Abstract:

The purpose of this study was to investigate the effect of smart board centered micro-teaching activities on science teachers' technological pedagogical content knowledge (TPACK) and their perceptions towards using smart board. Among the experimental designs, "One Group Pretest - Posttest Design" is used in the study. The study group consists of 48 teacher candidates who were registered for Special Teaching Methods Course from the Department of Elementary Science Education, Kastamonu University, during the academic year of 2012-2013. Data were collected through TPACK Self-confidence Scale, which was developed by Graham, Burgoyne, Cantrell, Smith and Harris (2009) and adapted to the Turkish language by Timur and Taşer (2011), and Interactive Whiteboard Student’s Perception Survey, which was developed by Türel (2011). Pre-test and post-test mean scores of all dimensions of each scale were performed with paired samples t-test. According to the results, integrating smart boards into teaching positively affected teacher candidates’ TPAB self-confidence in general and provided neither positive nor negative effect on their perceptions towards smart boards. An investigation of teacher candidates’ perceptions of smart boards also indicated that the experiment did not change teacher candidates’ positive perceptions towards smart board.

Keywords: