Primary School Teachers’ Technological Pedagogical Content Knowledge

Abstract

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.