Research Article
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Year 2023, Volume: 6 Issue: 1, 162 - 183, 31.01.2023
https://doi.org/10.31681/jetol.1179663

Abstract

References

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  • Alhassan, R. (2017). Exploring the Relationship between Web 2.0 Tools Self-Efficacy and Teachers' Use of These Tools in Their Teaching. Journal of Education and Learning, 6(4), 217-228. http://doi.org/10.5539/jel.v6n4p217
  • Alkhayat, L., Ernest, J., & LaChenaye, J. (2020). Exploring Kuwaiti preservice early childhood teachers’ beliefs about using web 2.0 technologies. Early Childhood Education Journal, 48(6), 715-725. https://doi.org/10.1007/s10643-020-01036-6
  • Altun, D. (2019). Investigating Pre-Service Early Childhood Education Teachers' Technological Pedagogical Content Knowledge (TPACK) Competencies Regarding Digital Literacy Skills and Their Technology Attitudes and Usage. Journal of Education and Learning, 8(1), 249-263. https://eric.ed.gov/?id=EJ1203450
  • Attewell, P., Battle, J., & Suazo-Garcia, B. (2003). Computers and young children: Social benefit or social problem?. Social forces, 82(1), 277-296. https://doi.org/10.1353/sof.2003.0075
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  • Ford, T. G., Kwon, K. A., & Tsotsoros, J. D. (2021). Early childhood distance learning in the US during the COVID pandemic: Challenges and opportunities. Children and Youth Services Review, 131, 106297. https://doi.org/10.1016/j.childyouth.2021.106297
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  • Gialamas, V., & Nikolopoulou, K. (2010). In-service and pre-service early childhood teachers’ views and intentions about ICT use in early childhood settings: A comparative study. Computers & Education, 55(1), 333-341. https://doi.org/10.1016/j.compedu.2010.01.019
  • Graham, C. R. (2011). Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers & Education, 57(3), 1953-1960. https://doi.org/10.1016/j.compedu.2011.04.010
  • Guhal, S., & Leonard, J. (2002). Motivation in elementary mathematics: How students and teacher benefit from computers. TechTrends, 46(1), 40. https://www.proquest.com/scholarly-journals/motivation-elementary-mathematics-how-students/docview/223129116/se-2
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  • Horzum, M. B. (2011). Web pedagojik içerik bilgisi ölçeği'nin türkçeye uyarlaması. İlköğretim Online, 10(1), 257-272. https://doi.org/10.17583/qre.2020.5872
  • Hu, X., Chiu, M. M., Leung, W. M. V., & Yelland, N. (2021). Technology integration for young children during COVID‐19: Towards future online teaching. British Journal of Educational Technology, 52(4), 1513-1537. https://doi.org/10.1111/bjet.13106
  • Kale, U. (2014). Can they plan to teach with Web 2.0? Future teachers’ potential use of the emerging web. Technology, pedagogy and education, 23(4), 471-489.
  • Kaşcı, T., & Selçuk, G. (2021). Examination of classroom teachers’ technological pedagogical content knowledge and teacher self-efficacy beliefs. Journal of Educational Technology and Online Learning, 4(4), 774-792. http://doi.org/10.31681/jetol.1018879
  • Keengwe, J. (2007). Faculty integration of technology into instruction and students’ perceptions of computer technology to improve student learning. Journal of Information Technology Education: Research, 6(1), 169-180. https://www.learntechlib.org/p/111414/.
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Web pedagogical content knowledge of early childhood education professionals

Year 2023, Volume: 6 Issue: 1, 162 - 183, 31.01.2023
https://doi.org/10.31681/jetol.1179663

Abstract

Early childhood education is the first step of education in which children have their initial experiences with school and learning. Thus, early childhood education (ECE) teachers are expected to be qualified in pedagogy and teaching to have permanent and effective learning among children. With the changing world, technology and the web are becoming an inevitable necessity for children in early childhood, especially during the pandemic in which the web has become the only way to continue teaching via distance education. Therefore, web pedagogical content knowledge of teachers and other professionals related to ECE who will directly or indirectly affect previous experiences with children gains importance to provide meaningful experiences. As a result, the current study aims to explore ECE teachers, pre-service teachers, and academicians' web pedagogical knowledge. To reach this aim, the researchers use case study, one of the qualitative research designs. An interview protocol was applied to participants, and their web pedagogical content knowledge was explored via semi-structured questions. Data analysis was made by NVivo software and two researchers. After the data analysis, it was found that participants generally are not familiar with the WPCK. Still, they use the web in their classroom such as to find new activities in their classroom. Also, most participants argue that the pandemic contributes them to develop their experiences while distance education. As a result, the findings were discussed with the related literature.

