Similar to many countries, Turkey has put into practice large budget project (305 middle school and high school teachers) which called the FATIH Project in order to technology integration. In this context, interactive whiteboards were provided to every class and this rapid transformation required teachers are to adapt pedagogies to new technologies. Considering that teacher performance is one of the most prominent outcomes of teaching and it is important that teachers to what extent adapted and accepted new technologies in terms of their performance.
The purpose of this study was to investigate the effects of teachers’ acceptance and use of interactive whiteboards, technological pedagogical content knowledge, and the stages of transition to use interactive whiteboards on their performance.
The study used a structural equation model, to explore the effects of teachers’ acceptance and use of interactive whiteboards, technological pedagogical content knowledge, and the stages of transition to use interactive whiteboards on their performance. For this purpose, a causal design was used in the research. In the structural equation model, the variables acceptance and use of IWB, technological pedagogical content knowledge, and the stages of transition to use IWB as taken are as the causes and performance as the result. Within the scope of the study, the data were collected with four different scales. Two of the scales were developed by the researchers in order to measure that teachers’ the stages of transition to use IWB, and teachers’ performance. The scale of teachers’ stages of transition to use IWB, which was formed according to Beauchamp (2004)’s Transition Framework, included 29 items. The teacher performance scale consisted of 77 items developed according to international performance indicators. Acceptance and use of IWB scale (Tosuntaş, Karadağ, & Orhan, 2015) included 6 demographic information, 3 questions and 24 items. The scale of Technological Pedagogical Content Knowledge Practical (TPACK-Practical), which included 22 items, was developed by Yeh, Hsu, Wu, Hwang & Lin (2013), and then was adapted to Turkish context by Ay (2015). In the research, data was collected from teacher observation teachers, in addition to self-reports from participants.
The structural equation model was used to determine the relationship between cause and effect variables in the theoretical model, using GFI, AGFI, RMSEA, χ2 and χ2/df ratio to assess the ‘fit’ with the theoretical model. The results of this study show that teachers’ performance was affected by TPACK, acceptance and use IWB, the stages of transition to use IWB.
References
Ay, Y. (2015). Öğretmenlerin teknolojik pedagojik alan bilgisi (TPAB) becerilerinin uygulama modeli bağlamında değerlendirilmesi (Unpublished doctoral dissertation). Eskişehir Osmangazi Üniversitesi, Eskişehir.
Beauchamp,G. (2004). Teacher use of the interactive whiteboards in primary schools: Towards an effective transition framework. Technology, Pedagogy and Education, 13(3), 328-348.
Tosuntaş, Ş. B., Karadağ, E., & Orhan, S. (2015). The factors affecting acceptance and use of interactive whiteboard within the scope of FATIH project: A structural equation model based on the unified theory of acceptance and use of technology. Computers & Education, 81(2015), 169-178. doi: 10.1016/j.compedu.2014.10.009.
Yeh, Y., Hsu, Y., Wu, H., Hwang, F., & Lin, T. (2013). Developing and validating technological pedagogical content knowledge‐practical (TPACK‐practical) through the Delphi survey technique. British Journal of Educational Technology, 44 (6), 1-16.
The International Education Studies Association
Supporting research in Education Studies
The International Education Studies Association
Supporting research in Education Studies