The design, implementation and evaluation of a professional development programme to support teachers’ technology integration in a public education centre

References

• Alqurashi, E., E. N. Gokbel, and D. Carbonara. 2017. “Teachers’ Knowledge in Content, Pedagogy and Technology Integration: A Comparative Analysis Between Teachers in Saudi Arabia and United States.” British Journal of Educational Technology 48 (6): 1414–1426.
   Web of Science ®Google Scholar
• Alsofyani, M. M., B. bin Aris, and R. Eynon. 2013. “A Preliminary Evaluation of a Short Online Training Workshop for TPACK Development.” International Journal of Teaching and Learning in Higher Education 25 (1): 118–128.
   Google Scholar
• Amiel, T., and T. C. Reeves. 2008. “Design-based Research and Educational Technology: Rethinking Technology and the Research Agenda.” Educational Technology & Society 11 (4): 29–40.
   Web of Science ®Google Scholar
• Angeli, C., and N. Valanides. 2009. “Epistemological and Methodological Issues for the Conceptualization, Development, and Assessment of ICT–TPCK: Advances in Technological Pedagogical Content Knowledge (TPCK).” Computers & Education 52 (1): 154–168.
   Web of Science ®Google Scholar
• Ansyari, M. F. 2015. “Designing and Evaluating a Professional Development Programme for Basic Technology Integration in English as a Foreign Language (EFL) Classrooms.” Australasian Journal of Educational Technology 31 (6): 699–712.
   Web of Science ®Google Scholar
• Ardelt, M. 2000. “Intellectual Versus Wisdom-Related Knowledge: The Case for a Different Kind of Learning in the Later Years of Life.” Educational Gerontology 26: 771–789.
   Web of Science ®Google Scholar
• Baran, E., and E. Uygun. 2016. “Putting Technological, Pedagogical, and Content Knowledge (TPACK) in Action: An Integrated TPACK-Design-Based Learning (DBL) Approach.” Australasian Journal of Educational Technology 32 (2): 47–63.
   Web of Science ®Google Scholar
• Bingimlas, K. A. 2009. “Barriers to the Successful Integration of ICT in Teaching and Learning Environments: A Review of the Literature.” Eurasia Journal of Mathematics. Science & Technology Education 5 (3): 235–245.
   Google Scholar
• Birman, B. F., D. Laura, C. P. Andrew, and S. G. Michael. 2000. “Designing Professional Development That Works.” Educational Leadership 57 (8): 28–33.
   Web of Science ®Google Scholar
• Braun, V., and V. Clarke. 2006. “Using Thematic Analysis in Psychology.” Qualitative Research in Psychology 3 (2): 77–101.
   Google Scholar
• Cakir, R., and S. Yildirim. 2013. “ICT Teachers’ Professional Growth Viewed in Terms of Perceptions About Teaching and Competencies.” Journal of Information Technology Education 12: 221–237.
   Google Scholar
• Celep, C. 2003. Halk Eğitimi [Public Education]. Ankara: Anı Yayıncılık.
   Google Scholar
• Chang, D.-F., and S.-P. Lin. 2011. “Motivation to Learn among Older Adults in Taiwan.” Educational Gerontology 37: 574–592.
   Web of Science ®Google Scholar
• Cox, S. 2008. “ A Conceptual Analysis of Technological Pedagogical Content Knowledge.” PhD diss., Brigham Young University.
   Google Scholar
• Creswell, J. W. 2007. Qualitative Inquiry and Research Design: Choosing among Five Approaches. 2nd ed. Thousand Oaks, CA: Sage.
   Google Scholar
• Dong, Y., C. S. Chai, G. Y. Sang, J. H. L. Koh, and C. C. Tsai. 2015. “Exploring the Profiles and Interplays of pre-Service and in-Service Teachers’ Technological Pedagogical Content Knowledge (TPACK) in China.” Educational Technology & Society 18 (1): 158–169.
   Web of Science ®Google Scholar
• Doukakis, S., A. Psaltidou, A. Stavraki, N. Adamopoulos, P. Tsiotakis, and S. Stergou. 2010. “Measuring the Technological Pedagogical Content Knowledge (TPACK) of In-Service Teachers of Computer Science who Teach Algorithms and Programming in Upper Secondary Education.” Paper presented at International Conference on information communication technologies in education, Corfu, July 8–10.
