Mediated Effects of Technology Competencies and Experiences on Relations among Attitudes towards Technology Use, Technology Ownership, and Self Efficacy about Technological Pedagogical Content Knowledge

Autor/inn/en	Yerdelen-Damar, Sevda; Boz, Yezdan; Aydin-Günbatar, Sevgi
Titel	Mediated Effects of Technology Competencies and Experiences on Relations among Attitudes towards Technology Use, Technology Ownership, and Self Efficacy about Technological Pedagogical Content Knowledge
Quelle	In: Journal of Science Education and Technology, 26 (2017) 4, S.394-405 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-017-9687-z
Schlagwörter	Preservice Teachers; Student Attitudes; Technology Uses in Education; Educational Technology; Ownership; Technological Literacy; Experience; Self Efficacy; Pedagogical Content Knowledge; Correlation; Elementary School Teachers; Science Teachers; Foreign Countries; Models; Turkey + Suchen Sie Ihr Suchwort? Schülerverhalten; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Eigentum; Technisches Wissen; Erfahrung; Self-efficacy; Selbstwirksamkeit; Pädagogische Kompetenz; Korrelation; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Ausland; Analogiemodell; Türkei
Abstract	This study examined the relations of preservice science teachers' attitudes towards technology use, technology ownership, technology competencies, and experiences to their self-efficacy beliefs about technological pedagogical content knowledge (TPACK). The present study also investigated interrelations among preservice teachers' attitudes towards technology use, technology ownership, technology competencies, and experiences. The participants of study were 665 elementary preservice science teachers (467 females, 198 males) from 7 colleges in Turkey. The proposed model based on educational technology literature was tested using structural equation modeling. The model testing results revealed that preservice teachers' technology competencies and experiences mediated the relation of technology ownership to their TPACK self efficacy beliefs. The direct relation of their possession of technology to their TPACK self efficacy beliefs was insignificant while the indirect relation through their technology competencies and experiences was significant. The results also indicated there were significant direct effects of preservice teachers' attitudes towards technology use, technology competencies, and experiences on their TPACK self efficacy beliefs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01