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Evaluation of Instructional Technologies Course from the Perspective of Pre-service Teachers

Year 2021, Issue: 52, 305 - 324, 31.12.2021
https://doi.org/10.53444/deubefd.901059

Abstract

In this study, it is purposed to examine the opinions of pre-service teachers about Instructional Technologies course. For this aim, the research was carried out in the descriptive qualitative research design. 101 pre-service teachers participated in the research in spring term of 2018-2019 academic year. Data were collected from these participants before and after the course through the forms generated by the researcher. The obtained data were analyzed through the qualitative data analysis program. According to the results, expectations of students was satisfied at the end of the semester and that the course contributed to them in terms of using the instruments related to information and communication technologies. Besides, it was determined that the pre-service teachers considered this course necessary.

References

  • Abbitt, J. T. (2011). An investigation of the relationship between self-efficacy beliefs about technology integration and technological pedagogical content knowledge (tpack) among preservice teachers. Journal of Digital Learning in Teacher Education, 27(4), 134-143.
  • Acer, D. (2011). A study on the viewpoints of preschool teacher candidates on Design of Instructional Materials Course. Elementary Education Online, 10(2), 421-429.
  • Birişçi, S., & Karal, H. (2011). Effect of collaborative studies on prospective teachers’ creative thinking skills while designing computer based material. Ahi Evran University Faculty of Education Journal, 12(2), 203-219.
  • Burden, P. R., & Byrd, D. M. (2018). Methods for effective teaching: Meeting the needs of all students (8th press). NY: Pearson Education.
  • Çağıltay, K., Çakıroğlu, J., Çağıltay, N., & Çakıroğlu, E. (2001). Teachers' perspectıves about the use of Computers ın educatıon. Hacettepe University Journal of Education, 21, 19‐28.
  • Çuhadar, C. (2010). Views of foreign language teacher candidates about blog use in Computer-II Course. Trakya University Journal of Social Sciences, 12(1), 147-164.
  • Çukurbaşı, B., & Kıyıcı, M. (2018a). An analysis on the change in preferences of preservice teachers towards use of the internet technologies in teaching. Kastamonu Education Journal, 26(3), 765-776.
  • Çukurbaşı, B., & Kıyıcı, M. (2018b). A review on opinions of preservice teachers on the electronic portfolio: The example of Weebly. İnönü University Journal of the Faculty of Education, 19(1), 1-14.
  • Elaldı, Ş. (2018). Evaluation of material development and presentation process within the scope of İnstructional Technologies And Material Design Course. Cumhuriyet International Journal of Education, 7(4), 551-570. http://dx.doi.org/10.30703/cije.468442
  • Engin, A. O., Tösten, R., & Kaya, M. D. (2010). Computer based instruction. Kafkas University Journal of Social Sciences, 5(1), 69-80.
  • Fraenkel, J. R., & Wallen, N. (2000). How to design and evaluate research in education (4th ed.). New York: McGraw-Hill.
  • Gündüz, Ş., & Odabaşı, F. (2004). The importance of Instructional Technologies and Material Development Course at pre-service teacher education in information age. The Turkish Online Journal of Educational Technology, 3(1), 43-48.
  • Haseski, H. İ. (2019). Bilişim Teknolojileri Dersi: Öğretmen adaylarının bakış açısından bir değerlendirme. Trakya Eğitim Dergisi, 9(4), 666-679.
  • Haseski, H. İ. & İlic, U. (2020). The effect of Computer II Course on the achievements of pre-service teachers and their attitudes towards computer-assisted instruction. International Journal of Education Technology and Scientific Researches, 5(11), 1-34.
  • İlic, U. (2019). Öğretim elemanları gözüyle Öğretim Teknolojileri Dersi. Paper presented at the 1st International Beydağı Social and Humanities Congress sunulan bildiri, Malatya.
  • Information package & Course Catalogue (2019, January 4) Information package & Course Catalogue. Retrieved from https://ebs.pau.edu.tr/BilgiGoster/Program.aspx?lng=2&dzy=3&br=19&bl=46&pr=22&dm=1&ps=0
  • Karataş, S., & Yapıcı, M. (2006). The process and application samples of Teaching Technologies and Material Development. Afyon Kocatepe University Journal of Social Science, 8(2), 311-325.
