Developing the technology use skills and technology integration competences of social study teachers by activities: An action research

Within the current era, researchers have maintained their focus on training teachers with high technological pedagogical content knowledge self-efficacy and equipt with technical knowledge, in order to achieve lasting and meaningful learning through increasing the use of technology in learning environments and improving teachers' technological pedagogical content self-efficacy, However, the majority of these studies often presented theoretical principles rather than practices and models within the context of technology integration into education. In the relevant literature, while there are many studies providing theoretical principles for the development of technology integration self-efficacy of teachers who are practitioners in their educational and training processes, there are few studies offering practical examples and models. The aim of the research is to develop social studies teacher candidates' technology using skills and technology integration competencies through activities. In order to achieve this goal, an action research was conducted. During the action research process, seven activities were prepared to be implemented. These activities were then applied to the participants within fourteen weeks period and it was therefore attempted to improve the participants' technology using skills and technology integration competencies. The study group of the research consisted of twenty-seven social studies teacher candidates studying at second grade during the spring semester of the 2019-2020 academic year. As for the qualitative data collection tools of the research, participant diaries, researcher notes were used and in order to support the qualitative data, course video recordings were utilized. Overall, the qualitative data obtained from the research were analysed through the use of content analysis method. The self-efficacy perception scale for technology integration developed by Wang, Ertmer, and Newby (2004) and adapted into Turkish by Ünal and Teker (2018), and technological pedagogical content knowledge self-efficacy perception scale developed by Schmidt et al. (2009) were used to collect quantitative data of the research. It has been concluded that the designed and implemented program is a viable program. Social studies teacher candidates generally have positive views on the implementation of such a program. Accordingly, the participants stated that they had new information about the technological tools used in the study and the technology in general after the implementation of the program. At the same time, they emphasized that their technology using skills, thinking skills and skills that are included in the curriculum have improved. They also stated that their self-efficacy perceptions of integrating technology into education have improved.