TPACK, Journal Summary 7

Associations Among Teachers Attitudes Towards Computer-Assisted Education (CAE) and TPACK Competencies

Meltem Huri Baturay, Sahin (2017)

These day, the use of technology especially computer and internet in educational scope has become common phenomena. The implementation of technology in education has had a great impact on one country’s development (Hemnhill, 2013). In lining, all teachers are expected to meet the standards developed and described by the International Society for Technology in Education (ISTE) which purposed to improve students’ learning, enrich professional practice, and provide positive models for students, colleagues, and the communities. When these standards are examined under technological, pedagogical, and content knowledge framework, the teachers are expected able to facilitate and inspire students learning and creativity by using their knowledge of subject, teaching and learning, and technology. Even though all teachers generally motivated to use ICT in education, they seem to prefer learning this for their individual use only (Simoyrannis and Komir, 2007). Teachers’ negative beliefs and attitudes about the relevance of technology to students learning and limited knowledge are the strongest obstacles for technology adoption. This suggest teachers’ attitudes and perceptions should also be measured alongside their competencies.

Holland and Piper (2014) identified beliefs and attitudes as important constructs beside others including the motivation construct in self-determination theory. In addition, Ajzen (1991;2005) stated that beliefs influenced simultaneously attitudes. Subjective norms and perceived behavioral controls, while attitudes, subjective norms and perceived behavioral controls influence simultaneously intention to behave, which ultimately influence behavior. The recent study, TPACK competencies of teachers specifically those working in FATIH project pilot area, and their attitudes towards Computer-Assisted Education (CAE) competencies may have an association with their attitudes towards CAE. FATIH project was fundamentally targeted towards the use of communication technologies in education which purposed to.

To get the result, the authors implemented quantitative research which conducted 280 teachers from different subject. Working in a FATIH area project pilot area as different k12 school in Karaman Turkey and were teaching at 9,10,11, and 12 grades. Based on the data can be concluded that the teachers’ attitudes toward CAE scores are much higher than their TPACK scores. Also indicated that there is low level positive relationship between their TPACK competencies and their attitudes towards CAE.