Education Quarterly Reviews
Published: 30 April 2021
The Relationship Between Individual Innovativeness and Techno-Pedagogical Levels of School Administrators and Teachers
Şener Şentürk, Hatice Tuncer Uçar, İrfan Gümüş, İlhami Diksoy
Ondokuz Mayis University (Turkey), Sinop University (Turkey), Samsun Provincial Directorate of National Education (Turkey)
Download Full-Text Pdf
Keywords: Technopedagogy, Individual Innovation, Teacher, School Administrators
In research on the use of technology in education, it is emphasized that it is an indispensable requirement of our age, therefore, educators should be developed in terms of techno-pedagogy. In this study, total 1735 school administrators and teachers’ individual innovation qualifications and techno-pedagogical education competences were investigated, who are working at primary, middle school and preschool levels in Turkey’s province Samsun. Within the scope of the research, personal information inventory, Technopedagogical Education Competence (TPACK ‐ deep) Scale and Individual Innovativeness Scale were used. In the analysis of the data, the SPSS package program was used. According to the results of the research, it was seen that the techno-pedagogical education proficiency score of the participants was 4.01 which is in the advanced level. The average score that teachers got from the Individual Innovativeness scale was found to be 70.60 (category in the pioneer). According to the results of the correlation analysis, it was determined that both individual innovativeness and techno-pedagogical education competences levels have a significant correlation relationship with each other at the level of 0.01.
Alper A. (2020). K-12 distance educatıon in the pandemıc process: a case study. Journal National Education(MEB), Special Issue, 49:1, 45-67.
Argon, T., İsmetoğlu, M. & Yılmaz, D.Ç. (2015). The opinions of branch teachers about their technopedagogical education competencies and individual innovativeness levels. Journal of Research in Education and Teaching, 4:2, 319-333.
Braak, J. (2001). Individual characteristics influencing teachers’ class use of computers. Journal of Educational Computing Research, 25(2), 141-157.
Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2014). Bilimsel Araştırma Yöntemleri [Scientific Research Methods]. Ankara, Pegem Academy.
Canpolat, U. & Yıldırım, Y. (2021). Examining the distance education experiences of secondary school teachers in the COVID-19 outbreak process. Journal of Open Education Applications and Research, 7 (1) , 74-109.
Çuhadar, C., Bülbül, T. & Ilgaz, G. (2013). Exploring of the relationship between individual innovativeness and techno-pedagogical education competencies of pre-service teachers. Elementary Education Online, 12(3), 797‐807.
Akgündüz, D. (2016). Technology integration in the next generation school. Yeni Nesil Okul [New Generation School], Mustafa Yavuz (edt.), Konya, Educational Publishing House, 133-176.
Drent, M. & Meelissen, M. (2008). Which factors obstruct or stimulate teacher educators to use ICT innovatively?. Computer & Education, 51:1, 187-199.
Earle, Rodney S. (2002). The integration of instructional technology into public education: promises and challenges. Educational Technology, 42: 1, Jan-Feb 2002: 5-13.
Haelermans, C. & Blank, J. L. T. (2012). Is a schools’ performance related to technical change? A study on the relationship between innovations and secondary school productivity. Computers & Education, 59, 884-892.
Hermans, R., Tondeur, J., van Braak, J. & Valcke, M. (2008). The impact of primary school teachers’ educational beliefs on the classroom use of computers. Computers & Education, 51, 1499–1509.
Hurt, H. T., Joseph, K. & Cook, C. D. (1977). Scales for the measurement of innovativeness. Human Communication Research, 4: 58-65. https://doi.org/10.1111/j.1468-2958.1977.tb00597.x
Kabakçı-Yurdakul, I., Odabaşı, H. F., Kılıçer, K., Çoklar, A. N., Birinci, G., Kurt, A.A. (2012). The development, validity and reliability of TPACK-deep: A technological pedagogical content knowledge scale. Computers & Education, 58: 3, 964-977.
Karaman, K. (2010). Küreselleşme ve eğitim [Globalization and education]. Zeitschrift für die Welt der Türken, 2 (3): 131-144.
Karasar, N. (2011), Bilimsel araştırma yöntemi [Scientific research method]. Ankara, Nobel Publications.
Kaya, M. & Yazıcı, H. (2019). A views of the social studies teachers' on technopedagogical education competencies. Erzurum Technical University Journal of Social Sciences Institute, 9, 105-136.
