Bi̇lgi̇sayar Ve Öğreti̇m Teknoloji̇leri̇ Eği̇ti̇mi̇ Bölümü Öğrenci̇leri̇ni̇n Öğreti̇m Tasarimi Yeterli̇kleri̇ni̇n İncelenmesi̇

Abstract

Graduates of the Computer Education and Instructional Technology (CEIT) programs are expected to perform a wide range of tasks, and these tasks also require the use of instructional design competencies. However, there is only one course in the CEIT curriculum that focuses on instructional design competencies. For this reason, the degree to which instructional design competencies are acquired in CEIT programs is a question that needs to be answered. In this study, we investigated the CEIT program students' instructional design competencies. For this purpose, the instructional design standards developed by ibstpi ® were translated into Turkish and after developing an appropriate scale, it was administered to 820 junior and senior students studying in CEIT programs. Findings showed that participants generally found themselves moderately competent in terms of instructional design competencies. Communicating effectively in visual, oral and written form was the top competency in terms of students' competence. In addition, students considered themselves least competent in the planning of non-instructional interventions competency. Findings also showed that 24% of the participants who stated that they took an Instructional Design course stated that they did not take part at all in the instructional design process, while 30% stated that they were partly involved. Findings were discussed for the advancement of the CEIT programs and some recommendations were presented.

The Relationship between Teachers’ Levels of Organizational Vulnerability and Self-Confidence

“…It is clear that there is a gap in the literature on determining teachers' organizational vulnerability levels. Similarly, the studies on self-confidence in Turkey mostly focus on students (Çelik, 2014;Ezmeci, 2012;Otacıoğlu, 2008;Özcan, 1996;Yalçın and Özgen, 2017), and there are limited research on teachers' self-confidence (Cengiz, Arslan and Şahin, 2014;Koyuncu-Şahin, 2015). Therefore, this study is expected to contribute significantly to the relevant literature on teachers' organizational vulnerability and self-confidence.…”