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Technological Pedagogical Content Knowledge Competencies of Social Studies Teachers: The Case of the City of Karabuk

The main purpose of this research, Social Studies teachers technological pedagogical content knowledge (TPACK) adequacy in terms of various variables. The study included total 77 Social Studies Teacher during the academic year 2015-2016, who works in Karabuk center and its districts. As a data collection tool, the quantitative portion of the study for the scale TPACK that developed by Ergun, Çakır, Yılmaz and Ayas (2012) was used. The interview form was used that developed by Aksin (2104) for the quantitative part. SPSS 20.0 was based for analysis of quantitative data. Percentage and frequency values, Mann-Whitney U test, Kruskal Wallis H test, Independent sample t test, One-way ANOVA were used in the analysis of the data. The qualitative analysis descriptive analysis was conducted in part in accordance with the size of the bottom of TPACK.Research results in social studies teachers TPACK technological dimensions of the subscales see themselves when it was determined that enough moderate enough in high levels in other dimensions. However, teachers are conducted semi-structured interviews with teachers for the results of the use of technology in the teaching process to have a positive attitude despite the use of effective teaching process TPACK information were found to have some difficulties. Being aware of the positive effects of social studies courses in teacher training in the use of technology, they need efficient services in order to perform effective technology integration.

Social Studies Teachers, Technological Pedagogical Content Knowledge (TPACK), Technological Literacy


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