The effect of ICT course given by distance education method on the preservice teachers' ICT competencies and technological pedagogical content knowledge

The aim of this research is to investigate the effect of ICT course given by distance education method on the student teachers' ICT competencies and technological pedagogical content knowledge. For this purpose, it has been investigated whether there is a significant difference between the ICT competence, technological pedagogical content knowledge and technology integration selfefficacy levels of the student teachers who enrolled the ICT course with distance education method and face to face education method. The study group was consisted of 413 student teachers from 10 universities in Turkey. The causal comparison pattern was used in the research. ICT Competencies Scale, TPACK-deep Scale, and SelfEfficacy Perception Scale for Technology Integration were used to collect the data. In order to analyze the data, independent samples t-test and one-way analysis of variance were used for to test the significance of the difference between the averages as well as descriptive statistics for the purpose of the research. No significant difference was found among the preservice teachers, who enrolled the ICT course with distance education method and face to face education method, in terms of ICT competence, technological pedagogical content knowledge and self-efficacy towards technology integration, including the sub-dimensions of the scales. There was no significant difference in terms of ICT competencies, technological pedagogical content information and self-efficacy towards technology integration according to the gender of pre-service teachers. A significant difference was found in terms of ICT competencies, technological pedagogical content knowledge and self-efficacy towards technology integration, according to the pre-service teachers' grade levels, having their own computer used in education life and the ability to use the technology they perceive. Keywords: ICT integration, preservice teachers, ICT competencies, technological pedagogical content knowledge, self-efficacy towards technology integration