The Relationship Between Technological Pedagogical Content Knowledge and Technology Use Intention in Pre-service Early Childhood Teachers
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This study aimed to analyze the levels of Technological Pedagogical Content Knowledge and technology use intention among pre-service early childhood teachers, as well as to examine the relationship between these teachers’ TPACK and their intention to use technology. A survey was conducted with 151 students enrolled in the Department of Early Childhood Education at A Univer- sity, and the collected responses were analyzed. Independent samples t-tests and one-way ANOVA were utilized to assess mean differences based on gender, grade level, and student achievement level. Furthermore, a multiple regression analysis (using the Enter method) was performed to evaluate the explanatory power of TPACK on technology use intention. Results indicated that male students had significantly higher average scores in TK, TPK, TCK, TPACK, and technology use intention compared to female stu- dents (p < .05). Additionally, second- and third-year students outperformed first-year students in CK, PK, TK, PCK, and TCK, with third-year students also scoring higher in TPK. The A grade group exhibited higher average scores in CK than the B and C grade groups, and also outperformed the B grade group in PK and PCK. The regression analysis revealed that the model was statistically significant (p < .001), with TPK, TCK, and TPACK identified as significant predictors of technology use intention.
Abstract
This study aimed to analyze the levels of Technological Pedagogical Content Knowledge and technology use intention among pre-service early childhood teachers, as well as to examine the relationship between these teachers’ TPACK and their intention to use technology. A survey was conducted with 151 students enrolled in the Department of Early Childhood Education at A Univer- sity, and the collected responses were analyzed. Independent samples t-tests and one-way ANOVA were utilized to assess mean differences based on gender, grade level, and student achievement level. Furthermore, a multiple regression analysis (using the Enter method) was performed to evaluate the explanatory power of TPACK on technology use intention. Results indicated that male students had significantly higher average scores in TK, TPK, TCK, TPACK, and technology use intention compared to female stu- dents (p < .05). Additionally, second- and third-year students outperformed first-year students in CK, PK, TK, PCK, and TCK, with third-year students also scoring higher in TPK. The A grade group exhibited higher average scores in CK than the B and C grade groups, and also outperformed the B grade group in PK and PCK. The regression analysis revealed that the model was statistically significant (p < .001), with TPK, TCK, and TPACK identified as significant predictors of technology use intention.
참고문헌 (15)
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