Araştırma Makalesi
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Technology-based professional development program: Experiences of science teachers

Yıl 2022, Cilt: 5 Sayı: 2, 297 - 315, 31.05.2022
https://doi.org/10.31681/jetol.1081367

Öz

This study aimed to evaluate science teachers of gifted students who participated in a technology-based professional development program, how could be used the applications they learned in the program, and their use area for the gifted education. The case study was carried out with ten science teachers of gifted students. The data were gathered via interviews and open-ended forms and analyzed with the content analysis method. The findings showed that teachers stated that the program was beneficial for their professional development because of increasing the use of digital technology tools and their awareness of the opportunities for gifted education. Also, they became aware of using the applications for enrichment, supporting the class, evaluating, and integrating into the project-based learning process in science lessons. Another finding was that participants' evaluations of the program offered the advantage of providing communication and mentoring opportunities with the university and contributing to their professional development.

Proje Numarası

2019-7-25-145

Kaynakça

  • Ali, H., & Alrayes, A. (2019). The role of technology in gifted and talented education: A review of descriptive and empirical research. KnE Social Sciences, 26-38. https://knepublishing.com/index.php/Kne-Social/article/view/5165
  • An, Y. J., Aworuwa, B., Ballard, G, & Williams, K. (2009). Teaching with Web 2.0 technologies: Benefits, barriers and best practices. Annual Proceedings-Louisville Vol1. Selected Research and Development Papers read at the Annual Convention of the Association of Educational Communications and Technology Sponsored by the Research and Theory Division, Louisville, KY.
  • Banas, J. R., & York, C. S. (2014). Authentic learning exercises as a means to influence pre-service teachers’ technology integration self-efficacy and intentions to integrate technology. Australasian Journal of Educational Technology, 30(6), 728-746. https://doi.org/10.14742/ajet.362
  • Barak, M. (2017). Science teacher education in the twenty-first century: A pedagogical framework for technology-integrated social constructivism. Research in Science Education, 47(2), 283-303. https://doi.org/10.1007/s11165-015-9501-y.
  • Baran, B., & Ata, F. (2013). Üniversite öğrencilerinin Web 2.0 teknolojileri kullanma durumları, beceri düzeyleri ve eğitsel olarak faydalanma durumları.[University students’ Web 2.0 technologies usage, skill levels and educational usage] Eğitim ve Bilim, 38(169), 193-208. http://egitimvebilim.ted.org.tr/index.php/EB/article/viewFile/1937/507
  • Batanero, J. M. F., Rebollo, M. M. R., & Rueda, M. M. (2019). Impact of ICT on students with high abilities. Bibliographic review (2008–2018). Computers & Education, 137, 48-58. https://doi.org/10.1016/j.compedu.2019.04.007.
  • Besnoy, K. D., Dantzler, J. A., & Siders, J. A. (2012). Creating a digital ecosystem for the gifted education classroom. Journal of Advanced Academics, 23(4), 305-325. https://doi.org/10.1177/1932202X12461005.
  • Bochkareva, T., Akhmetshin, E., Osadchy, E., Romanov, P., & Konovalova, E. (2018). Preparation of the future teacher for work with gifted children. Journal of Social Studies Education Research, 9(2), 251-265. https://dergipark.org.tr/en/download/article-file/496770
  • Creswell, J. W. (2018). Nitel araştırma yöntemleri: Beş yaklaşıma göre nitel araştırma ve araştırma deseni.[Qualitative Inquiry and Research Design Choosing Among Five Approaches].Ankara: Siyasal.
  • Dag, F. (2016). Examination of the professional development studies for the development of technological competence of teachers in Turkey in the context of lifelong learning. Journal of Human Sciences, 13(1), 90-111. https://doi:10.14687/ijhs.v13i1.3523.
  • DeCoito, I., & Richardson, T. (2018). Teachers and technology: Present practice and future directions. Contemporary Issues in Technology and Teacher Education, 18(2), 362-378.(EJ1181412)ERIC. https://eric.ed.gov/?id=EJ1181412.
