Orakcı, Ş. & Gelişli, Y. (2024). Technology integration in higher education: An investigation of Aksaray University preservice teachers’ perceptions. In F. Al Husseiny & A. Munna (Eds.), Revitalizing the learning ecosystem for modern students (pp. 50-72). IGI Global. https://doi.org/10.4018/979-8-3693-4103-2.ch003

Abstract:

“The study aims to examine the TPACK levels of preservice teachers studying in the last year of the faculty of education. The arithmetic mean and standard deviation values were computed in determining the “TPACK” self assessment levels of preservice teachers. As a result of the findings, it was concluded that the self-assessment scores of the preservice teachers about the “Pedagogical Knowledge”, “Technological Knowledge”, “Content Knowledge”, “Technological Content Knowledge”, “Technological Pedagogical Knowledge”, “Pedagogical Content Knowledge”, and “Technological Pedagogical Content Knowledge” dimensions that make up the TPACK-SAS were above the average score and at a “sufficient” level in all. Recommendations can be made based on the study. More technological opportunities can be provided to education faculties and made available to teacher candidates. The importance given to pedagogy and field knowledge in education faculties should also be given to technology in a way that meets the requirements of the age.”