  • Kinay, İ., Ömer, Ş., Bağçeci, B., & Çetin, B. (2015). Examination of the attitudes of prospective teachers towards Instructional Technologies and Material Design (ITMD) Course in terms of some variables. Dicle Üniversitesi, Ziya Gökalp Eğitim Fakültesi Dergisi, 25, 119-135.
  • Kirschner, P., Wubbels, T. & Brekelmans, M. (2009). Benchmarks for teacher education programs in the pedagogical use of ICT. In J. Voogt & G. Knezek (Eds), International handbook of information technology in primary and secondary education (pp. 435–447). New York, NY: Springer.
  • Kolburan Geçer, A. (2010). Experience of technical teacher candidates towards Teaching Technologies and Material Development Course. Van Yuzuncu Yil University Journal of Education, 7(2), 1-25.
  • Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33, 159-174.
  • Lomax, R. G., & Hahs-Vaughn, D. L. (2012). An introduction to statistical concepts (3rd ed.). New York: Taylor and Francis Group.
  • Mıhcı Türker, P., & Pala, F. K. (2018). Teacher candidate’s opinions on presentation programs. Kastamonu Education Journal, 26(6), 1875-1885. doi:10.24106/kefdergi.2207
  • Nicholl, B., Flutter, J., Hosking, I. & Clarkson, P. J. (2013). Joining up to DOTs: Authentic teaching and learning in design and technology education. Cambridge Journal of Education, 43 (4), 435-450.
  • Özen, R. (2013). Preservice teachers’ training and technology use: A case study. International Journal of Human Sciences, 10(2), 147-162.
  • Patton, M. Q. (1987). How to use qualitative methods in evaluation. CA: Sage.
  • Saka, A & Saka, A. (2014). Öğretmen adaylarının Öğretim Teknolojileri ve Materyal Geliştirme Dersinde mesleki becerilerini geliştirme düzeyi: Sakarya örneği. Sakarya University Journal of Education Faculty, 0(10), 81-89.
  • Senemoğlu, N. (2018). Gelişim öğrenme ve öğretim: Kuramdan uygulamaya (25. Baskı). Ankara: Anı Yayıncılık.
  • Şanlı, C. (2019). Coğrafya ögretmen adaylarının mekânsal düsünme becerisine ilişkin görüşleri. Anadolu Kültürel Araştırmalar Dergisi (ANKAD), 3(3), 215-233. http://www.ankad.org/index.php/Ankad/article/view/59
  • Şanlı, C. & Jo, I. (2020). Examining preservice Geography Teachers’ dispositions to teach spatial thinking skills. International Journal of Eurasian Education and Culture, 11(5), 2069-2102.
  • Uzunöz, A., Aktepe, V., & Gündüz, M. (2017). Öğretim Teknolojileri ve Materyal Tasarımı Dersinin, mesleki açıdan kazandırdıklarına ilişkin öğretmen adaylarının görüşleri: Nitel bir çalışma. Journal of Qualitative Research in Education, 5(3), 317-339.
  • Yaman, H. (2007). Türkçe öğretmeni adaylarının Öğretim Teknolojileri ve Materyal Geliştirme Dersi bağlamında Türkçe öğretiminde teknoloji kullanımına ilişkin yeterlilik ve algıları. HAYEF Journal of Education, 7(1), 57-71.
  • Yazar, T. (2015). The relationship between preservice teachers’ attitudes towards Instructional Technology and Material Design Course, creativity perceptions and self-efficacy beliefs. International Journal of Curriculum and Instructional Studies, 5(9), 23-34.
  • Yelken, T. Y. (2009). The effects of materials development based on “creativity activities within a group” on teacher candidates’ portfolios. Education and Science, 34(153). 83-98.
  • YÖK (2007). Öğretmen yetiştirme ve eğitim fakülteleri (1982-2007) (Öğretmenin üniversitede yetiştirilmesinin değerlendirilmesi). Ankara: Yükseköğretim Kurulu Yayını.
  • YÖK (2018a, March 5). Öğretmen yetiştirme lisans programları. Retrieved from https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni-Ogretmen-Yetistirme-Lisans-Programlari/Rehberlik_ve_Psikolojik_Danismanlik_Lisans_Programi.pdf
  • YÖK (2018b, March 5). Rehberlik ve psikolojik danışmanlık lisans programı. Retrieved from https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni-Ogretmen-Yetistirme-Lisans-Programlari/AA_Sunus_%20Onsoz_Uygulama_Yonergesi.pdf
  • YÖK (2020, August 31). Eğitim fakültelerine yetki devri. Retrieved from https://www.yok.gov.tr/Sayfalar/Haberler/2020/egitim-fak%C3%BCltelerine-yetki-devri.aspx
  • Yıldırım, A., & Şimşek, H. (2011). Qualitative research methods in social sciences (8th ed.). Ankara: Seçkin.
  • Wang, C., Shannon, D. M. & Ross, M. E. (2013). Students' characteristics, selfregulated learning, technology self-efficacy, and course outcomes in online learning. Distance Education, 34(3), 302-323.