Kaya, Z, & Yılayaz, Ö. (2013). Technology integration models in teacher education and technological pedagogical content knowledge. The Western Anatolia Journal of Educational Sciences, 4 (8), 57-83 .
Kazu, İ. Y. & Erten, P. (2011). Technopedagogical qualifications of teacher candidates. I. International Education Programs and Teaching Congress, symposium paper, 5-8 October. https://www.pegem.net/akademi/kongrebildiri_detay.aspx?id=130241
Kılıçer, K. & Odabaşı, H.F. (2010). Individual innovativeness scale (is): the study of adaptation to turkish, validity and reliability. Hacettepe University Journal of Education, 38, 150-164.
Koehler, M.J. & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131-152.
Koehler, M. J. & Mishra P. (2009). What is technological pedagogical content knowledge (TPACK)?. Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
Konaklı, T. & Solmaz, İ. (2015). Relationship between the individual innovativeness levels and the techno-pedagogical training competencies of teachers’ from the schools subjected to Fatih Project. Education in the 21st Century: Theory and Practice, 8, 128-139.
Kurt, A., Şahin-İzmirli, O. & Karakoyun, F. (2009). Current trends in research in the field of computer education and instructional technologies. Recent Advances in Applied Mathematics and Computational and Information Sciences, 2, 338-343.
Kurtoğlu-Erden, M. & Uslupehlivan, E. (2020). The study of pre-service teachers thoughts about technology usage in education today and the future. Usak University Journal Of Social Sciences, 1, 109-126.
Mazman, S. G. & Usluel, Y. K. (2011). Ict integration into learning-teaching process: models and indicators. Educational Technology Theory and Practice. 1, 62-79.
Milli Eğitim Bakanlığı [The Ministry Of Education] (2017), Öğretmenlik mesleği genel yeterlikleri [General competencies of the teaching profession]. Ankara 1-19. https://oygm.meb.gov.tr/www/ogretmenlik-meslegi-genel-yeterlikleri/icerik/39 25.03.2021
Özbek, A. (2014). Öğretmenlerin yenilikçilik düzeylerinin Tpab yeterlikleri üzerindeki etkisinin incelenmesi [The research of teachers' innovativeness level effect on TPACK competences]. Necmettin Erbakan University Institute Of Educational Sciences,Unpublished Masters Thesis.
Roblyer, M.D. (2006). Integrating educational technology into teaching (4th ed). Upper Saddle River, NJ: Merrill/Prentice Hall. https://www.pearsonhighered.com/assets/preface/0/1/3/4/0134746414.pdf 30.03.2021
Rogers, Everett, M. (2003). Diffusion of Innovation Third Edition. https://teddykw2.files.wordpress.com/2012/07/everett-m-rogers-diffusion-of-innovations.pdf 29.03.2021.
Şendurur, P. & Arslan, S. (2017). Investigation of changes in factors affecting the technology integration in education. Mehmet Akif Ersoy University Journal of Education Faculty, 43, 25-50.
Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher. 15(2), 4-14.
Solmaz, İ. (2019). Öğretmenlerin bireysel yenilikçilik düzeyleri ile teknopedagojik eğitim yeterlikleri arasındaki ilişki [Relationship between the individual innovativeness levels and the technopedagogical training competencies of teachers']. Sakarya University Institute Of Educational Sciences, Unpublished Master's Thesis.
Şahin, S. ve Aslan, N. (2008) A qualitative study on the opinions of secondary school principals regarding strategic planning. Gaziantep University Journal Of Social Sciences, 7 (1), 172-189.
Şimşek, Ö., Demir, S., Bağçeci, B. & Kinay, İ. (2013). Examining technopedagogical knowledge competencies of teacher trainers in terms of some variables. Ege Journal of Education, 14 (1) , 1-23.
Teo, T. (2009). Modelling technology acceptance in education: A study of pre-service teachers, Computers & Education, 52, 302–312.
Vatansever-Bayraktar & H. Karabulut, A. (2020). Investigation of innovation status of primary school teachers. The Journal of International Social Research, 13 (70), 671-691.
Wang, Q. & Woo, H.L. (2007). Systematic planning for ICT integration in topic learning. Educational Technology and Society, 10(1), 148-156.
Yurdakul, I. K., Odabaşı, H. F., Kılıçer, K., Çoklar, A. N., Birinci, G. & Kurt, A. A. (2014). Constructing technopedagogical education based on teacher competencies in terms of national standards. Elementary Education Online, 58 (3), 964-977.