Investigation of technopedagogical education competencies and smart board self-efficacy of social studies teachers: Afyonkarahisar sample

In this study, which aimed to investigate and determine the relationship between Social Studies teachers' techno-pedagogical education competencies and smart board self-efficacy, explanatory sequential model which is one of the mixed method designs is used. 101 social studies teachers working in the secondary schools of Afyonkarahisar city center in 2016-2017 academic year participated in the study. The data of the study were collected by using personal information form, Techno-pedagogical Training Competency Scale, Interactive (Smart) Board Usage Self-Efficacy Scale and interview form. Quantitative data of the study were analyzed with a statistical program. In the analysis of quantitative data mean, percentage and frequency values and independent samples t-test, one-way analysis of variance (ANOVA), correlation analysis methods were used, and content analysis was performed on qualitative data. According to the results, it was determined that the techno-pedagogical education competencies of social studies teachers were at advanced level. It was seen that the teachers' techno-pedagogical education competencies did not differ significantly according to their gender, age and seniority. It was found that teachers' techno-pedagogical education competencies differ significantly in terms of computer using competencies, information technology training status and smart board daily usage status. It was determined that the self-efficacy levels of social studies teachers for the use of smart boards were at "I agree" level. Teachers' self-efficacy of using the smart board did not differ significantly according to gender, age, seniority and computer using competencies. It was determined that social studies teachers' self-efficacy of using the smart board differed significantly according to the state of information technology training and the use of smart board daily. In addition, it was determined that there was a medium-level positive relationship between the teachers' techno-pedagogical education competencies and self-efficacy of using the smart board and the teachers' techno-pedagogical education competencies increased the self-efficacy of using the smart board. On the basis of qualitative results, it can be said that teachers see themselves as sufficient in terms of technological, pedagogical and content knowledge, and use technology and smart board effectively. Key Wrods: Techno-pedagogical Education, Smart Board, Social Studies, Technology Integration.