Exploring the link between teachers’ educational belief profiles and different types of computer use in the classroom

Tondeur, Jo; Hermans, Ruben; Braak, Johan van; Valcke, Martin

doi:10.1016/j.chb.2008.02.020

Cited by 190 publications

(151 citation statements)

References 36 publications

Supporting

Mentioning

110

Contrasting

Unclassified

Order By: Relevance

“…Therefore, it is seen that definition of the process has been handled differently (Mishra and Koehler 2006;ISTE, 2000;Lim, Teo, Wong, Khine, Chai & Divaharan, 2003;Lim & Ching, 2004;Roblyer 2006;Toledo, 2005;Tondeur, Hermans, van Braak & Valcke 2008;Vanderlinde & van Braak, 2010, Wang & Woo 2007. In this research, the process of ICT integration is accepted as "to contribute students' learning-teaching processes with a suitable ICT and make it permanent and sustainable" (Usluel & Yıldız, 2012).…”

Section: Ict Integrationmentioning

confidence: 99%

“…These can be listed as infrastructure, administrative support, technical support, curriculum support and ICT skills (Roblyer, 2006;Tondeur, Hermans, Van Braak & Valcke, 2008;Vanderlinde & van Braak 2010). In this study, ICT process was planned for the cases where the preliminary requirements were supplied, and these elements were approved as if they had been implemented.…”

Section: "While Preparing Engagement Activity An Idea Immediately Comentioning

confidence: 99%

“… The variables in integration models (Haslaman, Mumcu, Usluel, 2008;Mishra & Koehler, 2006;Roblyer, 2006;Tondeur, Hermans, Van Braak & Valcke, 2008;Vanderlinde & van Braak, 2010;Wang & Woo, 2007;Wang, 2008).…”

Section:  the Indicators Of The National Center For Education Statismentioning

confidence: 99%

See 2 more Smart Citations

A Model Proposal on ICT Integration for Effective Mathematics Instruction

Yıldız¹

2015

HUJE

View full text Add to dashboard Cite

ABSTRACT:The aim of this study is to present a model for an effective mathematics instruction with respect to how ICT integration is put into practice. The research was established on three bases as effective mathematics instruction, ICT integration and 5E learning cycle. A learning environment was created by grounding on these three elements. In this study, which was carried out in accordance with design-based research model, the participants were 47 preservice mathematics teachers. As data-collection tools, video-recordings, check-lists, and lesson plans were used. By the nature of design-based research model, data was collected during 12 weeks to enable the designs to be improved constantly, and it was analyzed instantly, consistently, retrospectively by means of frequency, percent and content analysis. As a result of the data analysis, it was revealed that the learning environment made a positive contribution to the process of preparing lesson plans aimed at providing ICT integration for effective mathematics instruction. When the realization process of ICT integration in prepared lesson plans has been investigated that 95 percent of 101 lesson plans of all weeks have been successful in terms of ICT integration. As a result, a model involving "PlanningImplementation-Evaluation" for implementing ICT integration was proposed.Keywords: ICT integration, Effective mathematics instruction, Preservice teachers, Design based research, 5E learning cycle ÖZ: Bu çalışmanın amacı etkili matematik öğretimi için BİT entegrasyonunun nasıl gerçekleştirilebileceğine ilişkin bir model önerisi ortaya koymaktır. Araştırma, etkili matematik öğretimi, BİT entegrasyonu ve 5E öğrenme döngüsü olmak üzere üç temel üzerine kurulmuştur. 12 hafta devam eden uygulama sürecinde bu üç öge temel alınarak bir öğrenme ortamı oluşturulmuştur. Tasarım tabanlı araştırma modeline uygun olarak yürütülen çalışmada katılımcılar, Bilgisayar Destekli Matematik Öğretimi dersini almakta olan 47 ilköğretim matematik öğretmen adayından oluşmuştur. Verilerin toplanmasında araştırmacılar tarafından geliştirilen kontrol listeleri, video kayıtları, öğrencilerin hazırladıkları ders planları, yansımalar ve anket kullanılmıştır. Tasarım Tabanlı araştırma modelinin doğası gereği, Tasarımların sürekli olarak iyileştirilebilmesi için 12 hafta boyunca veriler toplanmış ve her hafta toplanan veriler hemen, sürekli ve geriye dönük olarak frekans, yüzde ve içerik analizi yoluyla çözümlenmiştir. Verilerin analizi sonucunda, etkili matematik öğretimi, BİT entegrasyonu ve 5E öğrenme döngüsü olmak üzere üç temel üzerine kurulan öğrenme ortamının öğretmen adaylarının etkili matematik öğretimi için BİT entegrasyonunu sağlamaya yönelik ders planı hazırlama süreçlerine olumlu katkı sağladığı belirlenmiştir. Hazırlanan ders planlarında BİT entegrasyonunun gerçekleşme süreci incelendiğinde tüm haftalara ait 101 ders planından %95'inin BİTE açısından başarılı olduğu söylenebilir. Buradan yola çıkılarak etkili öğretim süreçleri gerçekleştirilebilmesi için BİT entegrasyonunun nasıl...

