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STEM Education

2025, Volume 5, Issue 3: 356-382. doi: 10.3934/steme.2025018
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Enhancing lecturer awareness of technology integration within the TPACK framework: A mixed methods study

  • Department of Turkish Education, Amasya University, Amasya, Türkiye

  • Academic Editor: Jingjie Yeo
  • Received: 22 October 2024 Revised: 11 February 2025 Accepted: 04 March 2025 Published: 02 April 2025

  • The integration of technology into higher education has become increasingly important, yet many lecturers lack the necessary skills to effectively incorporate technology into their teaching practices. This study aimed to develop, implement, and evaluate an in-service training program to enhance university lecturers' awareness and skills in technology integration within the Technological Pedagogical Content Knowledge (TPACK) framework. A mixed-methods approach was employed, involving four university lecturers from the Faculty of Education at Amasya University. The study included a needs assessment, pre- and post-tests, and semi-structured interviews. A tailored in-service training program was developed based on the TPACK models and participants' needs. Quantitative results showed an improvement in participants' knowledge of technology integration, with mean scores increasing from 13.75 to 17.25. Qualitative data revealed an enhanced understanding of technology integration, increased confidence in using various technological platforms, and a positive reception of the TPACK model. Participants appreciated the hands-on, collaborative nature of the training program. This study demonstrated the effectiveness of a well-designed, participant-informed in-service training program for enhancing lecturers' technology integration skills within the TPACK framework. The findings highlight the importance of addressing lecturers' specific needs and providing practical, hands-on experiences in technology integration training. Higher education institutions should consider implementing similar training programs to support faculty in developing essential technology integration skills, ultimately contributing to the preparation of future teachers who can leverage technology effectively in their classrooms.

    Citation: Erkan Çer. Enhancing lecturer awareness of technology integration within the TPACK framework: A mixed methods study[J]. STEM Education, 2025, 5(3): 356-382. doi: 10.3934/steme.2025018

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  • The integration of technology into higher education has become increasingly important, yet many lecturers lack the necessary skills to effectively incorporate technology into their teaching practices. This study aimed to develop, implement, and evaluate an in-service training program to enhance university lecturers' awareness and skills in technology integration within the Technological Pedagogical Content Knowledge (TPACK) framework. A mixed-methods approach was employed, involving four university lecturers from the Faculty of Education at Amasya University. The study included a needs assessment, pre- and post-tests, and semi-structured interviews. A tailored in-service training program was developed based on the TPACK models and participants' needs. Quantitative results showed an improvement in participants' knowledge of technology integration, with mean scores increasing from 13.75 to 17.25. Qualitative data revealed an enhanced understanding of technology integration, increased confidence in using various technological platforms, and a positive reception of the TPACK model. Participants appreciated the hands-on, collaborative nature of the training program. This study demonstrated the effectiveness of a well-designed, participant-informed in-service training program for enhancing lecturers' technology integration skills within the TPACK framework. The findings highlight the importance of addressing lecturers' specific needs and providing practical, hands-on experiences in technology integration training. Higher education institutions should consider implementing similar training programs to support faculty in developing essential technology integration skills, ultimately contributing to the preparation of future teachers who can leverage technology effectively in their classrooms.





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  • Author's biography Erkan Çer works in the Department of Turkish Education at Amasya University. He has a PhD in the field of children's literature at Ankara University. He has conducted research with qualitative and quantitative designs in the field of Turkish education. He has studies on creative drama, creative writing, gender, children's reality, child relativity, children's literature in translation, metacognitive strategy, democratic culture, technology integration, concept design process, children's libraries, reading culture and activities in Turkish language teaching. He is particularly known for his studies on children's literature and language education. He has several books and research articles on these subjects. His latest books include "Translated Children's Literature, Activities in Turkish Language Teaching"
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