How Special are Teachers of Specialized Schools? Assessing Self-Confidence Levels in the Technology Domain

Zehra Çatma; M. Sencer Corlu

doi:10.12973/eurasia.2016.1245a

Full Text (PDF)

Zehra Çatma ¹, M. Sencer Corlu ² ^*

More Detail

¹ Gaziantep College Foundation Private Schools² Bilkent University Graduate School of Education^* Corresponding Author

Abstract

Background:
This study investigates whether specialized high school mathematics teachers, chosen to educate selected students, are mentally ready to integrate Fatih project technologies into their teaching.

Materials and methods:
Forty mathematics teachers from randomly selected specialized and general high schools in Ankara responded to a survey comprising 31 items grouped under four measures of self-confidence in the technology domain.

Results:
An independent t-test revealed no statistically significant difference between specialized and general high school teachers’ self-confidence levels.

Conclusions:
We conclude that technological pedagogical content knowledge can be an essential criterion for selecting specialized school teachers, who educate the country’s future innovators.

Keywords

Fatih project
self-confidence
technological pedagogical content knowledg
mathematics teachers
teacher selection

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 12, Issue 3, March 2016, 583-592

https://doi.org/10.12973/eurasia.2016.1245a

Publication date: 01 Jul 2016

Article Views: 2945

Article Downloads: 937

Open Access References How to cite this article

References

Altan, M. Z. (1998). Eğitim fakülteleri, teknoloji ve değişim [Faculties of education, technology, and change]. Kuram ve Uygulamada Eğitim Yönetimi Dergisi, 15, 295-304.
Angoff, W. H. (1988). Validity: An evolving concept. In H. Wainer, & H. I. Braun (Eds.), Test validity (pp. 19-33). Hillsdale, NJ: Lawrence Erlbaum Associates.
Berberoğlu, G. (2007). Türk bakış açısından PISA araştırma sonuçları [The results of PISA survey from Turkish perspective]. Retrieved from http://www.konrad.org.tr/Egitimturk/07girayberberoglu.pdf
Çiftçi, S., Taşkaya, S. M., & Alemdar, M. (2013). The opinions of classroom teachers about Fatih project. Elementary Education Online, 12(1), 227-240.
Corlu, M. S., Capraro, R. M., & Capraro, M. M. (2014). Introducing STEM education: Implications for educating our teachers in the age of innovation. Education and Science, 39(171), 74- 85.
Corlu, M. S., Erdoğan, N., & Şahin, A. (2011). A comparative study of South Korea and Turkey: Attitudes, beliefs, and creative student-oriented teaching practices of middle school mathematics teachers. Journal of the Korean Society of Mathematical Education Series D: Research in Mathematics Education, 15(3), 295-310.
Çakıroğlu, J., Çakıroğlu, E., & Boone, W. J. (2005). Pre-service teacher self-efficacy beliefs regarding science teaching: A comparison of pre-service teachers in Turkey and the USA. Science Educator, 14(1), 31-40
Erdemir, N., Bakırcı, H., & Eyduran, E. (2009). Determining of student teachers’ self-confidence using technology in instruction. Journal of Turkish Science Education, 6(3), 99-108.
Erdogan, N., Corlu, M. S., & Capraro, R. M. (2013). Defining innovation literacy: Do robotics programs help students develop innovation literacy skills? International Online Journal of Educational Sciences, 5(1), 1-9.
Faul, F., Erdfelder, E., Lang, A. G., & Buchner, A. (2007). G* Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior Research Methods, 39(2), 175-191.
Ferrini-Mundy, J., & Breaux, G. A. (2008). Perspectives on research, policy, and the use of technology in mathematics teaching and learning in the United States. In G. W. Blume & M. K. Heid (Eds.), Research on technology and the teaching and learning of mathematics: Cases and perspectives (pp. 427-448). Charlotte, NC: Information Age Publishing.
Graham, R. C., Burgoyne, N., Cantrell, P., Smith, L., St Clair, L., & Harris, R. (2009). Measuring the TPACK confidence of in-service science teachers. TechTrends, 53(5), 70-79.
Gür, B. S., & Çelik, Z. (2009). Türkiye’de millî eğitim sistemi: Yapısal sorunlar ve öneriler [National education in Turkey: Structural problems and recommendations]. Ankara, Turkey: Siyaset, Ekonomi ve Toplum Araştırmaları Vakfı.
Gürol, M., Donmuş, V., & Arslan, M. (2012). İlköğretim kademesinde görev yapan sınıf öğretmenlerinin Fatih projesi ile ilgili görüşleri [The views of primary school classroom teachers about the Fatih Project]. Eğitim Teknolojileri Araştırmaları Dergisi, 3(3), #3.
Kaput, J. (1992). Technology and mathematics education. In. D. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 515-556). New York: MacMillan Publishing.
Kaput, J. J., & Thompson, P. W. (1994). Technology in mathematics education research: The first 25 years in the JRME. Journal for Research in Mathematics Education, 25(6), 676-684.
Karakırık, E., & Durmuş, S. (2005). A new graphical logo design: Logoturk. Eurasia Journal of Mathematics, Science, and Technology, 1(1), 61-75.
Kayaduman, H., Sırakaya, M., & Seferoğlu, S. S. (2011, February). Eğitimde Fatih projesinin öğretmenlerin yeterlik durumları açısından incelenmesi [Investigation of Fatih project in terms of teacher competencies]. Paper presented at the 13th Akademik Bilişim Conference, İnönü University, Malatya, Turkey. Retrieved from http://ab.org.tr
Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131-152.
Mackel, M. C., & Plucker, J. A. (2014). Facts are more important than novelty: Replication in the educational sciences. Educational Researcher. doi: 10.3102/0013189X14545513
Ministry of National Education. (2010). Projects [Online Newsletter]. Retrieved from http://projeler.meb.gov.tr/pkmtr/images/stories/dergi/dergi_2010_4.pdf
Ministry of National Education. (2012). Fatih: Towards the education of information age [PowerPoint slides]. Retrieved from http://fatihprojesi.meb.gov.tr/tr/icerikincele.php?id=12
Ministry of National Education. (2013). Ortaöğretim matematik dersi öğretim programı [Secondary schools mathematics curriculum]. Ankara, Turkey: Author.
National Council of the Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.
National Research Council. (2011). Successful K-12 STEM education: Identifying effective approaches in science, technology, engineering, and mathematics. Washington, DC: National Academy Press.
Navruz B., & Delen E. (2014). Understanding confidence intervals with visual representations. Abant Izzet Baysal Üniversitesi Egitim Fakültesi Dergisi, 14(1), 346-360
Niess, M. L., Ronau, R. N., Shafer, K. G., Driskell, S. O., Harper, S. R., Johnston, C., Browning, C., Ozgun-Koca, S. A., & Kersaint, G. (2009). Mathematics teacher TPACK standards and development model. Contemporary Issues in Technology and Teacher Education, 9(1), 4- 24.
Organisation for Economic Co-operation and Development. (2009). Creating effective teaching and learning environments: First results from TALIS. Retrieved from www.oecd.org/dataoecd/17/51/43023606.pdf
Organisation for Economic Co-operation and Development. (2010). Measuring innovation: A new perspective - online version. Retrieved from http://www.oecd.org/document/22/0,3746,en_41462537_41454856_44979734_1_1_ 1_1,00.html
Özoğlu, M. (2010). Türkiye’de öğretmen yetiştirme sisteminin sorunları [The problems of teacher education system in Turkey]. Retrieved from http://www.setav.org/ups/dosya/20275.pdf.
Öztürk, C. (2005). Türkiye’de dünden bugüne öğretmen yetiştiren kurumlar [From the past to the present: Institutions that educate teachers in Turkey]. Istanbul, Turkey: Marmara Üniversitesi Atatürk Eğitim Fakültesi Yayınları.
Öztürk, E., & Horzum, M. B. (2011). Adaptation of technological pedagogical content knowledge scale to Turkish. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, 12(3), 255- 278.
Özel, S., Yetkiner, E. Z., Capraro, R. M., & Küpçü, A. R. (2009). Young adolescent education in Turkey. In S. B. Mertens, V. A. Anfara, & K. Roney (Eds.), An international look at educating young adolescents (pp. 1-23). Charlotte, NC: Information Age.
Özgun-Koca, S. A. (2012). An analysis of prospective mathematics teachers’ views on the use of computer algebra systems in algebra instruction in Turkey and in the United States. Turkish Journal of Computer and Mathematics Education, 3(1), 1-20.
Palmero, J. R., & Rodriguez, J. S. (2012). Impact of education policies to incorporate ICT as innovative agents in the classroom: Advantages and drawbacks. The New Educational Review, 27(1), 134-147.
Phelps, G., & Schilling, S. G. (2004). Developing measures of content knowledge for teaching reading. Elementary School Journal, 105, 31–48.
Sadi, S., Şekerci, A. R., Kurban, B., Topu, F. B., Demirel, T., Tosun, C., Demirci T., & Göktaş, Y. (2008). Öğretmen eğitiminde teknolojinin etkin kullanımı: Öğretim elemanları ve öğretmen adaylarının görüşleri [Effective technology use in teacher education: The views of faculty members and preservice teachers]. Gazi Üniversitesi Bilişim Teknolojileri Dergisi, 1(3), 43-49.
Schleigh, P. S., Bosse, M., & Lee, T. (2011). Redefining curriculum integration and professional development: In-service teachers as agents of change. Current Issues in Education, 14(3), 1-14.
Scientific and Technological Research Council of Turkey. (2005). Vizyon 2023 teknoloji öngörü projesi [Vision 2023: Turkey's national technology foresight program]. Ankara, Turkey: Author.
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. American Educational Research Association, 15(2), 4-14.
Staiger, D. O., & Rockoff, J. E. (2010). Searching for effective teachers with imperfect information. Journal of Economic Perspectives, 24(3), 97-118.
Tabachnick, B.G., & Fiedell, L.S. (2007). Using Multivariate Statistics (5th ed.) Boston, MA: Allyn and Bacon.
Thompson, A. D., & Mishra, P. (2007). Breaking news: TPCK becomes TPACK. Journal of Computing in Teacher Education, 24(2), 38-39.
Thompson, B. (2008). Foundations of behavioral statistics: An insight-based approach. New York: Guilford
Timur, B. (2011). The development of pre-service science teachers’ technological pedagogical content knowledge in force and movement subjects (Unpublished doctoral dissertation), Gazi University, Ankara.
Timur, B., & Taşar, M. F. (2011). The adaptation of the technological pedagogical content knowledge confidence survey into Turkish. Gaziantep University Journal of Social Sciences, 10(2), 839-856.
Turkish Academy of Sciences. (2009). Türkiye Bilimler Akademisi bilim raporu [Turkish Academy of Sciences science report]. Ankara, Turkey