show abstract

Section: Ict Integrationmentioning

confidence: 99%

Section: "While Preparing Engagement Activity An Idea Immediately Comentioning

confidence: 99%

See 1 more Smart Citation

A Model Proposal on ICT Integration for Effective Mathematics Instruction

Yıldız¹

2015

HUJE

View full text Add to dashboard Cite

show abstract

“…Bu bağlamda eğitim inançları, öğretmenlerin algılarını, öğretim programlarına ve öğretimin uygulanmasına ilişkin kararlarını, dolayısıyla sınıf içi davranışlarını-uygulamalarını etkilemektedir. Öğretmenlerin sınıf içinde gerçekleştirdikleri öğretimin iyileştirilmesi ya da öğretmen adaylarının mesleki hazırlıklarının geliştirilmesi için inanç sistemlerinin anlaşılması önemli görülmektedir (Bauch, 1982;Buchmann, 1984;Clark, 1988;Goodman, 1988;Enochs & Riggs, 1990;Wilson, 1990;Brookhart & Freeman, 1992;Pajares, 1992;Fang, 1996;Haney, Lumpe, Czerniak & Egan, 2002;Woolley, Benjamin & Woolley, 2004;Levin & Wadmany, 2005;Hermans, Tondeur, Van Braak & Valcke, 2008;Tondeur, Hermans, vanBraak & Valcke, 2008). Çünkü öğretmenlerin, örneğin üstlendikleri rol ve sorumlulukların; benimsedikleri mesleki değerlerin ve etik ilkelerin; öğretimi planlama, uygulama ve değerlendirme, öğretim programı çerçevesinde bir dersin amaçlarını, içeriğini, öğrenme-öğretme sürecini ve sınama durumlarını seçme ve düzenleme gibi görevlerinin; sınıf yönetimi becerilerinin benimsedikleri eğitim inançlarına göre şekillendiği söylenebilir.…”

unclassified

“…Ayrıca hem eğitim inançlarının (Tondeur, Hermans, vanBraak, & Valcke, 2008;Türkeli, 2011;Koçak, Ulusoy & Önen, 2012;Biçer, Er & Özel, 2013;Ilgaz, Bülbül & Çuhadar, 2013) hem de eleştirel düşünmenin (Arke, 2005;Çokluk-Bökeoğlu & Yılmaz 2005;Dutoğlu & Tuncel, 2008;Güven & Kürüm, 2008;Ekinci, 2009;Tümkaya, Aybek & Aldağ 2009;Acun, Demir & Göz, 2010;Argon & Selvi, 2011;Certel, Çatıkkaş & Yalçınkaya, 2011;Küçükgüçlü & Kanbay, 2011;Saracaloğlu & Yılmaz, 2011;Torun, 2011;Tümkaya, 2011;Karasakaloğlu, Saracaloğlu & Yılmaz-Özelci, 2012;Emir, 2013;Özsoy-Güneş, Çıngıl-Barış & Kırbaşlar, 2013) farklı değişkenlerle ilişkisini inceleyen çalışmalara da rastlanmaktadır. Ancak öğretmen adaylarının eğitim inançları ile eleştirel düşünme eğilimleri arasındaki ilişkiyi inceleyen bir araştırmaya ulaşılamamıştır.…”

