Analysis of Relationships between Technological Pedagogical Content Knowledge and Educational Internet Use
Küçük Resim Yok
Tarih
2013
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Routledge
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
This study analyzes the relationships between preservice teachers’ technological pedagogical content knowledge (TPACK) and their self-efficacy beliefs in educational Internet use. Findings show statistically significant relationships among the knowledge domains in technology, pedagogy, content, and their intersections. Also, results from the canonical correlation analysis show that a statistically significant and strong relationship exists between the knowledge dimensions in the TPACK model and the self-efficacy beliefs in educational Internet use. Specifically, technology, content, and technological content knowledge domains are statistically significant predictors of preservice teachers’ self-efficacy beliefs in educational Internet use. ©, Copyright ISTE.
Açıklama
Anahtar Kelimeler
educational Internet use, self-efficacy, technological pedagogical and content knowledge
Kaynak
Journal of Digital Learning in Teacher Education
WoS Q Değeri
Scopus Q Değeri
Q1
Cilt
29
Sayı
4