  • Denzin, N. K. (1989). The research act. Englewod Cliffs. N. J: Prentice Hall.
  • Dolenc, K., & Aberšek, B. (2015). TECH8 intelligent and adaptive e-learning system: Integration into technology and science classrooms in lower secondary schools. Computers & Education, 82, 354-365. https://doi.org/10.1016/j.compedu.2014.12.010.
  • Dollah, M. H., & Mahmud, S. N. D. (2022). The relevance of demographic factors to the use of Web 2.0 applications among science teachers. International Journal of Academic Research in Business and Social Sciences, 12(3), 559–571. http://dx.doi.org/10.6007/IJARBSS/v12-i3/12159
  • Duman, B. (2015). 21. yüzyılda öğrenmeyi keşfetmek. A. Arı (Ed.), Öğretim Teknolojileri ve Öğrenme Araçları (ss:29-53). [ Exploring learning in the 21st century]. Eğitim, Konya.
  • Giavrimis, P., Papanis, E. ve Papanis, E. M. (2011). Information and communication technologies and development of learners' critical thinking: Primary school teachers' attitudes. International Education Studies, 4(3), 150-160. https://doi.org/10.5539/ies.v4n3p150.
  • Gruszczynska, A., Merchant, G., & Pountney, R. (2013). Digital futures in teacher education: Exploring open approaches towards digital literacy. Electronic Journal of E-Learning, 11(3), 193-206. (EJ1016248).ERIC. https://eric.ed.gov/?id=EJ1016248.
  • Guilbault, K. M., & McCormick, K. (2021). Supporting elementary gifted learners during the COVID-19 pandemic: A survey of teaching practices. Gifted Education International, https://doi.org/10.1177/02614294211070075.
  • Hassan, I., BaraU Gamji, M., Yahaya Nasidi, Q., & Latiff Azmi, M. N. (2021). Challenges and benefits of web 2.0-based learning among international students of English during the Covid-19 pandemic in Cyprus. Arab World English Journal. Arab World English Journal (AWEJ) Special Issue on Covid 19 Challenges April 2021. https://dx.doi.org/10.24093/awej/covid.22
  • Hawkins Jr, R. B. (2020). Teachers’ perceptions and experiences in implementing mobile technology into elementary grades K to 4. (Publication No. 27666796) [Doctoral dissertation, Grand Canyon University]. ProQuest Dissertations Publishing.
  • Heald, S. B. (2016). Curriculum differentiation for gifted learners using instructional technology: A multiple-case study. (Publication No. 10105310) [Doctoral dissertation, Northcentral University]. ProQuest Dissertations Publishing.
  • Heinich, R., Molenda, M., Russell, J.D., & Smaldino, S. (2002). Instructional media and technologies for learning (7th ed.). Columbus, OH: Merrill/Prentice Hall.
  • Kahveci, M. (2010). Students' perceptions to use technology for learning: Measurement integrity of the modified Fennema-Sherman attitudes scales. Turkish Online Journal of Educational Technology-TOJET, 9(1), 185-201. (EJ875782). ERIC. https://eric.ed.gov/?id=EJ875782.
  • Kim, D., & Downey, S. (2016). Examining the use of the ASSURE model by K–12 teachers. Computers in the Schools, 33(3), 153-168. https://doi.org/10.1080/07380569.2016.1203208
  • Koh, J. H. L., Chai, C. S., & Lim, W. Y. (2017). Teacher professional development for TPACK-21CL: Effects on teacher ICT integration and student outcomes. Journal of Educational Computing Research, 55(2), 172-196. https://doi.org/10.1177/0735633116656848
  • Kontostavlou, E. Z., & Drigas, A. S. (2019). The Use of Information and Communications Technology (ICT) in Gifted Students. International Journal of. Recent Contributions Engineering, Science & IT, 7(2), 60-67. https://doi.org/10.3991/ijes.v7i2.10815
  • Lee, J., & Jin, S. (2015).Teachers recognition on enhancing ICT related capabilities of gifted students. Journal of Gifted/Talented Education, 25(2), 261–277. https://doi.org/10.9722/JGTE.2015.25.2.261.
  • Little, C. A., & Housand, B. C. (2011). Avenues to professional learning online: Technology tips and tools for professional development in gifted education. Gifted Child Today, 34(4), 18-27. https://doi.org/10.1177/1076217511415383.
  • Martin, W., Strother, S., Beglau, M., Bates, L., Reitzes, T., & McMillan Culp, K. (2010). Connecting instructional technology professional development to teacher and student outcomes. Journal of Research on Technology in Education, 43(1), 53-74. https://doi.org/10.1080/15391523.2010.10782561