unclassified

Öğretmen Adaylarının Eğitim İnançları ile Eleştirel Düşünme Eğilimleri Arasındaki İlişki

Alkın-Şahin¹,

Tunca²,

Ulubey³

2014

İlköğretim Online

View full text Add to dashboard Cite

ABSTRACT:The purpose of the present study is to determine whether there is a relationship between the preservice teachers' educational beliefs and their tendency to think critically. Moreover, the study also looks at whether the critical thinking tendency varies depending on the variables such as gender, the classroom attended, department, the state of book reading habit, and mother and father's education level. The population of this research employing a survey model consists of 908 pre-service teachers of all the departments of the Education Faculty of Ankara University. The data collection instruments of the study are "California Critical Thinking Disposition Inventory" and "Educational Beliefs Scale". Pearson Moments Product Correlation Coefficient, ttest, and ANOVA were used in the analysis of the data. The findings of the study revealed that there were significant relations between the sub-dimensions of the Educational Beliefs Scale and the Critical Thinking Disposition Inventory. Key Words: Educational beliefs, educational philosophy, critical thinking disposition SUMMARY Purpose and significance:The main purpose of this study is to determine whether there is a relationship between the pre-service teachers' educational beliefs and their tendency to think critically. Moreover, to determine whether scores vary depending on the variables of gender, grade level, the attended program, the state of book reading, mother's education level and father's education level. When it is considered that educational beliefs are formed based on educational philosophy, the findings are believed to provide evidence for the theory that there is a strong correlation between philosophy and (critical) thinking. Methods:The study was designed with the survey model. The research population consists of 908 preservice teachers attending all the departments of Ankara University Faculty of Educational Science. In the collection of the data, "California Critical Thinking Tendency Scale" and "Education Beliefs Scale" were used. Pearson Moments Product Correlation Coefficient, t test, and ANOVA were used in the analysis of the data.Results: In the current study, it was found that there was a positive, significant and medium level correlation between the pre-service teachers' critical thinking tendencies and Progressivism and Existentialism sub-dimensions of Education beliefs; a positive, significant and low level correlation between their critical thinking tendencies and Perennialism and Re-constructivism sub-dimensions and a negative, significant and medium level correlation between their critical thinking tendencies and Essentialism sub-dimension. Also the findings obtained in the present study for the limited number of variables investigated in relation to critical thinking tendency and educational beliefs revealed some important differences. Discussion and Conclusions:In light of the findings, it is clear that critical thinking tendencies have a positive correlation with Progressivism and Existentialism sub-dimensions and a negative c...

show abstract

Technology Integration in the Most Favorable Conditions: Findings from a Professional Development Training Program

Karasavvidis

Kollias

2014

Research on E-Learning and ICT in Education

View full text Add to dashboard Cite

Exploring the link between teachers’ educational belief profiles and different types of computer use in the classroom

Cited by 190 publications

References 36 publications

A Model Proposal on ICT Integration for Effective Mathematics Instruction

A Model Proposal on ICT Integration for Effective Mathematics Instruction

Öğretmen Adaylarının Eğitim İnançları ile Eleştirel Düşünme Eğilimleri Arasındaki İlişki

Technology Integration in the Most Favorable Conditions: Findings from a Professional Development Training Program

Contact Info

Product

Resources

About