Formation Course toward Web Pedagogical Content Knowledge

Self-Efficacy Perception Levels of Prospective Teachers' Enrolled at Pedagogical Formation Course toward Web Pedagogical Content Knowledge