The relationship between Turkish EFL teachers' attitudes towards Educational Information Network (EBA) and their Technological Pedagogical Content Knowledge (TPACK) levels

The most common online educational platform in Turkey is Educational Information Network (EBA). It was designed in order to increase the effective use of technology in classes. Considering the importance of teachers' role in integrating technology into lessons, teachers are required to be competent in technology, content and pedagogy knowledge. How competent teachers' feel themselves about their TPACK levels may have an impact on their attitudes towards using EBA platform.The purpose of the present study was to investigate the relationship between Turkish EFL teachers' attitudes towards EBA and their TPACK levels. Descriptive quantitative research design was used in the study. To investigate the relationship, correlational study method was adapted. The participants consisted of 372 EFL teachers working in Hatay, Turkey. The data were collected through EBA Attitude Scale and EFL TPACK Survey. According to the analysis of the data, it was revealed that EFL teachers' attitudes towards EBA were positive and they have sufficient levels of TPACK. Moderate positive correlation was determined between teachers' attitudes towards EBA and their TPACK levels. No significant difference was found in EFL teachers' attitudes towards EBA depending on their gender, age, educational status, teaching experience and type of school. It was revealed in the study that there was a significant difference between teachers' age and their TCK and TPACK levels. Teachers in the age group of 31-40 had higher levels of TCK and TPACK scores than other groups. Considering the type of school variable, secondary school EFL teachers were found to be more competent in TPACK. Significant difference was found in EFL teachers' TK and TPACK levels depending on their teaching experience. Teachers with 1-5 years of teaching experience were found to be more competent in TK while teachers with 6-10 years of teaching experience were more competent in TPACK. At the end of the study, implications both for teachers and educational authorities were suggested. Keywords: Educational Information Network, Technological Pedagogical Content Knowledge, EFL teachers