Evaluation Of Teachers’ Technological Pedagogical Content Knowledge Within The Framework Of educational Information Network And Other Variables

Creative Commons License


Turkish Online Journal of Distance Education, vol.21, pp.61-78, 2021 (ESCI) identifier

  • Publication Type: Article / Article
  • Volume: 21
  • Publication Date: 2021
  • Doi Number: 10.17718/tojde.770914
  • Journal Name: Turkish Online Journal of Distance Education
  • Journal Indexes: Emerging Sources Citation Index (ESCI), Scopus, EBSCO Education Source, ERIC (Education Resources Information Center), Index Islamicus, Directory of Open Access Journals
  • Page Numbers: pp.61-78
  • Keywords: educational information network., Technological pedagogical content knowledge, TPACK, use of technology
  • Anadolu University Affiliated: Yes


© 2021. All Rights Reserved.The aim of this study is to examine the relationship between Technological Pedagogical Content Knowledge (TPACK) of teachers teaching at different levels of educational institutions and demographic information about them as well as their technology and Educational Information Network (EIN) use. The participants of the study were determined by using stratified sampling method from the teachers teaching in state-run primary schools, secondary schools and high schools in Eskisehir in Turkey. 364 teachers voluntarily participated in the study by filling out the data collection tool. The first part of the survey includes questions to collect demographic data about the participants as well as the ones related to their technology and EIN use. The second part involves TPACK scale developed by Horzum, Akgun and Ozturk (2014). According to the results of the statistical analysis, the teachers find themselves competent in terms of TPACK factors and there are significant differences between TPACK factors and demographic information about the participants as well as their technology and EIN use. It is believed that increasing technology knowledge of teachers will also improve their pedagogy and content knowledge. Therefore; it is suggested that more studies should be conducted which combine technology, pedagogy and content knowledge.