Öğretmen Adaylarının Bakış Açısından Öğretim Teknolojileri Dersine Yönelik Bir Değerlendirme

Year 2021, Issue: 52, 305 - 324, 31.12.2021
https://doi.org/10.53444/deubefd.901059

Abstract

Bu çalışmada öğretmen adaylarının Öğretim Teknolojileri dersine yönelik görüşlerinin incelenmesi hedeflenmiştir. Söz konusu amaç doğrultusunda çalışma, betimleyici nitel araştırma deseni ile gerçekleştirilmiştir. Araştırmaya 2018-2019 öğretim yılı bahar döneminde 101 öğretmen adayı katılmıştır. Bu katılımcılardan ders öncesinde ve ders sonrasında araştırmacı tarafından geliştirilen formlar ile veri toplanmıştır. Ulaşılan veriler nitel veri analizi programı ile analiz edilmiştir. Araştırmadan elde edilen sonuçlara göre katılımcıların beklentilerinin dönem sonunda karşılandığı ve dersin kendilerine bilgi ve iletişim teknolojileri araçlarını kullanma bağlamda katkı sağladığı bulunmuştur. Buna ek olarak dersin öğretmen adayları tarafından gerekli görüldüğü belirlenmiştir.

References

  • Abbitt, J. T. (2011). An investigation of the relationship between self-efficacy beliefs about technology integration and technological pedagogical content knowledge (tpack) among preservice teachers. Journal of Digital Learning in Teacher Education, 27(4), 134-143.
  • Acer, D. (2011). A study on the viewpoints of preschool teacher candidates on Design of Instructional Materials Course. Elementary Education Online, 10(2), 421-429.
  • Birişçi, S., & Karal, H. (2011). Effect of collaborative studies on prospective teachers’ creative thinking skills while designing computer based material. Ahi Evran University Faculty of Education Journal, 12(2), 203-219.
  • Burden, P. R., & Byrd, D. M. (2018). Methods for effective teaching: Meeting the needs of all students (8th press). NY: Pearson Education.
  • Çağıltay, K., Çakıroğlu, J., Çağıltay, N., & Çakıroğlu, E. (2001). Teachers' perspectıves about the use of Computers ın educatıon. Hacettepe University Journal of Education, 21, 19‐28.
  • Çuhadar, C. (2010). Views of foreign language teacher candidates about blog use in Computer-II Course. Trakya University Journal of Social Sciences, 12(1), 147-164.
  • Çukurbaşı, B., & Kıyıcı, M. (2018a). An analysis on the change in preferences of preservice teachers towards use of the internet technologies in teaching. Kastamonu Education Journal, 26(3), 765-776.
  • Çukurbaşı, B., & Kıyıcı, M. (2018b). A review on opinions of preservice teachers on the electronic portfolio: The example of Weebly. İnönü University Journal of the Faculty of Education, 19(1), 1-14.
  • Elaldı, Ş. (2018). Evaluation of material development and presentation process within the scope of İnstructional Technologies And Material Design Course. Cumhuriyet International Journal of Education, 7(4), 551-570. http://dx.doi.org/10.30703/cije.468442
  • Engin, A. O., Tösten, R., & Kaya, M. D. (2010). Computer based instruction. Kafkas University Journal of Social Sciences, 5(1), 69-80.
  • Fraenkel, J. R., & Wallen, N. (2000). How to design and evaluate research in education (4th ed.). New York: McGraw-Hill.