  • Matzen, N. J., & Edmunds, J. A. (2007). Technology as a catalyst for change: The role of professional development. Journal of Research on Technology in Education, 39(4), 417-430. https://doi.org/10.1080/15391523.2007.10782490
  • McGuire, M. S. (2012). Technology as a tool: Uses in differentiated curriculum and instruction for gifted learners. (Publication No. 3551714) [Doctoral dissertation, University Of Southern Calıfornia]. ProQuest Dissertations Publishing.
  • Mofield, E. L. (2020). Benefits and barriers to collaboration and co-teaching: Examining perspectives of gifted education teachers and general education teachers. Gifted Child Today, 43(1), 20-33. https://doi.org/10.1177/1076217519880588
  • Mouza, C. (2002). Learning to teach with new technology: Implications for professional development. Journal of Research on Computing in Education, 35(2), 272-289. https://doi.org/10.1080/15391523.2002.10782386
  • Murthy, S., Iyer, S., & Warriem, J. (2015). ET4ET: A large-scale faculty professional development program on effective integration of educational technology. Journal of Educational Technology & Society, 18(3), 16-28. https://www.jstor.org/stable/jeductechsoci.18.3.16
  • Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri. [Qualitative research & evaluation methods integrating theory and practice] Ankara: Pegem.
  • Periathiruvadi, S., & Rinn, A. N. (2012). Technology in gifted education: A review of best practices and empirical research. Journal of Research on Technology in Education, 45(2), 153-169. https://doi.org/10.1080/15391523.2012.10782601
  • Potts, J. A., & Potts, S. (2017). Is your gifted child ready for online learning?. Gifted Child Today, 40(4), 226-231. https://doi.org/10.1177/1076217517722182
  • Pritchett, C. G., Pritchett, C. C., & Wohleb, E. C. (2013). Usage, barriers, and training of Web 2.0 technology applications. SRATE Journal, 22(2), 29-38. ( EJ1015771).ERIC. https://eric.ed.gov/?id=EJ1015771.
  • Reid, E., & Horváthová, B. (2016). Teacher training programs for gifted education with focus on sustainability. Journal of Teacher Education for Sustainability, 18(2), 66-74. https://doi.org/10.1515/jtes-2016-0015.
  • Reis, S. M., Renzulli, S. J., & Renzulli, J. S. (2021). Enrichment and gifted education pedagogy to develop talents, gifts, and creative productivity. Education Sciences, 11(10), 615. https://doi.org/10.3390/educsci11100615
  • Robinson, A., Shore, B. M., & Enersen, D. L. (2014). Üstün zekalılar eğitiminde en iyi uygulamalar/Kanıt temelli bir kılavuz. [Best practices in gifted education: An evidence-based guide]. Ankara: Nobel.
  • Sadaf, A., Newby, T. J., & Ertmer, P. A. (2012). Exploring pre-service teachers' beliefs about using Web 2.0 technologies in K-12 classroom. Computers & Education, 59(3), 937-945. https://doi.org/10.1016/j.compedu.2012.04.001
  • Sayı, A. K. & Soysal, Ö. M. (2022). Digital differentiation in gifted education. In Creating Equitable Services for the Gifted: Protocols for Identification, Implementation, and Evaluation (pp. 205-225). IGI Global.
  • Seredina, A. Y., Pomortseva, N. P., & Morozova, T. V. (2016). Best practices of the United States’gifted education teacher-training programs. International Journal of Humanities and Cultural Studies, 1(1), 145-150. https://kpfu.ru/staff_files/F1044744280/2095_6142_1_PB.pdf
  • Shaunessy, E. (2007). Implications for gifted education. Gifted Child Quarterly, 51(2), 119-135. https://doi.org/10.1177/0016986207299470.
  • Shelly, G. B., Gunter, G. A., & Gunter, R. E. (2012). Teachers discovering computers: Integrating technology in a connected world. Cengage Learning.
  • Smaldino, S. E., Russell, J. D., Heinich, R., & Molenda, M. (2005). The ASSURE model: Creating the learning experience. Instructional Technology and Media for Learning, 4-5.
  • Smaldino, S. E., Lowther, D. L., Russell, J. D., & Mims, C. (2008). Instructional technology and media for learning. Pearson, 330 Hudson Street.
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Yıl 2022, Cilt: 5 Sayı: 2, 297 - 315, 31.05.2022
https://doi.org/10.31681/jetol.1081367

