{"id":1862,"date":"2021-12-17T12:03:51","date_gmt":"2021-12-17T17:03:51","guid":{"rendered":"https:\/\/tpack.pages.wm.edu\/?p=1862"},"modified":"2021-12-17T12:03:51","modified_gmt":"2021-12-17T17:03:51","slug":"1862","status":"publish","type":"post","link":"https:\/\/tpack.org\/tpackrefs\/archives\/1862","title":{"rendered":""},"content":{"rendered":"\n<p>Yurdakul, I. K. (2018). Modeling the relationship between pre-service teachers\u2019 TPACK and digital nativity.\u00a0<em>Educational Technology Research &amp; Development<\/em>,\u00a0<em>66<\/em>(2), 267\u2013281. <a href=\"https:\/\/doi.org\/10.1007\/s11423-017-9546-x\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1007\/s11423-017-9546-x<\/a><\/p>\n\n\n\n<p>Abstract: <\/p>\n\n\n\n<p>\u201cThe purpose of this study is to build a structural equation model that predicts the relationship between Technological Pedagogical Content Knowledge (TPACK) competencies and digital nativity. The data was collected from 1493 Turkish pre-service teachers. Two instruments were used in the data collection; a&nbsp;TPACK-deep scale and a Turkish adaptation of the Digital Native Assessment Scale (DNAS). Structural equation modeling (SEM) was conducted to investigate the assumption that digital nativity was a predictor of&nbsp;TPACK&nbsp;competency. It was found that pre-service teachers considered themselves to have high-level ability in both digital nativity and&nbsp;TPACK&nbsp;competency. The most prominent finding of the study was that digital nativity is a significant predictor of&nbsp;TPACK&nbsp;competency. Based on the research findings, implications for practice and suggestions for future studies are also provided.\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Yurdakul, I. K. (2018). Modeling the relationship between pre-service teachers\u2019 TPACK and digital nativity.\u00a0Educational Technology Research &amp; Development,\u00a066(2), 267\u2013281. https:\/\/doi.org\/10.1007\/s11423-017-9546-x Abstract: \u201cThe purpose of this study is to build a structural equation model that predicts the relationship between Technological Pedagogical Content Knowledge (TPACK) competencies and digital nativity. The data was&#8230;<\/p>\n<div class=\"more-link-wrapper\"><a class=\"more-link\" href=\"https:\/\/tpack.org\/tpackrefs\/archives\/1862\">Continue reading<span class=\"screen-reader-text\"><\/span><\/a><\/div>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[3],"tags":[151,152,206,513,560,707],"coauthors":[2301],"class_list":["post-1862","post","type-post","status-publish","format-standard","hentry","category-journal-article","tag-sem","tag-structural-equation-modeling","tag-dnas","tag-preservice-teachers","tag-turkey","tag-digital-natives","entry"],"_links":{"self":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/1862","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/comments?post=1862"}],"version-history":[{"count":0,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/1862\/revisions"}],"wp:attachment":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/media?parent=1862"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/categories?post=1862"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/tags?post=1862"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/coauthors?post=1862"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}