  • Gündüz, Ş., & Odabaşı, F. (2004). The importance of Instructional Technologies and Material Development Course at pre-service teacher education in information age. The Turkish Online Journal of Educational Technology, 3(1), 43-48.
  • Haseski, H. İ. (2019). Bilişim Teknolojileri Dersi: Öğretmen adaylarının bakış açısından bir değerlendirme. Trakya Eğitim Dergisi, 9(4), 666-679.
  • Haseski, H. İ. & İlic, U. (2020). The effect of Computer II Course on the achievements of pre-service teachers and their attitudes towards computer-assisted instruction. International Journal of Education Technology and Scientific Researches, 5(11), 1-34.
  • İlic, U. (2019). Öğretim elemanları gözüyle Öğretim Teknolojileri Dersi. Paper presented at the 1st International Beydağı Social and Humanities Congress sunulan bildiri, Malatya.
  • Information package & Course Catalogue (2019, January 4) Information package & Course Catalogue. Retrieved from https://ebs.pau.edu.tr/BilgiGoster/Program.aspx?lng=2&dzy=3&br=19&bl=46&pr=22&dm=1&ps=0
  • Karataş, S., & Yapıcı, M. (2006). The process and application samples of Teaching Technologies and Material Development. Afyon Kocatepe University Journal of Social Science, 8(2), 311-325.
  • Kinay, İ., Ömer, Ş., Bağçeci, B., & Çetin, B. (2015). Examination of the attitudes of prospective teachers towards Instructional Technologies and Material Design (ITMD) Course in terms of some variables. Dicle Üniversitesi, Ziya Gökalp Eğitim Fakültesi Dergisi, 25, 119-135.
  • Kirschner, P., Wubbels, T. & Brekelmans, M. (2009). Benchmarks for teacher education programs in the pedagogical use of ICT. In J. Voogt & G. Knezek (Eds), International handbook of information technology in primary and secondary education (pp. 435–447). New York, NY: Springer.
  • Kolburan Geçer, A. (2010). Experience of technical teacher candidates towards Teaching Technologies and Material Development Course. Van Yuzuncu Yil University Journal of Education, 7(2), 1-25.
  • Landis, J. R., & Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33, 159-174.
  • Lomax, R. G., & Hahs-Vaughn, D. L. (2012). An introduction to statistical concepts (3rd ed.). New York: Taylor and Francis Group.
  • Mıhcı Türker, P., & Pala, F. K. (2018). Teacher candidate’s opinions on presentation programs. Kastamonu Education Journal, 26(6), 1875-1885. doi:10.24106/kefdergi.2207
  • Nicholl, B., Flutter, J., Hosking, I. & Clarkson, P. J. (2013). Joining up to DOTs: Authentic teaching and learning in design and technology education. Cambridge Journal of Education, 43 (4), 435-450.
  • Özen, R. (2013). Preservice teachers’ training and technology use: A case study. International Journal of Human Sciences, 10(2), 147-162.
  • Patton, M. Q. (1987). How to use qualitative methods in evaluation. CA: Sage.
  • Saka, A & Saka, A. (2014). Öğretmen adaylarının Öğretim Teknolojileri ve Materyal Geliştirme Dersinde mesleki becerilerini geliştirme düzeyi: Sakarya örneği. Sakarya University Journal of Education Faculty, 0(10), 81-89.
