Ismail Celik

Analysis of Relationships between Technological Pedagogical Content Knowledge and Educational Internet Use

Abstract This study analyzes the relationships between preservice teachers’ technological pedagogical content knowledge (TPACK) and their self-efficacy beliefs in educational Internet use. Findings show statistically significant relationships among the knowledge domains in technology, pedagogy, content, and their intersections. Also, results from the canonical correlation analysis show that a statistically significant and strong relationship exists between the knowledge dimensions in the TPACK model and the self-efficacy beliefs in educational Internet use. Specifically, technology, content, and technological content knowledge domains are statistically significant predictors of preservice teachers’ self-efficacy beliefs in educational Internet use.

Analysis of the Relations among the Components of Technological Pedagogical and Content Knowledge (Tpack): A Structural Equation Model

In the current study, the model of technological pedagogical and content knowledge (TPACK) is used as the theoretical framework in the process of data collection and interpretation of the results. This study analyzes the perceptions of 744 undergraduate students regarding their TPACK levels measured by responses to a survey developed by Sahin (2011). The survey contains seven subscales: Technology knowledge (TK), pedagogy knowledge (PK), content knowledge (CK), technological pedagogy knowledge (TPK), technological content knowledge (TCK), pedagogical content knowledge (PCK), and technological pedagogical and content knowledge (TPACK). These seven subscales form the seven variables of the study. The findings show that teacher candidates with more technology knowledge will have more knowledge in pedagogy and content. Also, pedagogy seems as the only variable that is significantly related to all of the variables presented in the TPACK model. This result suggests that pedagogy is the core knowledge of the TPACK. In the study, technology and content knowledge domains influence the TPACK indirectly. Moreover, only the dyadic knowledge components including the content knowledge are related the TPACK.

Üniversite Öğrencilerinin Facebook Bağlanma Stratejilerinin ve Yaşam Doyumlarının İncelenmesi

Bu calismanin amaci, universite ogrencilerinin Facebook baglanma stratejileri ve yasam doyumlarini incelemektir. Calisma 2014-2015 ogretim yilinda yurutulmus olup, calismanin arastirma grubunu 281 universite ogrencisi olusturmustur. Mevcut durumun betimlenmesinin amaclandigi bu calismada tarama modellerinden iliskisel tarama modeli kullanilmistir. Ogrencilerin Facebook baglanma stratejilerini belirlemek icin “Facebook Baglanma Stratejileri Olcegi”, yasam doyumlarini belirlemek icin de “Yasam Doyum Olcegi” kullanilmistir. Arastirmadan elde edilen bulgular, ogrencilerin yasam doyumlari ile Facebook baglanma stratejileri (baslatma, surdurme ve bilgi arama) arasinda pozitif yonde anlamli bir iliski oldugunu gostermistir. Ayrica arastirma sonuclari, ogrencilerin Facebook baglanma stratejileri (baslatma, surdurme ve bilgi arama) ile yasam doyumlarinin ogrenim gordukleri okul turu, bilgisayar sahipligi ve Facebook kullanim suresi degiskenlerine gore anlamli duzeyde farklilastigini gostermektedir. Bunun yani sira, ogrencilerin Facebook baglanma stratejilerinin cinsiyet (baslatma, surdurme ve bilgi arama alt boyutlarinda), internet sahipligi (baslatma, surdurme ve bilgi arama alt boyutlarinda), barinma turu (baslatma alt boyutunda) ve geldigi sehir (bilgi arama alt boyutunda) degiskenlerine gore anlamli duzeyde farklilastigini gostermektedir.

ANALYSIS OF RELATIONSHIPS BETWEEN PROBLEMATIC INTERNET USE AND ATTACHMENT STYLES

The purpose of this study is to determine university students’ problematic internet use levels and analyze some variables that predict problematic internet use. This study, which was designed according to the relational survey model, was conducted at a large university in Turkey. The research data were obtained from a total of 217 university students, 101 female and 116 male who volunteered to participate in the study. Two different scales were used to collect the research data. In order to determine university students’ problematic internet use levels, Problematic Internet Usage Scale, which was developed by Ceyhan, Ceyhan and Gürcan (2007), was used. The scale was a 5-point likert type scale that contained response choices ranging from (1) “totally inappropriate” to (5) “totally appropriate” and consisted of 33 items in 3 factors. In order to measure university students’ attachment styles, Relationship Scales Questionnaire, which was developed by Griffin and Bartholomew (1994) and whose validity and reliability was tested and proven on Turkish university students by Sümer and Güngör (1999), was used. The scale, which was used to determine four different attachment styles, was a 7-point likert type scale that had choices ranging from (1) “it does not describe me at all” to (7) “it totally describes me”. Before analyzing the data obtained from the scales, first the normality and linearity of the data were tested. To this end, central distribution, skewness and kurtosis values were examined on the distributions of the total scores obtained from the scales. Since the calculated skewness and kurtosis values were between +1 and -1, it was decided that normality of the distribution had been ensured. According to this, descriptive statistics, correlation analysis and regression analysis were used in the analysis process. Pearson Product Moment Correlation Coefficient technique and stepwise regression analysis technique were used to investigate the relationships between problematic internet use and its sub-dimensions (excessive usage, social benefit/social comfort and negative consequences of the internet), which were the dependent variables of the study, and attachment styles and its sub-dimensions (secure, fearful, preoccupied and dismissing), which were the independent variables of the study. The findings of the study indicate that university students have a medium level problematic internet use. As a result of the stepwise multiple regression analysis, in which factors that predicted university students’ problematic internet use, the preoccupied, secure and dismissing attachment styles were found to be the strongest predictors of problematic internet use respectively.