Farkli Branşlardan Öğretmenleri̇n Bi̇t’i̇ Derslere Kaynaştirmaya İli̇şki̇n Görüş, Uygulama Ve Öneri̇leri̇

Kula, Ayşe; Deryakulu, Deniz

doi:10.17943/etku.267187

Cited by 4 publications

(4 citation statements)

References 28 publications

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“…For example, science and mathematics teachers found their topics to be more related to technology in the study of John and Baggot la Velle (2004), while history teachers stated that they use technology in a limited way because the topics studied are based on a humanist perspective. Again, while all Science and English language teachers believed that their subject was suitable for integration with ICT, Literature and Mathematics teachers did not, according to the study of Kula and Deryakulu (2017). Zelkowski, Gleason, Cox, and Bismarck (2013) stated that mathematics' prospective teachers had difficulties in expressing Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK) and Pedagogical Content Knowledge (PCK).…”

Section: Disciplinary Differences In Integration Of Technology In Educationmentioning

confidence: 99%

“…In Niess' ( 2005) study, which is about how science and mathematics prospective teachers prepared courses with technology, it is stated that the integration of technology accords with the nature of the teaching is an important element affecting the development of TPACK. Accordingly, it is possible to find studies stressing that the nature of mathematics makes it difficult to integrate ICT into the courses (Kula & Deryakulu, 2017). Again Niess et al (2009) assert that as TPACK standards, TPACK development methods and new technologies emerge and as the number of studies about teaching-learning increases, the usage of these technologies changes.…”

Section: Disciplinary Differences In Integration Of Technology In Educationmentioning

confidence: 99%

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Examining the Self-Efficacy of Prospective Teachers in Technology Integration According to their Subject Areas: The Case of Turkey

Şimşek

Yazar

2019

CONT ED TECHNOLOGY

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The purpose of this study is to examine prospective teachers' TPACK self-efficacy and variables affecting their training to integrate technology in education according to their subject areas. The survey research, a quantitative research method, was used in the study. The sample of the study is composed of senior prospective teachers (n=3553) from 19 different departments of 18 state universities in Turkey. The departments were gathered into nine subject areas by taking into consideration the criteria of prospective teachers' subject areas. Mann-Whitney U and Kruskall-Wallis H tests were used for the comparisons of the groups. The results of the study show that TPACK is perceived differently according to the subject areas. Prospective teachers think that teacher educators do not sufficiently exhibit technology integration behaviors in their lessons and participants think that they somewhat have authentic experiences in using technology in education. While both scores of TPACK self-efficacy and variables affecting prospective teachers' training to integrate technology in education are higher in favor of Foreign Languages subject area; prospective teachers in Mathematics and Turkish language have lower scores than other subject areas in the study. As a result, the self-efficacy of prospective teachers' technology integration significantly differentiates.

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Section: Disciplinary Differences In Integration Of Technology In Educationmentioning

confidence: 99%

Section: Disciplinary Differences In Integration Of Technology In Educationmentioning

confidence: 99%

Examining the Self-Efficacy of Prospective Teachers in Technology Integration According to their Subject Areas: The Case of Turkey

Şimşek

Yazar

2019

CONT ED TECHNOLOGY

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“…Buna yönelik özellikle ele alınan stratejilerde, BT koordinasyon birimlerinin oluşturulması gerektiği alan yazında sıklıkla vurgulanmaktadır (Kula & Deryakulu, 2017). Bu birimler, BT'yi eğitim süreçleriyle bütünleştirmede bölümler arası koordinasyonu ve disiplinlerarası çalışmayı sağlamaktadır.…”

Section: Kuramsal çErçeveunclassified

“…BT programları kapsamında BT yeterliklerinin geliştirilmesinin yanı sıra farklı ders içeriklerinde BT'yi etkili stratejilerle bütünleştirme çalışmalarına da yer verilmesi alan yazında sıklıkla vurgulanmıştır (Brown & Warschauer, 2006;Lisowski, Lisowski & Nicolia, 2006;Tondeur, van Braak, & Valcke, 2006). Ayrıca alan yazında öğretmen adaylarına kendi branş içerikleriyle ilgili özel konular için tekno-pedagojik yaklaşım içeren eğitimlerin sunulmasının önemine vurgu yapılmıştır (Cin & Yapar Yelken, 2019;Kula & Deryakulu, 2017;Kekeç Morkoç & Erdönmez, 2015;Usluel, Özmen & Çelen, 2015;Mishra & Khoeler, 2006). Bu araştırma ile de fen bilgisi öğretmen adaylarına tekno-pedagojik yaklaşım içeren eğitimler sunulmuş ve bu eğitimlerin ders planlarına olan yansımaları ortaya çıkarılmıştır.…”

Section: Introductionunclassified

Fen Bi̇lgi̇si̇ Öğretmen Adaylarinin Bi̇li̇şi̇m Teknoloji̇leri̇ Eği̇ti̇mleri̇ni̇n 5e Ders Plani Uygulamalarina Yansimasi

Hasançebi

Baydaş

2020

Eğitim Teknolojisi Kuram Ve Uygulama

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The present study aims to reveal the reflections of IT applications on the course plan applications of prospective science teachers prepared in accordance with the 5E model and to determine their opinions regarding the impact of these applications on their professional development as teachers. The study includes multiple methods integrating qualitative and quantitative data. At this point, the simple descriptive research method encompassing qualitative and quantitative data was employed. The sample consists of 70 prospective teachers (25 male, 45 female) in their second year of studies at the Faculty of Education, Department of Science Teaching. Information Technologies Opinion Form and Course Plans prepared by the teachers based on the 5E Model were used as data collection tools. The study took place within the scope of the courses titled Computer Skills I-II and Science and Technology Curriculum. Descriptive analysis (frequency, percentage etc.) was used to evaluate the answers to the multiple-choice questions on the Information Technologies Opinion Form. It was also applied for the analysis of open-ended questions and course plans. According to the findings, it was revealed that IT applications were frequently used in the evaluation, engagement and elaboration stages of course plans prepared based on the 5E model and that these plans typically make use of tools such as "Digital Educational Games", "Video Management and Sharing" and "Discussion/Journal Group". The aforementioned IT tools were found to be the ones to be used by prospective teachers during science classes. Furthermore, the study also revealed that prospective teachers deem IT tools to be necessary for teaching science and that IT education contributes to their professional development as teachers.

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Factors affecting ICT integration in TURKISH education: a systematic review

Turgut

Aslan

2021

Educ Inf Technol

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Farkli Branşlardan Öğretmenleri̇n Bi̇t’i̇ Derslere Kaynaştirmaya İli̇şki̇n Görüş, Uygulama Ve Öneri̇leri̇

Cited by 4 publications

References 28 publications

Examining the Self-Efficacy of Prospective Teachers in Technology Integration According to their Subject Areas: The Case of Turkey

Examining the Self-Efficacy of Prospective Teachers in Technology Integration According to their Subject Areas: The Case of Turkey

Fen Bi̇lgi̇si̇ Öğretmen Adaylarinin Bi̇li̇şi̇m Teknoloji̇leri̇ Eği̇ti̇mleri̇ni̇n 5e Ders Plani Uygulamalarina Yansimasi

Factors affecting ICT integration in TURKISH education: a systematic review

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