Baran-Bulut, D., & Güveli, E. (2023). Determination of technology pedagogy content knowledge levels of preservice mathematics teachers through activities. International e-Journal of Educational Studies (IEJES), 7(13), 89-106. https://doi.org/10.31458/iejes.1223463

Abstract:

“It is one of the important qualifications of teachers to know contemporary instructional technologies and to use them in their lessons. However, the studies have concluded that teachers’ use of technological tools and equipment is inadequate and their level of using materials is generally not at a desirable level. In this context, the aim of this study is to determine the level of Technological Pedagogical content knowledge of preservice mathematics teachers in the context of technology-supported activities they prepared. The study was conducted with 13 preservice secondary school mathematics teachers studying at a state university. Preservice teachers were given a training lasting 8 weeks. After the training, they were asked to prepare technology-supported activities including concept cartoon (Powtoon, Canva), concept map (Bubbl.us, Luchidchart), interactive worksheet (Teachermade), gamification applications (Puzzlemaker, Wordwall, Matific, ClassDojo) and digital stories (Pixton, Powtoon, StoryboardThat, Storyjumper). The activities they prepared were analyzed by document analysis method with the Technological Pedagogical Content Knowledge [TPACK] rubric developed by Lyublinskaya and Tournaki (2012) and preservice teachers’ TPACK levels were evaluated in terms of purpose knowledge, instructional knowledge, curriculum knowledge and strategy knowledge components. The study has revealed that preservice teachers were able to reach the highest level of discovery, curriculum knowledge was the most successful component and they showed the lowest success in the strategy knowledge component. In this context, we suggest that course content that includes such activity design tasks should be prepared and included in the teaching process for the development of preservice teachers’ Technological Pedagogical content knowledge.”