Öz

Destekleyen Kurum

Sakarya Üniversitesi Bilimsel Araştırma Projeler Koordinatörlüğü

Proje Numarası

2019-7-25-145

Kaynakça

  • Ali, H., & Alrayes, A. (2019). The role of technology in gifted and talented education: A review of descriptive and empirical research. KnE Social Sciences, 26-38. https://knepublishing.com/index.php/Kne-Social/article/view/5165
  • An, Y. J., Aworuwa, B., Ballard, G, & Williams, K. (2009). Teaching with Web 2.0 technologies: Benefits, barriers and best practices. Annual Proceedings-Louisville Vol1. Selected Research and Development Papers read at the Annual Convention of the Association of Educational Communications and Technology Sponsored by the Research and Theory Division, Louisville, KY.
  • Banas, J. R., & York, C. S. (2014). Authentic learning exercises as a means to influence pre-service teachers’ technology integration self-efficacy and intentions to integrate technology. Australasian Journal of Educational Technology, 30(6), 728-746. https://doi.org/10.14742/ajet.362
  • Barak, M. (2017). Science teacher education in the twenty-first century: A pedagogical framework for technology-integrated social constructivism. Research in Science Education, 47(2), 283-303. https://doi.org/10.1007/s11165-015-9501-y.
  • Baran, B., & Ata, F. (2013). Üniversite öğrencilerinin Web 2.0 teknolojileri kullanma durumları, beceri düzeyleri ve eğitsel olarak faydalanma durumları.[University students’ Web 2.0 technologies usage, skill levels and educational usage] Eğitim ve Bilim, 38(169), 193-208. http://egitimvebilim.ted.org.tr/index.php/EB/article/viewFile/1937/507
  • Batanero, J. M. F., Rebollo, M. M. R., & Rueda, M. M. (2019). Impact of ICT on students with high abilities. Bibliographic review (2008–2018). Computers & Education, 137, 48-58. https://doi.org/10.1016/j.compedu.2019.04.007.
  • Besnoy, K. D., Dantzler, J. A., & Siders, J. A. (2012). Creating a digital ecosystem for the gifted education classroom. Journal of Advanced Academics, 23(4), 305-325. https://doi.org/10.1177/1932202X12461005.
  • Bochkareva, T., Akhmetshin, E., Osadchy, E., Romanov, P., & Konovalova, E. (2018). Preparation of the future teacher for work with gifted children. Journal of Social Studies Education Research, 9(2), 251-265. https://dergipark.org.tr/en/download/article-file/496770
  • Creswell, J. W. (2018). Nitel araştırma yöntemleri: Beş yaklaşıma göre nitel araştırma ve araştırma deseni.[Qualitative Inquiry and Research Design Choosing Among Five Approaches].Ankara: Siyasal.
  • Dag, F. (2016). Examination of the professional development studies for the development of technological competence of teachers in Turkey in the context of lifelong learning. Journal of Human Sciences, 13(1), 90-111. https://doi:10.14687/ijhs.v13i1.3523.
  • DeCoito, I., & Richardson, T. (2018). Teachers and technology: Present practice and future directions. Contemporary Issues in Technology and Teacher Education, 18(2), 362-378.(EJ1181412)ERIC. https://eric.ed.gov/?id=EJ1181412.
  • Denzin, N. K. (1989). The research act. Englewod Cliffs. N. J: Prentice Hall.
  • Dolenc, K., & Aberšek, B. (2015). TECH8 intelligent and adaptive e-learning system: Integration into technology and science classrooms in lower secondary schools. Computers & Education, 82, 354-365. https://doi.org/10.1016/j.compedu.2014.12.010.
  • Dollah, M. H., & Mahmud, S. N. D. (2022). The relevance of demographic factors to the use of Web 2.0 applications among science teachers. International Journal of Academic Research in Business and Social Sciences, 12(3), 559–571. http://dx.doi.org/10.6007/IJARBSS/v12-i3/12159
