The relationship between primary school teachers' technological pedagogical content knowledge (TPACK) and attitudes towards instructional technologies of (Akyazi case)

The aim of this study is to examine the relationship between primary school teachers' Technological and Pedagogical Content Knowledge (TPACK) andattitudes towards instructional technologies. Two hundred and ninety seven(n=297) primary school classroom and subject teachers at Sakarya Akyazı province in 2016-2017 academicyear formed the study group for this study.The data related to primary school teachers' technological and pedagogical content knowledge was gathered through "Technological Pedagogical Content Knowledge Scale (TPACK)" developed by Schmidt, Baran, Thompson, Mishra, Koehler and Shin (2009) and adapted into Turkish by Öztürk andHorzum (2011) and the datarelated to attitudes towards instructional technologies were collected through"Attitudes Towards Instructional Technology Scale" developed by Metin, Yılmaz, Coşkun, Birişçi, (2011).The data collected from the primary school teachers were analyzed through statistical programs.Through the statistical programs, Confirmatory Factor Analysis (CFA) was performed to confirm the two predefined sub-dimensional structures of the scales used in the study, the percentage, the frequency, maenvalues and the mean standard deviation scores of the items in the scales were calculated and Kolmogorov-Smirnov, Kruscal-Wallis and Mann-WhitneyU Tests were performed and Spearman Correlation Coefficient was calculated. The findings of the research revealed that primary school teachers' perceptions on the levels of' technological pedagogical content knowledge is high. Moreover, when gender is concerned, no statistically significant difference was found when their genders are concerned. There is no statistically significant difference was found for the whole TPACK scale. Furthermore, in terms of participants' years of experience in teaching, there was no significant difference observed for the whole TPACK scale. When Mann-whitney U test results are analyzed, a significant difference was found in favor of basic education teacher among all other branches of teachers, except for the TK and TPK sub-scale and the whole TPACK scale. However, no significant difference was found between the teachers who got in-service training on TPACK and who did not on TPACK. When the attitudes of primary school teachers towards instructional technologies are examined, teachers had a high level of teachers attitudes towards instructional technologies. On the other hand, no significant difference was found when their genders, years of experience in teaching, teachers'branches and getting in-service training or not are concerned. The findings of the research indicated a positive, low level and significant relationship between primary school teachers' Technological Pedagogical Content Knowledge (TPACK) and theirattitudes towards instructional technologies.