The aim of this study is to examine the relationship between Technological Pedagogical Content Knowledge (TPACK) of teachers teaching at different levels of educational institutions and demographic information about them as well as their technology and Educational Information Network (EIN) use. The participants of the study were determined by using stratified sampling method from the teachers teaching in state-run primary schools, secondary schools and high schools in Eskisehir in Turkey. 364 teachers voluntarily participated in the study by filling out the data collection tool. The first part of the survey includes questions to collect demographic data about the participants as well as the ones related to their technology and EIN use. The second part involves TPACK scale developed by Horzum, Akgun and Ozturk (2014). According to the results of the statistical analysis, the teachers find themselves competent in terms of TPACK factors and there are significant differences between TPACK factors and demographic information about the participants as well as their technology and EIN use. It is believed that increasing technology knowledge of teachers will also improve their pedagogy and content knowledge. Therefore; it is suggested that more studies should be conducted which combine technology, pedagogy and content knowledge.

中文翻译：

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在教育信息网络框架和其他变量中对教师的技术教学内容知识的评估

这项研究的目的是研究在各级教育机构中任教的教师的技术教学内容知识（TPACK）与有关他们的人口统计学信息以及其技术和教育信息网络（EIN）的使用之间的关系。该研究的参与者是采用分层抽样方法从土耳其埃斯基谢希尔的国立小学，中学和高中教书的老师中确定的。364位教师填写了数据收集工具，自愿参加了此项研究。调查的第一部分包括收集有关参与者以及与他们的技术和EIN使用有关的人口统计数据的问题。第二部分涉及Horzum，Akgun和Ozturk（2014）开发的TPACK量表。根据统计分析的结果，教师发现自己在TPACK因子方面胜任，并且TPACK因子与参与者的人口统计学信息以及他们的技术和EIN使用之间存在显着差异。人们相信，增加教师的技术知识也将改善他们的教学法和内容知识。因此; 建议进行更多的研究，结合技术，教学法和内容知识。人们相信，增加教师的技术知识也将改善他们的教学法和内容知识。因此; 建议进行更多的研究，结合技术，教学法和内容知识。人们相信，增加教师的技术知识也将改善他们的教学法和内容知识。因此; 建议进行更多的研究，结合技术，教学法和内容知识。