Modeling the relationship between pre-service teachers' TPACK and digital nativity

KABAKÇI YURDAKUL I.

ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT, vol.66, no.2, pp.267-281, 2018 (SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 66 Issue: 2
  • Publication Date: 2018
  • Doi Number: 10.1007/s11423-017-9546-x
  • Journal Name: ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus
  • Page Numbers: pp.267-281
  • Keywords: TPACK, TPACK-deep, Digital nativity, DNAS, Pre-service teachers, PEDAGOGICAL CONTENT KNOWLEDGE, TECHNOLOGY INTEGRATION, STUDENTS USE, COMPETENCES, GENERATION, FRAMEWORK, DEBATE
  • Anadolu University Affiliated: Yes

Abstract

The purpose of this study is to build a structural equation model that predicts the relationship between Technological Pedagogical Content Knowledge (TPACK) competencies and digital nativity. The data was collected from 1493 Turkish pre-service teachers. Two instruments were used in the data collection; a TPACK-deep scale and a Turkish adaptation of the Digital Native Assessment Scale (DNAS). Structural equation modeling (SEM) was conducted to investigate the assumption that digital nativity was a predictor of TPACK competency. It was found that pre-service teachers considered themselves to have high-level ability in both digital nativity and TPACK competency. The most prominent finding of the study was that digital nativity is a significant predictor of TPACK competency. Based on the research findings, implications for practice and suggestions for future studies are also provided.