The role of teachers' technological pedagogical content knowledge, mindset and emotions about teaching with technology in modeling technology integration

It was aimed to describe the existing situations of teachers regarding their use of ICT for educational purposes, technological pedagogical content knowledge (TPACK), their mindset and their emotions about teaching with technology, the differentiation of these variables according to demographic characteristics, and the examination of the relationships between the variables in this study. 298 teachers working at primary and secondary level in İzmir participated in the research. In data collection, classification of ICT use in education scale, TPACK scale, emotions related to teaching with technology scale and teacher mindset scale were used. Teachers' emotion scale and teacher mindset scale, which are among these measurement tools, were adapted to Turkish within the scope of the research, and validity and reliability studies were carried out. In the study, teachers' use of ICT was examined under three headings: ICT use before teaching, organizing teaching and empowering learning. It was determined that teachers' educational ICT usage, TPACK, emotions about teaching with technology (enjoyment and anxiety) and mindset scores did not differ according to gender and personal ICT experience. According to the professional ICT experience, it was determined that there were significant differences in the use of ICT before teaching, the use of ICT to organize teaching, and the anxiety and enjoyment scores for teaching with technology. In the current study, a structural equation model including the relationships of these variables with each other was tested in predicting teachers' ICT use. The proposed model explained 67% of the variance in the use of ICT to empower learning, 57% of the use of ICT to organize teaching, and 29% of the use of ICT before teaching. In addition, it was concluded that nine of the vii 16 hypotheses in the proposed structural model were supported. Accordingly, it was determined that the growth mindset of the teachers had a positive effect on TPACK. It has been found that TPACK has a negative effect on anxiety and a positive effect on enjoyment and ICT use for empowering learning. Enjoyment has a positive effect on all types of educational ICT use by teachers; however, it was determined that the effect of anxiety was not significant. In addition to these findings, it was seen that the use of ICT before teaching had a positive effect on the use of ICT to organize teaching. It has been determined that the type of ICT use to organize teaching has a positive effect on the use of ICT to empower learning. Keywords: Technology integration, ICT use, TPACK, Teacher Emotions, Teacher Mindset