{"id":7481,"date":"2024-01-13T17:04:28","date_gmt":"2024-01-13T22:04:28","guid":{"rendered":"https:\/\/tpack.pages.wm.edu\/?p=7481"},"modified":"2024-01-13T17:04:28","modified_gmt":"2024-01-13T22:04:28","slug":"7481","status":"publish","type":"post","link":"https:\/\/tpack.org\/tpackrefs\/archives\/7481","title":{"rendered":""},"content":{"rendered":"\n<p>Sahin, I., Celik, I., Akturk, A. O., &amp; Aydin, M. (2013). Analysis of relationships between technological pedagogical content knowledge and educational internet use. <em>Journal of Digital Learning in Teacher Education<\/em>, <em>29<\/em>(4), 110\u2013117. <a href=\"https:\/\/doi.org\/10.1080\/21532974.2013.10784714\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1080\/21532974.2013.10784714<\/a><\/p>\n\n\n\n<p>Abstract:<\/p>\n\n\n\n<p>\u201cThis study analyzes the relationships between preservice teachers&#8217; technological pedagogical content\u00a0knowledge (TPACK) and their self-efficacy beliefs in educational Internet use. Findings show statistically significant relationships among the knowledge domains in technology, pedagogy,\u00a0content, and their intersections. Also, results from the canonical correlation analysis show that a statistically significant and strong relationship exists between the knowledge dimensions in the TPACK model and the self-efficacy beliefs in educational Internet use. Specifically, technology,\u00a0content, and\u00a0technological content\u00a0knowledge domains are statistically significant predictors of preservice teachers&#8217; self-efficacy beliefs in educational Internet use.\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Sahin, I., Celik, I., Akturk, A. O., &amp; Aydin, M. (2013). Analysis of relationships between technological pedagogical content knowledge and educational internet use. Journal of Digital Learning in Teacher Education, 29(4), 110\u2013117. https:\/\/doi.org\/10.1080\/21532974.2013.10784714 Abstract: \u201cThis study analyzes the relationships between preservice teachers&#8217; technological pedagogical content\u00a0knowledge (TPACK) and their self-efficacy beliefs&#8230;<\/p>\n<div class=\"more-link-wrapper\"><a class=\"more-link\" href=\"https:\/\/tpack.org\/tpackrefs\/archives\/7481\">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":[3,14],"tags":[511,513],"coauthors":[2302],"class_list":["post-7481","post","type-post","status-publish","format-standard","hentry","category-journal-article","category-empirical-research","tag-self-efficacy","tag-preservice-teachers","entry"],"_links":{"self":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/7481","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=7481"}],"version-history":[{"count":0,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/7481\/revisions"}],"wp:attachment":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/media?parent=7481"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/categories?post=7481"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/tags?post=7481"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/coauthors?post=7481"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}