Özet:

It is important to know which criteria are expected from mathematics teachers since they have difficulty in integrating technology effectively to their lessons and. So, this study aims to make prospective mathematics teachers aware on Technological Pedagogical Content Knowledge (TPACK) by providing them to use the assessment framework in the context of TPACK components for sample geometry activities, and then to identify their levels by the scale called TPACK regarding Geometry Instrument. Case study design from qualitative methods was used in this study. The participants consist of fourth year 90 pre-service elementary mathematics teachers. In procedure, one-hour theoretical information about “Techno-Pedagogical Education” was given, and two-hour micro-teaching including four technology-integrated activities was applied, and then lesson plans, worksheets and GeoGebra files regarding these activities were assessed, evaluated and discussed together by considering the theoretical framework of TPACK level identification. At the end of the implementation, with respect to the results from the scale the total mean value of the instrument ( =4.50) is higher than moderate out of six, and also pre-service teachers’ content and pedagogical knowledge are higher than the technological content and technological pedagogical knowledge. Therefore, it can be suggested that this study can be extended in a longer term to develop their TPACK levels by providing them an environment that they practice with technology, create their own lesson plans and make micro-teachings.  

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