   Google Scholar
• Ertmer, P. A., and A. T. Ottenbreit-Leftwich. 2010. “Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect.” Journal of Research on Technology in Education 42 (3): 255–284.
   Google Scholar
• Finger, G., R. Jamieson-Proctor, and P. Albion. 2010. “Beyond Pedagogical Content Knowledge: The Importance of TPACK for Informing Preservice Teacher Education in Australia.” In Key Competencies in the Knowledge Society, edited by Nicholas Reynolds, and Márta Turcsányi-Szabó, 114–125. Berlin: Springer.
   Google Scholar
• Geray, C. 2002. Halk Eğitimi [Public Education]. 3rd ed. Ankara: İmaj Yayıncılık.
   Google Scholar
• Giannakos, M. N., S. Doukakis, I. O. Pappas, N. Adamopoulos, and P. Giannopoulou. 2015. “Investigating Teachers’ Confidence on Technological Pedagogical and Content Knowledge: An Initial Validation of TPACK Scales in K-12 Computing Education Context.” Journal of Computers in Education 2 (1): 43–59.
   Web of Science ®Google Scholar
• Ginsburg, L. 1998. “Integrating Technology Into Adult Learning.” In Technology, Basic Skills, and Adult Education: Getting Ready and Moving Forward, edited by Christopher Hopey, 37–45. Columbus, OH: Center on Education and Training for Employment.
   Google Scholar
• Golonka, E. M., A. R. Bowles, V. M. Frank, D. L. Richardson, and S. Freynik. 2014. “Technologies for Foreign Language Learning: a Review of Technology Types and Their Effectiveness.” Computer Assisted Language Learning 27 (1): 70–105.
   Web of Science ®Google Scholar
• Graham, C. R. 2011. “Theoretical Considerations for Understanding Technological Pedagogical Content Knowledge (TPACK).” Computers & Education 57 (3): 1953–1960.
   Web of Science ®Google Scholar
• Greer, A., and V. W. Mott. 2010. “Learner-Centered Teaching and the Use of Technology.” In Integrating Adult Learning and Technologies for Effective Education: Strategies Approaches, edited by Victor C. X. Wang, 31–47. New York: Yurchak Printing Inc.
   Google Scholar
• Guskey, T. R. 2002. “Does it Make a Difference? Evaluating Professional Development.” Educational, School, and Counseling Psychology Faculty Publications 7: 45–51.
   Google Scholar
• Harris, J. B. 2016. “In-service Teachers’ TPACK Development: Trends, Models, and Trajectories.” In Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators, edited by Mary C. Herring, Matthew J. Koehler, and Punya Mishra, 191–205. New York: Routledge.
   Google Scholar
• Harris, J. B., and M. J. Hofer. 2011. “Technological Pedagogical Content Knowledge in Action: A Descriptive Study of Secondary Teachers’ Curriculum-Based, Technology-Related Instructional Planning.” Journal of Research on Technology in Education 43 (3): 211–229.
   Google Scholar
• Hsu, L. 2016. “Examining EFL Teachers’ Technological Pedagogical Content Knowledge and the Adoption of Mobile-Assisted Language Learning: A Partial Least Square Approach.” Computer Assisted Language Learning 29 (8): 1287–1297.
   Web of Science ®Google Scholar
• Illeris, K. 2008. “What is Special About Adult Learning?” In Lifelong Learning: Concepts and Contexts, edited by Peter Sutherland, and Jim Crowther, 15–23. London: Routledge.
   Google Scholar
• Jaffee, L. L. 2001. “Adult Literacy Programs and the use of Technology.” Adult Basic Education 11 (2): 109–124.
   Google Scholar
• Jarvis, P. 2005. International Dictionary of Adult and Continuing Education. London: Kogan Page.
   Google Scholar
• Kanaya, T., D. Light, and K. McMillan Culp. 2005. “Factors Influencing Outcomes From a Technology-Focused Professional Development Program.” Journal of Research on Technology in Education 37 (3): 313–329.
