Eastern Mediterranean University (TURKEY)
About this paper:
Appears in: ICERI2015 Proceedings
Publication year: 2015
Pages: 1399-1401
ISBN: 978-84-608-2657-6
ISSN: 2340-1095
Conference name: 8th International Conference of Education, Research and Innovation
Dates: 18-20 November, 2015
Location: Seville, Spain
Technology is changing everything in our life. In the 21st century our educational paradigm will also be changed as a result of those changes. There have been considerable amount of studies related potential benefits of technology into instructional settings. In addition to research-based findings technological tools have been increasingly utilized in educational settings due to international standards and national polies. However, these standards(ISTE2001, Midoro, 2005) do not make a connection between teachers’ technological cpabilities and their integration into those settings. Therefore, technology related Professional programs and pre-service teacher education programs focus on only those technological capabilities in practice. However, even using technology occasionally is not adequate because teachers should integrate those capabilities into teaching and learning process for the requirements of succesful technology integration (Bose, 2010). Therefore, pre-service teacher education programs aiming to teach only technological capabilities cannot be succesful transfering those capabilites into teching and learning environments (Koc and Bakır, 2010).

One of the main reason behind the lack of success of pre-service teacher programs may have been proposed as oversimplification of technology integration by separating technology from pedagogy and content knowledge (The AACTE Commitee, 2008). Tehnological Pedagogical Content knowledge (TPACK) provides a framework for programs to focus on usşng technology, pedagogy and content inteactively rather then just using technology (Mishra & Kohler2006, Cox, 2008) Therefore, using this framework may solve technology problems.
Technology integration, TPACK.