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Vol.7, No.3, August 2018. ISSN: 2217-8309 eISSN: 2217-8333
TEM Journal
TECHNOLOGY, EDUCATION, MANAGEMENT, INFORMATICS Association for Information Communication Technology Education and Science |
Examining Technological and Pedagogical Content Knowledge of Special Education Teachers Based on Various Variables
Mukaddes Sakalli Demirok, Basak Baglama
© 2018 Basak Baglama, published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License. (CC BY-NC-ND 4.0)
Citation Information: TEM Journal. Volume 7, Issue 3, Pages 507-512, ISSN 2217-8309, DOI: 10.18421/TEM73-06, August 2018.
Received: 14 March 2018
Abstract:
Integration of technology in special education has gained great importance recently and special education teachers are expected to have higher levels of competencies in integrating technology in special education settings and other important components of knowledge and skills related with technology. This study aims to examine technological and pedagogical content knowledge levels of special education teachers based on various variables. The study has quantitative nature and a survey model was used. Data were collected with demographic information form and Technological Pedagogical Content Knowledge Scale. Results showed adequate levels of technological and pedagogical content knowledge levels of special education teachers and significant difference was observed between the teaching experience and the technological and pedagogical content knowledge levels.
Keywords –Technological and pedagogical content knowledge, teacher competency, special education teacher, technology. |
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