Papers by Sirin Karadeniz
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The purpose of this study is to adapt technological pedagogical and content knowledge (TPACK) sur... more The purpose of this study is to adapt technological pedagogical and content knowledge (TPACK) survey which was developed by Koh, Chai & Tsait (2010). The survey was administered to 285 teachers who teach a variety of subject areas at the secondary school level in Edirne. The translation equivalence, back translation and content validity done by the specialists. All data was analysed by using Lisrel 8.7 and IBM SPSS 19. The results of the confirmatory factor (CFA) analysis were as follows: χ2/sd 2.89, RMSEA .08, GFI .85, AGFI .81, RMR .03, SRMR .03, NFI 98, NNFI .99 and CFI .99. The CFA results showed that original 5 factor scale fitted with Turkish data. Cronbach alpha coefficients were .74, .87, .89, .92 and .84 for the factors respectively and .94 for overall TPACK survey. Item total correlations ranged from .56 to .91. All t-test results of upper 27% and lower 27% group were meaningful. The findings revealed that TPACK survey was a valid and reliable instrument for measuring seco...
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The purpose of this study is to investigate the relationship between demographic and technology r... more The purpose of this study is to investigate the relationship between demographic and technology related variables with Technological Pedagogical Content Knowledge (TPACK) of primary school teachers. The participants were 411 primary school teachers in the city of Edirne who volunteered to answer the online data collection instrument. The first part of the instrument consisted of items on demographics and technology use. The second part was the TPACK instrument developed by Schmidt, et.al (2009) and adapted to Turkish by Öztürk and Horzum (2011). The results showed that primary school teachers found themselves competent in TPACK, the ANOVA results show that there was not a significant difference between the level of the last attained degree of the teachers and the factors of TPACK; however, there was a significant difference between some of the factors of TPACK and the other variables: Teachers' TK showed significant difference in relation to gender; male teachers had a higher self-efficacy towards TK. Teachers with experience of 16 years and more found themselves more competent in CK and PCK compared to teachers with 1 to 5 years of experience. In addition, having an in-service training on technology had a positive influence on the development of teachers' TK and CK.
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Lack of technology leadership and technology integration plans are important obstacles for using ... more Lack of technology leadership and technology integration plans are important obstacles for using technology effectively in schools. We carried out a large-scale study to be able to design a technology integration plan for one of the pilot provinces that Fatih Project was initiated. The purpose of this research is to examine the perceived challenges and needs of K12 teachers when integrating technology into their classes, which would be used as the needs analysis data of the technology integration plan. A mixed design was used and 844 teachers participated in the study. An online survey was used to gather both the quantitative and qualitative data. The findings showed that there are three major issues for teachers to integrate technology into their instruction: Executive, infrastructural, and instructional. Executive issues are mostly related to managerial and financial challenges, Infrastructural issues include technological and physical challenges, and instructional issues consist of challenges related with instructional materials, students' readiness, and teacher competencies.
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… Journal of Human …, 2008
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Turkish Online Journal of Educational Technology
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Eğitim Bilimleri Araştırmaları …
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Practice, Jan 1, 2011
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This study aims to identify the predicting variables of Turkish 7th grade students for their fore... more This study aims to identify the predicting variables of Turkish 7th grade students for their foreign language achievements. In order to project the variables that could be related with students’ achievement in a foreign language test, Multi Linear Regression Analysis was employed. The results reveal that region, gender, family education level, family income level, attitude, and out-of-school activities explain students’ foreign language achievement to the degree of 16% in Turkey at country level (F= 77.791, R= .398, p=.000). All of these variables predict the foreign language achievement meaningfully in a positive direction at least at p<.05 significance level. The model formed of these variables create meaningful results for all geographical regions except for East and South Eastern Anatolian regions, where the results were not meaningful at p<.05 significance level.
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Journal of Applied Sciences, 2007
With the fact that integrating Information and Communication Technologies (ICT) into teaching and... more With the fact that integrating Information and Communication Technologies (ICT) into teaching and learning to improve and update the education provided to younger generations is important, Turkish government has made considerable investment in acquiring hardware ...
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Papers by Sirin Karadeniz