Reflections of technology learning cycle to classroom teachers' technological pedagogical content knowledge

The purpose of this study is to examine the reflections of the technology learning cycle (TLC) model on classroom teachers' technological pedagogical content knowledge (TPACK) within the scope of science course. In this study, case study design, one of the qualitative research methods, was used. The study group consisted of 7 classroom teachers working in the 3rd and 4th grades of primary schools in Elazığ, Çorum, Batman and Ankara provinces. The study group was determined by criterion sampling, one of the purposeful sampling types. The data obtained over a period of seven weeks were analyzed through descriptive and content analysis. In this case study, observation form, semi-structured interview form, reflective diaries and reminder notes were used as data collection tools. The research observations were made in the 7-week period between 19.04.2021-04.06.2021, taking into account the steps of the technology learning cycle model. In this process, the classroom teachers participating in the research were asked to keep a diary and the researcher's diary was also kept during this period. In the 1st, 2nd, 3rd, 4th and 7th weeks of the study, online meetings were held with classroom teachers and the steps of the technology learning cycle were discussed together. At the end of the seven-week period, semi-structured interviews were conducted with the classroom teachers. Digital tools were introduced in the discovery, filtration and learning stages of the cycle and the integration of these tools into the lesson was evaluated with the teachers. As a result of the research, it was seen that the technology learning cycle model enabled teachers to use different web 2.0 tools for technology integration and increased technology literacy. Regarding prior knowledge, it was concluded that the technologies used in general had an effect on revealing prior knowledge by attracting attention in the lesson. Regarding subject area knowledge, it was observed that it had an effect on conceptual and nature of science knowledge areas in terms of concretizing abstract concepts. Regarding curriculum knowledge; it was determined that it enriched and expanded curriculum knowledge by enabling the use of different methods and techniques and the preparation of rich content and activities. Although at the beginning of the implementation, some teachers were almost never using technological tools in their lessons, towards the end of the study, it was determined that they integrated technology into classroom practices and made efforts and made serious progress in classroom management, preparing materials suitable for the subject and student level. As a result, in this study, as a result of the technology learning cycle model applications, it was determined that pre-service teachers made positive progress in all subcomponents of TPACK. In line with the results obtained from the study, some suggestions were made to the relevant educational stakeholders regarding the findings obtained respectively.