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Modeling the relationship between pre-service teachers’ TPACK and digital nativity

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Abstract

The 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 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 TPACK competency. It was found that pre-service teachers considered themselves to have high-level ability in both digital nativity and TPACK competency. The most prominent finding of the study was that digital nativity is a significant predictor of TPACK competency. Based on the research findings, implications for practice and suggestions for future studies are also provided.

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Authors and Affiliations

  1. Department of Computer Education and Instructional Technologies, Anadolu University, Eskisehir, Turkey

    Isil Kabakci Yurdakul

  2. Egitim Fakultesi, BOTE Bolumu Yunusemre Kampusu, Anadolu Universitesi, 26470, Eskisehir, Turkey

    Isil Kabakci Yurdakul

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Correspondence to Isil Kabakci Yurdakul.

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Kabakci Yurdakul, I. Modeling the relationship between pre-service teachers’ TPACK and digital nativity. Education Tech Research Dev 66, 267–281 (2018). https://doi.org/10.1007/s11423-017-9546-x

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