Despite the importance of technology knowledge both in theory and practice, there is a paucity of research examining the effect of teachers’ different technology-related knowledge on their technology use in the classroom. The current study addresses this gap using data from a technology-based professional development (PD) program implemented in Turkey. Researchers, program evaluators, and PD designers can benefit from the results presented.
Abstract: Despite the importance of technology knowledge both in theory and practice, there is a paucity of research examining the effect of teachers’ different technology-related knowledge on their technology use in the classroom. The current study addresses this gap using data from a technology-based professional development (PD) program implemented in Turkey. Researchers, program evaluators, and PD designers can benefit from the results presented.