References

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  • Alhassan, R. (2017). Exploring the Relationship between Web 2.0 Tools Self-Efficacy and Teachers' Use of These Tools in Their Teaching. Journal of Education and Learning, 6(4), 217-228. http://doi.org/10.5539/jel.v6n4p217
  • Alkhayat, L., Ernest, J., & LaChenaye, J. (2020). Exploring Kuwaiti preservice early childhood teachers’ beliefs about using web 2.0 technologies. Early Childhood Education Journal, 48(6), 715-725. https://doi.org/10.1007/s10643-020-01036-6
  • Altun, D. (2019). Investigating Pre-Service Early Childhood Education Teachers' Technological Pedagogical Content Knowledge (TPACK) Competencies Regarding Digital Literacy Skills and Their Technology Attitudes and Usage. Journal of Education and Learning, 8(1), 249-263. https://eric.ed.gov/?id=EJ1203450
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  • Dayal, H. C., & Tiko, L. (2020). When are we going to have the real school? A case study of early childhood education and care teachers’ experiences surrounding education during the COVID-19 pandemic. Australasian Journal of Early Childhood, 45(4), 336-347. https://doi.org/10.1177/1836939120966085
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  • Dini, J. P. A. U. (2021). The impact of distance learning implementation in early childhood education teacher profesional competence. Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini, 5(2), 1815-1824. https://doi.org/10.31004/obsesi.v5i2.1009
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  • Ford, T. G., Kwon, K. A., & Tsotsoros, J. D. (2021). Early childhood distance learning in the US during the COVID pandemic: Challenges and opportunities. Children and Youth Services Review, 131, 106297. https://doi.org/10.1016/j.childyouth.2021.106297
  • Fraenkel, J. R., Wallen, N. E., & Hyun H. H. (2012). How to design and evaluate research in education (8th ed.). McGraw Hill.
  • Gialamas, V., & Nikolopoulou, K. (2010). In-service and pre-service early childhood teachers’ views and intentions about ICT use in early childhood settings: A comparative study. Computers & Education, 55(1), 333-341. https://doi.org/10.1016/j.compedu.2010.01.019
  • Graham, C. R. (2011). Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers & Education, 57(3), 1953-1960. https://doi.org/10.1016/j.compedu.2011.04.010
  • Guhal, S., & Leonard, J. (2002). Motivation in elementary mathematics: How students and teacher benefit from computers. TechTrends, 46(1), 40. https://www.proquest.com/scholarly-journals/motivation-elementary-mathematics-how-students/docview/223129116/se-2
  • Hidayati, N. (2021, March). Distance Learning in Early Childhood Education During Pandemic Covid-19. In 5th International Conference on Early Childhood Education (ICECE 2020) (pp. 207-211). Atlantis Press.
  • Hilal, A. H., & Alabri, S. S. (2013). Using NVivo for data analysis in qualitative research. International interdisciplinary journal of education 2(2), 181-186. https://www.proquest.com/scholarly-journals/motivation-elementary-mathematics-how-students/docview/223129116/se-2
  • Horzum, M. B. (2011). Web pedagojik içerik bilgisi ölçeği'nin türkçeye uyarlaması. İlköğretim Online, 10(1), 257-272. https://doi.org/10.17583/qre.2020.5872
  • Hu, X., Chiu, M. M., Leung, W. M. V., & Yelland, N. (2021). Technology integration for young children during COVID‐19: Towards future online teaching. British Journal of Educational Technology, 52(4), 1513-1537. https://doi.org/10.1111/bjet.13106
  • Kale, U. (2014). Can they plan to teach with Web 2.0? Future teachers’ potential use of the emerging web. Technology, pedagogy and education, 23(4), 471-489.
  • Kaşcı, T., & Selçuk, G. (2021). Examination of classroom teachers’ technological pedagogical content knowledge and teacher self-efficacy beliefs. Journal of Educational Technology and Online Learning, 4(4), 774-792. http://doi.org/10.31681/jetol.1018879
  • Keengwe, J. (2007). Faculty integration of technology into instruction and students’ perceptions of computer technology to improve student learning. Journal of Information Technology Education: Research, 6(1), 169-180. https://www.learntechlib.org/p/111414/.
  • Kelly, K. L., & Schorger, J. R. (2001). “Let’s Play ‘Puters”: Expressive Language Use at the Computer Center. Information Technology in Childhood Education Annual, 2001(1), 125-138. https://www.learntechlib.org/primary/p/8497/.
  • Kim, J. (2020). Learning and teaching online during Covid-19: Experiences of student teachers in an early childhood education practicum. International Journal of Early Childhood, 52(2), 145-158. https://doi.org/10.1007/s13158-020-00272-6
  • Kim, P., Miranda, T., & Olaciregui, C. (2008). Pocket school: Exploring mobile technology as a sustainable literacy education option for underserved indigenous children in Latin America. International Journal of Educational Development, 28(4), 435-445. https://doi.org/10.1016/j.ijedudev.2007.11.002
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  • 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. https://doi.org/10.2190/0EW7-01WB-BKHL-QDYV
  • Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70. https://www.learntechlib.org/primary/d/29544
  • Korucu, A. T., & Yücel, A. (2015). İnformationtechnologiesteachers’ ideasaboutdynamic webtechnologies use in education. Eğitim Teknolojisi Kuram ve Uygulama,5(2), 126-152. https://dx.doi.org/10.17943/etku.78815
  • Lee, J., Cerreto, F. A., & Lee, J. (2010). Theory of planned behavior and teachers' decisions regarding use of educational technology. Journal of Educational Technology & Society, 13(1), 152-164. https://www.jstor.org/stable/jeductechsoci.13.1.152
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There are 66 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Emre Çam 0000-0001-9413-0292

Betül Yılmaz Çam 0000-0003-0278-3689

Publication Date January 31, 2023
Published in Issue Year 2023 Volume: 6 Issue: 1

Cite

APA Çam, E., & Yılmaz Çam, B. (2023). Web pedagogical content knowledge of early childhood education professionals. Journal of Educational Technology and Online Learning, 6(1), 162-183. https://doi.org/10.31681/jetol.1179663


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