  • Duman, B. (2015). 21. yüzyılda öğrenmeyi keşfetmek. A. Arı (Ed.), Öğretim Teknolojileri ve Öğrenme Araçları (ss:29-53). [ Exploring learning in the 21st century]. Eğitim, Konya.
  • Giavrimis, P., Papanis, E. ve Papanis, E. M. (2011). Information and communication technologies and development of learners' critical thinking: Primary school teachers' attitudes. International Education Studies, 4(3), 150-160. https://doi.org/10.5539/ies.v4n3p150.
  • Gruszczynska, A., Merchant, G., & Pountney, R. (2013). Digital futures in teacher education: Exploring open approaches towards digital literacy. Electronic Journal of E-Learning, 11(3), 193-206. (EJ1016248).ERIC. https://eric.ed.gov/?id=EJ1016248.
  • Guilbault, K. M., & McCormick, K. (2021). Supporting elementary gifted learners during the COVID-19 pandemic: A survey of teaching practices. Gifted Education International, https://doi.org/10.1177/02614294211070075.
  • Hassan, I., BaraU Gamji, M., Yahaya Nasidi, Q., & Latiff Azmi, M. N. (2021). Challenges and benefits of web 2.0-based learning among international students of English during the Covid-19 pandemic in Cyprus. Arab World English Journal. Arab World English Journal (AWEJ) Special Issue on Covid 19 Challenges April 2021. https://dx.doi.org/10.24093/awej/covid.22
  • Hawkins Jr, R. B. (2020). Teachers’ perceptions and experiences in implementing mobile technology into elementary grades K to 4. (Publication No. 27666796) [Doctoral dissertation, Grand Canyon University]. ProQuest Dissertations Publishing.
  • Heald, S. B. (2016). Curriculum differentiation for gifted learners using instructional technology: A multiple-case study. (Publication No. 10105310) [Doctoral dissertation, Northcentral University]. ProQuest Dissertations Publishing.
  • Heinich, R., Molenda, M., Russell, J.D., & Smaldino, S. (2002). Instructional media and technologies for learning (7th ed.). Columbus, OH: Merrill/Prentice Hall.
  • Kahveci, M. (2010). Students' perceptions to use technology for learning: Measurement integrity of the modified Fennema-Sherman attitudes scales. Turkish Online Journal of Educational Technology-TOJET, 9(1), 185-201. (EJ875782). ERIC. https://eric.ed.gov/?id=EJ875782.
  • Kim, D., & Downey, S. (2016). Examining the use of the ASSURE model by K–12 teachers. Computers in the Schools, 33(3), 153-168. https://doi.org/10.1080/07380569.2016.1203208
  • Koh, J. H. L., Chai, C. S., & Lim, W. Y. (2017). Teacher professional development for TPACK-21CL: Effects on teacher ICT integration and student outcomes. Journal of Educational Computing Research, 55(2), 172-196. https://doi.org/10.1177/0735633116656848
  • Kontostavlou, E. Z., & Drigas, A. S. (2019). The Use of Information and Communications Technology (ICT) in Gifted Students. International Journal of. Recent Contributions Engineering, Science & IT, 7(2), 60-67. https://doi.org/10.3991/ijes.v7i2.10815
  • Lee, J., & Jin, S. (2015).Teachers recognition on enhancing ICT related capabilities of gifted students. Journal of Gifted/Talented Education, 25(2), 261–277. https://doi.org/10.9722/JGTE.2015.25.2.261.
  • Little, C. A., & Housand, B. C. (2011). Avenues to professional learning online: Technology tips and tools for professional development in gifted education. Gifted Child Today, 34(4), 18-27. https://doi.org/10.1177/1076217511415383.
