An Exploration of Turkish Kindergarten Early Career Stage Teachers’ Technology Beliefs and Practices

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" An Exploration of Turkish Kindergarten Early Career Stage Teachers’ Technology Beliefs and Practices "
Ozel, Ozge Berson, Ilene R.

Document Type	:	Latin Dissertation
Language of Document	:	English
Record Number	:	1052156
Doc. No	:	TL51273
Main Entry	:	Ozel, Ozge
Title & Author	:	An Exploration of Turkish Kindergarten Early Career Stage Teachers’ Technology Beliefs and Practices\ Ozel, OzgeBerson, Ilene R.
College	:	University of South Florida
Date	:	2019
Degree	:	Ph.D.
student score	:	2019
Note	:	270 p.
Abstract	:	The purpose of this study was to explore Turkish kindergarten early career stage teachers’ self-efficacy beliefs towards technology and their technology integration practices in their classrooms by answering: What are self-efficacy beliefs of Turkish kindergarten early career stage teachers towards technology? How do Turkish kindergarten early career teachers integrate technology into their classrooms’ instructions? The study was designed as a qualitative multiple case study and guided by Bandura’s (1986) social cognitive theory and Mishra and Koehler’s (2006) TPACK conceptual framework. I conducted this study in Istanbul, where is the most crowded and metropolitan city in Turkey. The schools were chosen by the Ministry of National Education (MoNE) after the permissions were received from IRB and MoNE, and the participants were assigned by the directors of schools based on research criteria. Participants were chosen purposefully, and there were four female kindergarten teachers in their early career stages, which were identified based on Steffy, Wolfe, Pasch and Enz (2000)’ stages: novice teacher and apprentice teacher, teaching five-year-old students at technologically well-equipped classrooms, and who had a bachelor’s degree in preschool teaching. Data was collected from three sessions of semi-structured interviews and two sessions of observation based on TIM-O. Data was coded and analyzed based on Technological Pedagogical Content Knowledge (TPACK) to make sense teachers’ technology self-efficacy beliefs towards technology and Technology Integration Matrix (TIM)’s to understand their technology practice into classroom instructions.
Descriptor	:	Early childhood education
	:	Educational technology
	:	Information technology
Added Entry	:	Berson, Ilene R.
Added Entry	:	University of South Florida