   Google Scholar
• Kao, I. C. 2017. “A Study on the Impact of the Occupational Performance of Teachers in Adult Education Institutions on Instructional Satisfaction.” MATEC Web of Conferences 119: 1–21.
   Google Scholar
• Kavanoz, S., H. G. Yüksel, and E. Özcan. 2015. “Pre-service Teachers’ Self-Efficacy Perceptions on Web Pedagogical Content Knowledge.” Computers & Education 85: 94–101.
   Web of Science ®Google Scholar
• Kayaduman, H., and O. Delialioglu. 2017. “Effect of Learning Technology by Design (LBD) Activities on Technology Integration Self-Efficacy Beliefs of Pre-Service English Teachers.” In Proceedings of EdMedia 2017, edited by Joyce Johnston, 843–849. Washington, DC: Association for the Advancement of Computing in Education (AACE).
   Google Scholar
• Keengwe, J., and J. J. Kang. 2013. “Preparing in-Service Language Teachers to Design and Implement Technology-Rich Curriculum.” Education and Information Technologies 18 (4): 609–619.
   Google Scholar
• King, K. P. 1999. “Unleashing Technology in the Classroom: What Adult Basic Education Teachers and Organizations Need to Know.” Adult Basic Education 9 (3): 162–175.
   Google Scholar
• Koehler, M. J., and P. Mishra. 2005a. “What Happens When Teachers Design Educational Technology? The Development of Technological Pedagogical Content Knowledge.” Journal of Educational Computing Research 32 (2): 131–152.
   Google Scholar
• Koehler, M. J., and P. Mishra. 2005b. “Teachers Learning Technology by Design.” Journal of Computing in Teacher Education 21 (3): 94–102.
   Google Scholar
• Koehler, M. J., and P. Mishra. 2009. “What is Technological Pedagogical Content Knowledge?” Contemporary Issues in Technology and Teacher Education 9 (1): 60–70.
   Google Scholar
• Koehler, M. J., P. Mishra, E. C. Bouck, M. DeSchryver, K. Kereluik, T. S. Shin, and L. G. Wolf. 2011. “Deep-play: Developing TPACK for 21st Century Teachers.” International Journal of Learning Technology 6 (2): 146–163.
   Google Scholar
• Koh, J. H. L., and C. S. Chai. 2014. “Teacher Clusters and Their Perceptions of Technological Pedagogical Content Knowledge (TPACK) Development Through ICT Lesson Design.” Computers & Education 70: 222–232.
   Web of Science ®Google Scholar
• Koh, J. H. L., C. S. Chai, and M. H. Lee. 2015. “Technological Pedagogical Content Knowledge (TPACK) for Pedagogical Improvement: Editorial for Special Issue on TPACK.” The Asia-Pacific Education Researcher 24 (3): 459–462.
   Web of Science ®Google Scholar
• Kotrlik, J. W., and D. H. Redmann. 2005. “Extent of Technology Integration in Instruction by Adult Basic Education Teachers.” Adult Education Quarterly 55 (3): 200–219.
   Web of Science ®Google Scholar
• Kurt, G., P. Mishra, and Z. Kocoglu. 2013. “Technological Pedagogical Content Knowledge Development of Turkish Pre-Service Teachers of English.” In Society for Information Technology & Teacher Education International Conference, edited by Ron McBride, and Michael Searson, 5073–5077. New Orleans, LA: Association for the Advancement of Computing in Education (AACE).
   Google Scholar
• Kwangsawad, T. 2016. “Examining EFL pre-Service Teachers’ TPACK Trough Self-Report, Lesson Plans and Actual Practice.” Journal of Education and Learning 10 (2): 103–108.
   Google Scholar
• Lamb, R., and E. M. Brady. 2005. “Participation in Lifelong Learning Institutes: What Turns Members on?” Educational Gerontology 31: 207–224.
   Web of Science ®Google Scholar
• Merriam, S. B. 2009. Qualitative Research: A Guide to Design and Implementation. San Francisco: John Wiley & Sons.
   Google Scholar
• Mishra, P., and M. J. Koehler. 2006. “Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge.” Teachers College Record 108 (6): 1017–1054.
