The Investigation of the Relationship Between Turkish Efl Teachers' Technological Pedagogical Content Knowledge Skills and Attitudes Towards Technology

Abstract

The technology has entered our life day by day and the effects of this are felt in English language teaching and learning, as well as it does in the education. This study aims to investigate the relationship between Turkish EFL teachers' technological pedagogical content knowledge (TPACK) skills and attitudes towards technology. This research also examined whether Turkish EFL teachers' TPACK skills and their attitudes towards technology differs according to the gender, FATIH project training and professional experience. This research was conducted with 721 Turkish EFL teachers working in 81 provinces of Turkey. Correlational survey model was used in this study. "TPACK Implementation Scale" and "Attitude Scale towards Technology" were used as data collection tools. Arithmetic mean, standard deviation, t test, ANOVA and Pearson Product Moment Correlation Coefficient were used in data analysis. As a result of the study, it was determined that Turkish EFL teachers' TPACK skills and attitudes towards technology were at high level. While the attitudes of Turkish EFL teachers towards technology did not show a significant difference according to gender, FATIH project training and professional experience, the female teachers and the teachers who got the FATIH Project training had higher TPACK skills. However, it was found that TPACK skills of the teachers did not differ significantly according to the professional experience. In addition, it was concluded that there is a low, positive and significant relationship between teachers' TPACK skills and attitudes towards technology. © 2019 JLLS and the Authors - Published by JLLS.