  • Martin, W., Strother, S., Beglau, M., Bates, L., Reitzes, T., & McMillan Culp, K. (2010). Connecting instructional technology professional development to teacher and student outcomes. Journal of Research on Technology in Education, 43(1), 53-74. https://doi.org/10.1080/15391523.2010.10782561
  • Matzen, N. J., & Edmunds, J. A. (2007). Technology as a catalyst for change: The role of professional development. Journal of Research on Technology in Education, 39(4), 417-430. https://doi.org/10.1080/15391523.2007.10782490
  • McGuire, M. S. (2012). Technology as a tool: Uses in differentiated curriculum and instruction for gifted learners. (Publication No. 3551714) [Doctoral dissertation, University Of Southern Calıfornia]. ProQuest Dissertations Publishing.
  • Mofield, E. L. (2020). Benefits and barriers to collaboration and co-teaching: Examining perspectives of gifted education teachers and general education teachers. Gifted Child Today, 43(1), 20-33. https://doi.org/10.1177/1076217519880588
  • Mouza, C. (2002). Learning to teach with new technology: Implications for professional development. Journal of Research on Computing in Education, 35(2), 272-289. https://doi.org/10.1080/15391523.2002.10782386
  • Murthy, S., Iyer, S., & Warriem, J. (2015). ET4ET: A large-scale faculty professional development program on effective integration of educational technology. Journal of Educational Technology & Society, 18(3), 16-28. https://www.jstor.org/stable/jeductechsoci.18.3.16
  • Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri. [Qualitative research & evaluation methods integrating theory and practice] Ankara: Pegem.
  • Periathiruvadi, S., & Rinn, A. N. (2012). Technology in gifted education: A review of best practices and empirical research. Journal of Research on Technology in Education, 45(2), 153-169. https://doi.org/10.1080/15391523.2012.10782601
  • Potts, J. A., & Potts, S. (2017). Is your gifted child ready for online learning?. Gifted Child Today, 40(4), 226-231. https://doi.org/10.1177/1076217517722182
  • Pritchett, C. G., Pritchett, C. C., & Wohleb, E. C. (2013). Usage, barriers, and training of Web 2.0 technology applications. SRATE Journal, 22(2), 29-38. ( EJ1015771).ERIC. https://eric.ed.gov/?id=EJ1015771.
  • Reid, E., & Horváthová, B. (2016). Teacher training programs for gifted education with focus on sustainability. Journal of Teacher Education for Sustainability, 18(2), 66-74. https://doi.org/10.1515/jtes-2016-0015.
  • Reis, S. M., Renzulli, S. J., & Renzulli, J. S. (2021). Enrichment and gifted education pedagogy to develop talents, gifts, and creative productivity. Education Sciences, 11(10), 615. https://doi.org/10.3390/educsci11100615
  • Robinson, A., Shore, B. M., & Enersen, D. L. (2014). Üstün zekalılar eğitiminde en iyi uygulamalar/Kanıt temelli bir kılavuz. [Best practices in gifted education: An evidence-based guide]. Ankara: Nobel.
  • Sadaf, A., Newby, T. J., & Ertmer, P. A. (2012). Exploring pre-service teachers' beliefs about using Web 2.0 technologies in K-12 classroom. Computers & Education, 59(3), 937-945. https://doi.org/10.1016/j.compedu.2012.04.001
  • Sayı, A. K. & Soysal, Ö. M. (2022). Digital differentiation in gifted education. In Creating Equitable Services for the Gifted: Protocols for Identification, Implementation, and Evaluation (pp. 205-225). IGI Global.
  • Seredina, A. Y., Pomortseva, N. P., & Morozova, T. V. (2016). Best practices of the United States’gifted education teacher-training programs. International Journal of Humanities and Cultural Studies, 1(1), 145-150. https://kpfu.ru/staff_files/F1044744280/2095_6142_1_PB.pdf
