Society for Information Technology Teacher Education International Conference, Louisiana, Amerika Birleşik Devletleri, 25 - 27 Mart 2013, ss.5073-5077
Changes having occurred in the field of education have affected the body of knowledge that teachers need to
promote successful language learning of their students (van Olphen, 2008). The present study aims to
examine the TPACK development of Turkish PTs of English as they participated into a study explicitly
focusing on the framework of TPACK and designed following Learning Technology by Design approach.
Participants were 22 PTs enrolled in the ELT program of a state university in Istanbul, Turkey. During the
12-week study, PTs were informed about the TPACK framework, explored various technologies
collaboratively, developed technological materials, designed technology-integrated lessons and taught in a
real classroom setting. Data came from the adapted version of the Survey of Pre-service Teachers’
Knowledge of Teaching and Technology (Schmidt, et al., 2009). Results showed that there was a statistically
significant increase in TK, TCK, TPK and TPACK scores of PTs of English from the beginning to the end of
the study.