https://orcid.org/0000-0003-0958-1932
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ABSTRACT
Enormous scientific and technological development has brought the requirement of appropriate implementation of technologies into the educational process. The use of educational technologies is determined by several factors. One of them are teachers, for whom the effective integration of educational technologies is still a challenging task. Teachers’ attitude toward technology makes a crucial point in this issue. An important element that determines teachers’ interest for using educational technologies is their perception of the effectiveness in the educational process and also their skills in using technology. This study presents the results of a research, which’s aim was to identify whether there are any statistically significant differences between science teachers’ self-efficacy and self-assessment, based on the TPACK frame, and their attitudes toward using technologies in educational processes. Science teachers rated their own TPACK moderately positive. They had the highest mean scores on the component items focusing on pedagogical knowledge and content knowledge. Lower mean scores were recorded in the components associated with technological knowledge, where teachers perceiving their technological content knowledge to be the worst one.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Consent statement
All participants provided written informed consent prior to enrollment in the study.
Data availability statement
Metadata for all samples used in this study have been deposited in Figshare (https://doi.org/10.6084/m9.figshare.21574803.v2).
Declarations
All authors certify that they have no affiliations with or involvement in any organization or entity with any financial interest or non-financial interest in the subject matter or materials discussed in this manuscript.
Ethical statement
Ethics approval was not required for this systematic review. The research was conducted anonymously, without collecting personal data about the respondents.