  • Shaunessy, E. (2007). Implications for gifted education. Gifted Child Quarterly, 51(2), 119-135. https://doi.org/10.1177/0016986207299470.
  • Shelly, G. B., Gunter, G. A., & Gunter, R. E. (2012). Teachers discovering computers: Integrating technology in a connected world. Cengage Learning.
  • Smaldino, S. E., Russell, J. D., Heinich, R., & Molenda, M. (2005). The ASSURE model: Creating the learning experience. Instructional Technology and Media for Learning, 4-5.
  • Smaldino, S. E., Lowther, D. L., Russell, J. D., & Mims, C. (2008). Instructional technology and media for learning. Pearson, 330 Hudson Street.
  • Spiteri, M., & Chang Rundgren, S. N. (2020). Literature review on the factors affecting primary teachers’ use of digital technology. Technology, Knowledge and Learning, 25(1), 115-128. https://doi.org/10.1007/s10758-018-9376-x
  • Stake, R.E. (1995). The art of case study research. Thousand Oaks, CA: Publisher.
  • Tatli, Z., & Akbulut, H. I. (2017). Öğretmen adaylarının alanda teknoloji kullanımına yönelik yeterlilikleri. Ege Eğitim Dergisi, 18(1), 31-55. https://doi.org/10.12984/egeefd.328375.
  • Thurm, D., & Barzel, B. (2020). Effects of a professional development program for teaching mathematics with technology on teachers’ beliefs, self-efficacy and practices. ZDM, 52(7), 1411-1422. https://doi.org/10.1007/s11858-020-01158-6
  • Voogt, J., & McKenney, S. (2017). TPACK in teacher education: Are we preparing teachers to use technology for early literacy? Technology, Pedagogy and Education, 26(1), 69-83. https://doi.org/10.1080/1475939X.2016.1174730
  • Wachira, P., & Keengwe, J. (2011). Technology integration barriers: Urban school mathematics teachers perspectives. Journal of Science Education and Technology, 20(1), 17-25. https://doi.org/ 0.1007/s10956-010-9230-y.
  • Yin, R. K. (1981). The case study crisis: Some answers. Administrative Science Quarterly, 26(1), 58-65. https://doi.org/10.2307/2392599.
  • Yun, K., Chung, D., Jang, B., Kim, J. H., & Jeong, J. (2011). Mathematically gifted adolescents have deficiencies in social valuation and mentalization. PloS one, 6(4), 1-6. https://doi.org/10.1371/journal.pone.0018224.
  • Zimlich, S. L. (2012). Using technology in gifted and talented education classrooms: The teachers' perspective. [Unpublished Doctoral dissertation]. https://ir.ua.edu/bitstream/handle/123456789/1397/file_1.pdf?sequence=1&isAllowed=y.
  • Zimlich, S. L. (2016). Motivating gifted students: Technology as a tool for authenticity and autonomy. International Journal of Learning, Teaching and Educational Research, 15(13), 1-11. https://www.ijlter.org/index.php/ijlter/article/view/833/pdf
  • Zimlich, S. (2017). Technology to the rescue: Appropriate curriculum for gifted students. International Journal of Learning, Teaching and Educational Research, 16(9), 1-12. https://doi.org/10.26803/ijlter.16.9.1
Toplam 59 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Şule Elmalı 0000-0002-5203-6246

Fatime Balkan Kıyıcı 0000-0002-4407-8307

Proje Numarası 2019-7-25-145
Yayımlanma Tarihi 31 Mayıs 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 5 Sayı: 2

Kaynak Göster

APA Elmalı, Ş., & Balkan Kıyıcı, F. (2022). Technology-based professional development program: Experiences of science teachers. Journal of Educational Technology and Online Learning, 5(2), 297-315. https://doi.org/10.31681/jetol.1081367


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