  • Senemoğlu, N. (2018). Gelişim öğrenme ve öğretim: Kuramdan uygulamaya (25. Baskı). Ankara: Anı Yayıncılık.
  • Şanlı, C. (2019). Coğrafya ögretmen adaylarının mekânsal düsünme becerisine ilişkin görüşleri. Anadolu Kültürel Araştırmalar Dergisi (ANKAD), 3(3), 215-233. http://www.ankad.org/index.php/Ankad/article/view/59
  • Şanlı, C. & Jo, I. (2020). Examining preservice Geography Teachers’ dispositions to teach spatial thinking skills. International Journal of Eurasian Education and Culture, 11(5), 2069-2102.
  • Uzunöz, A., Aktepe, V., & Gündüz, M. (2017). Öğretim Teknolojileri ve Materyal Tasarımı Dersinin, mesleki açıdan kazandırdıklarına ilişkin öğretmen adaylarının görüşleri: Nitel bir çalışma. Journal of Qualitative Research in Education, 5(3), 317-339.
  • Yaman, H. (2007). Türkçe öğretmeni adaylarının Öğretim Teknolojileri ve Materyal Geliştirme Dersi bağlamında Türkçe öğretiminde teknoloji kullanımına ilişkin yeterlilik ve algıları. HAYEF Journal of Education, 7(1), 57-71.
  • Yazar, T. (2015). The relationship between preservice teachers’ attitudes towards Instructional Technology and Material Design Course, creativity perceptions and self-efficacy beliefs. International Journal of Curriculum and Instructional Studies, 5(9), 23-34.
  • Yelken, T. Y. (2009). The effects of materials development based on “creativity activities within a group” on teacher candidates’ portfolios. Education and Science, 34(153). 83-98.
  • YÖK (2007). Öğretmen yetiştirme ve eğitim fakülteleri (1982-2007) (Öğretmenin üniversitede yetiştirilmesinin değerlendirilmesi). Ankara: Yükseköğretim Kurulu Yayını.
  • YÖK (2018a, March 5). Öğretmen yetiştirme lisans programları. Retrieved from https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni-Ogretmen-Yetistirme-Lisans-Programlari/Rehberlik_ve_Psikolojik_Danismanlik_Lisans_Programi.pdf
  • YÖK (2018b, March 5). Rehberlik ve psikolojik danışmanlık lisans programı. Retrieved from https://www.yok.gov.tr/Documents/Kurumsal/egitim_ogretim_dairesi/Yeni-Ogretmen-Yetistirme-Lisans-Programlari/AA_Sunus_%20Onsoz_Uygulama_Yonergesi.pdf
  • YÖK (2020, August 31). Eğitim fakültelerine yetki devri. Retrieved from https://www.yok.gov.tr/Sayfalar/Haberler/2020/egitim-fak%C3%BCltelerine-yetki-devri.aspx
  • Yıldırım, A., & Şimşek, H. (2011). Qualitative research methods in social sciences (8th ed.). Ankara: Seçkin.
  • Wang, C., Shannon, D. M. & Ross, M. E. (2013). Students' characteristics, selfregulated learning, technology self-efficacy, and course outcomes in online learning. Distance Education, 34(3), 302-323.
There are 40 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Ulaş İlic 0000-0003-4213-8713

Publication Date December 31, 2021
Published in Issue Year 2021 Issue: 52

Cite

APA İlic, U. (2021). Evaluation of Instructional Technologies Course from the Perspective of Pre-service Teachers. Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi(52), 305-324. https://doi.org/10.53444/deubefd.901059