How to cite this article

APA

Çatma, Z., & Corlu, M. S. (2016). How Special are Teachers of Specialized Schools? Assessing Self-Confidence Levels in the Technology Domain. Eurasia Journal of Mathematics, Science and Technology Education, 12(3), 583-592. https://doi.org/10.12973/eurasia.2016.1245a

Vancouver

Çatma Z, Corlu MS. How Special are Teachers of Specialized Schools? Assessing Self-Confidence Levels in the Technology Domain. EURASIA J Math Sci Tech Ed. 2016;12(3):583-92. https://doi.org/10.12973/eurasia.2016.1245a

AMA

Çatma Z, Corlu MS. How Special are Teachers of Specialized Schools? Assessing Self-Confidence Levels in the Technology Domain. EURASIA J Math Sci Tech Ed. 2016;12(3), 583-592. https://doi.org/10.12973/eurasia.2016.1245a

Chicago

Çatma, Zehra, and M. Sencer Corlu. "How Special are Teachers of Specialized Schools? Assessing Self-Confidence Levels in the Technology Domain". Eurasia Journal of Mathematics, Science and Technology Education 2016 12 no. 3 (2016): 583-592. https://doi.org/10.12973/eurasia.2016.1245a

Harvard

Çatma, Z., and Corlu, M. S. (2016). How Special are Teachers of Specialized Schools? Assessing Self-Confidence Levels in the Technology Domain. Eurasia Journal of Mathematics, Science and Technology Education, 12(3), pp. 583-592. https://doi.org/10.12973/eurasia.2016.1245a

MLA

Çatma, Zehra et al. "How Special are Teachers of Specialized Schools? Assessing Self-Confidence Levels in the Technology Domain". Eurasia Journal of Mathematics, Science and Technology Education, vol. 12, no. 3, 2016, pp. 583-592. https://doi.org/10.12973/eurasia.2016.1245a