   Web of Science ®Google Scholar
• Pamuk, S. 2012. “Understanding Preservice Teachers’ Technology use Through TPACK Framework.” Journal of Computer Assisted Learning 28 (5): 425–439.
   Web of Science ®Google Scholar
• Porter, A. C., M. Garet, L. Desimone, K. S. Yoon, and B. Birman. 2000. Does Professional Development Change Teaching Practice? Results From a Three-Year Study. Washington, DC: U.S. Department of Education.
   Google Scholar
• Rosenberg, J. M., and M. J. Koehler. 2015. “Context and Technological Pedagogical Content Knowledge (TPACK): A Systematic Review.” Journal of Research on Technology in Education 47 (3): 186–210.
   Web of Science ®Google Scholar
• Sancar-Tokmak, H. 2015. “Pre-service Teachers’ Perceptions on TPACK Development After Designing Educational Games.” Asia-Pacific Journal of Teacher Education 43 (5): 392–410.
   Web of Science ®Google Scholar
• Schuller, T., and R. Desjardins. 2010. “Wider Benefits of Adult Learning.” In International Encyclopaedia of Education, edited by Kjell Rubenson, 294–298. Oxford: Elsevier.
   Google Scholar
• Shulman, L. S. 1986. “Those who Understand: Knowledge Growth in Teaching.” Educational Researcher 15 (2): 4–14.
   Google Scholar
• Shulman, L. S. 1987. “Knowledge and Teaching: Foundations of the new Reform.” Harvard Educational Review 57 (1): 1–22.
   Web of Science ®Google Scholar
• Smith, C., and M. Gillespie. 2007. “Research on Professional Development and Teacher Change: Implications for Adult Basic Education.” Review of Adult Learning and Literacy 7 (7): 205–244.
   Google Scholar
• Smith, C., J. Hofer, M. Gillespie, M. Solomon, and K. Rowe. 2008. “How Teachers Change: A Study of Professional Development in Adult Education.” In Adult Education: Issues and Developments, edited by Patricia N. Blakely, and Anna H. Tomlin, 25–173. New York: Nova Science.
   Google Scholar
• Solak, E., and R. Çakır. 2014. “Examining Preservice EFL Teachers’ TPACK Competencies in Turkey.” Journal of Educators Online 11 (2): 1–22.
   Google Scholar
• Sutherland, P., and P. Crowther. 2008. “Introduction: The Lifelong Learning Imagination.” In Lifelong Learning: Concepts and Contexts, edited by Peter Sutherland, and Jim Crowther, 3–11. London: Routledge.
   Google Scholar
• Van den Akker, J. 1999. “Principles and Methods of Development Research.” In Design Approaches and Tools in Education and Training, edited by van den Akker, Robert Maribe Branch Jan, Kent Gustafson, Nienke Nieveen, and Tjeerd Plomp, 1–14. Dodrecht: Springer Science & Business Media.
   Google Scholar
• Wahlgren, B., K. Marriager-Anderson, and S. Hovmand Sorenson. 2016. “Expanding the Traditional Role of the Adult Education Teacher: The Development of Relational Competences and Actions.” Teaching and Teacher Education 60: 303–311.
   Web of Science ®Google Scholar
• Wolfson, N. E., T. M. Cavanagh, and K. Kraiger. 2014. “Older Adults and Technology-Based Instruction: Optimizing Learning Outcomes and Transfer.” Academy of Management Learning & Education 13 (1): 26–44.
   Web of Science ®Google Scholar
• Wu, Y. T., and A. Y. Wang. 2015. “Technological, Pedagogical, and Content Knowledge in Teaching English as a Foreign Language: Representation of Primary Teachers of English in Taiwan.” The Asia-Pacific Education Researcher 24 (3): 525–533.
   Web of Science ®Google Scholar
• Yamashita, T., E. B. Lopez, J. R. Keene, and J. M. Kinney. 2015. “Predictors of Adult Education Program Satisfaction in Urban Community-Dwelling Older Adults.” Educational Gerontology 41: 825–838.
   Web of Science ®Google Scholar
• Zein, S. 2016. “Factors Affecting the Professional Development of Elementary English Teachers.” Professional Development in Education 42 (3): 423–440.
   Web of Science ®Google Scholar