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Year 2017, Volume: 5 Issue: 2, 29 - 41, 26.12.2017

Abstract

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. Alım, M. (2007). Öğretim Teknolojileri ve Materyal Geliştirme (Ötmg) Dersinin Önemi ve Öğretim Sürecine İlişkin Öneriler. Doğu Coğrafya Dergisi, 12(17). Aslan, A., & Zhu, C. (2017). Investigating variables predicting Turkish pre‐service teachers’ integration of ICT into teaching practices. British Journal of Educational Technology, 48(2), 552-570. Ateş, A. (2012). Instructional technologies and material design course evaluation through lecturer’s and students’responses. International Journal of New Trends in Arts, Sports & Science Education (IJTASE), 1(1), 10-20. Bakaç, E., Özen, R. (2016). Öğretmen adaylarının öğretim teknolojileri ve materyal tasarımı dersine yönelik tutumları, yaratıcılık algıları ve öz-yeterlik inançları arasındaki ilişki. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 16 (1), 41-61. Belland, B. R. (2009). Using the theory of habitus to move beyond the study of barriers to technology integration. Computers & Education, 52, 353–364. Beydoğan, H. Ö. (2011). Instructional technology and material development courses motivation scale. Social and Behavioral Sciences, 28, 515-521. Cabı, E., & Ergün, E. (2016). Öğretim teknolojileri ve materyal tasarımı dersinin öğretmen adaylarının eğitimde teknoloji kullanımına yönelik kaygılarına etkisi. Başkent University Journal of Education, 3(1), 37-43. Cifuentes, L., Maxwell, G., & Bulu, S. (2011). Technology integration through professional learning community. Journal of Educational Computing Research, 44(1), 59-82. Cuban, L., Kirkpatrick, H., & Peck, C. (2001). High access and low use of technologies in high school classrooms: Explaining an apparent paradox. American Educational Research Journal, 38(4), 813-834. Çetin, B., Bahçeci, B., Kınay, İ. ve Şimşek, Ö. (2013). Öğretim teknolojileri ve materyal tasarımı dersine yönelik tutum ölçeğinin (ötmtdytö) geliştirilmesi: Geçerlik ve güvenirlik çalışması. The Journal of Academic Social Science Studies, 6 (2), 697-713. Demir, S., & Bozkurt, A. (2011). İlköğretim matematik öğretmenlerinin teknoloji entegrasyonundaki öğretmen yeterliklerine ilişkin görüşleri. İlköğretim Online, 10(3), 850-860. Ertmer, P. A. (1999). Addressing first-and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47-61. Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423-435. Fer, S. (2004). İngilizce öğretmenliği aday öğretmenlerinin meslek yaşamlarında kullanacakları öğretim materyalleri ile üniversitedeki öğretim elemanlarının kullandığı öğretim materyalleri arasındaki ilişki. Eğitim Araştırmaları, 17,154-168. Forster, N. (1995). The analysis of company documentation. C. Cassell & G. Symon (Eds). Qualitative methods in organizational research: A practical guide. London: Sage Publications. Gündüz, Ş., & Odabaşı, F. (2004). Bilgi çağında öğretmen adaylarının eğitiminde öğretim teknolojileri ve materyal geliştirme dersinin önemi. The Turkish Online Journal of Educational Technology, 3(1), 43-48. Hennessy, S., Ruthven, K., & Brindley, S. (2005). Teacher perspectives on integrating ICT into subject teaching: commitment, constraints, caution, and change. Journal of Curriculum Studies, 37(2), 155-192. Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational technology research and development, 55(3), 223-252. Howard, S. K., Chan, A., Mozejko, A., & Caputi, P. (2015). Technology practices: Confirmatory factor analysis and exploration of teachers' technology integration in subject areas. Computers & Education, 90, 24-35. Hur, J. W., Cullen, T., & Brush, T. (2010). Teaching for application: A model for assisting pre-service teachers with technology integration. Journal of Technology and Teacher Education, 18(1), 161-182. Ilgaz, H. & Usluel, Y. (2011). Öğretim sürecine BİT entegrasyonu açısından öğretmen yeterlikleri ve mesleki gelişim. Eğitim Bilimleri ve Uygulama, 10(19), 87-106. Inan, F. A., & Lowther, D. L. (2010). Factors affecting technology integration in K-12 classrooms: A path model. Educational Technology Research and Development, 58(2), 137-154. Karataş, S., & Yapıcı, M. (2006). Öğretim teknolojileri ve materyal geliştirme dersinin işlenişi ve uygulama örnekleri. Afyon Kocatepe Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8(2), 311-326. Kim, C., Kim, M. K., Lee, C., Spector, J. M., & DeMeester, K. (2013). Teacher beliefs and technology integration. Teaching and Teacher Education, 29, 76-85. Koehler, M., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131-152. Kopcha, T. J. (2012). Teachers' perceptions of the barriers to technology integration and practices with technology under situated professional development. Computers & Education, 59(4), 1109-1121. Kümbetoğlu, B. (2005). Sosyolojide ve antropolojide niteliksel yöntem ve araştırma. İstanbul: Bağlam.. Lawless, K. A., & Pellegrino, J. W. (2007). Professional development in integrating technology into teaching and learning: Knowns, unknowns, and ways to pursue better questions and answers. Review of Educational Research, 77(4), 575-614. Marsh, J. (2006). Popular culture in the literacy curriculum: A Bourdieuan analysis. Reading Research Quarterly, 41(2), 160-174. Mazman, S. G., & Usluel, Y. (2011). Bı̇lgı̇ ve ı̇letı̇şı̇m teknolojı̇lerı̇nı̇n öğrenme-öğretme süreçlerı̇ne entegrasyonu: modeller ve göstergeler. Eğitim Teknolojisi Kuram ve Uygulama, 1(1), 62-79. Ottenbreit-Leftwich, A. T., Brush, T. A., Strycker, J., Gronseth, S., Roman, T., Abaci, S., ... & Plucker, J. (2012). Preparation versus practice: How do teacher education programs and practicing teachers align in their use of technology to support teaching and learning?. Computers & Education, 59(2), 399-411. Özmen B.,Usluel Y. K. ve Çelen, F. K. (2014). Araştırmalarda bilgi ve iletişim teknolojilerinin öğrenme- öğretme sürecine entegrasyonu konusunda var olan durum ve yönelimler. Eğitimde Kuram ve Uygulama. 10(5), 1224-1253. Rowlinson, M. (2004). Historical analysis of company documents. C. Cassell & G. Symon (Eds). Essential guide to qualitative methods in organizational research (s.301-312). London: Sage Pub. Selwyn, N. (1999). Differences in educational computer use: the influence of subject cultures. Curriculum Journal, 10(1), 29-48. Toledo, C. (2005). A five-stage model of computer technology integration into teacher education curriculum. Contemporary Issues in Technology and Teacher Education, 5(2), 177 -191. Uluuysal, B., Demiral, S., Kurt, A. A., & Şahin, Y. L. (2014). Bir öğretmenin teknoloji entegrasyonu yolculuğu. Turkish Online Journal of Qualitative Inquiry, 5(4), 12-22. Usluel, Y. K., Mumcu, F. K., & Demiraslan, Y. (2007). Öğrenme-öğretme sürecinde bilgi ve iletişim teknolojileri: Öğretmenlerin entegrasyon süreci ve engelleriyle ilgili görüşleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 32(32), 164-178. Uyangör, M. S. ve Ece, D. K. (2010). The attitudes of the prospective mathematics teachers towards instructional technologies and material development course. The Turkish Online Journal of Educational Technology, 9 (1), 213-220. Valcke, M., Rots, I., Verbeke, M., & Van Braak, J. (2007). ICT teacher training: Evaluation of the curriculum and training approach in Flanders. Teaching and Teacher Education, 23(6), 795-808. Vanderlinde, R., & van Braak, J. (2010). The e-capacity of primary schools: Development of a conceptual model and scale construction from a school improvement perspective. Computers & Education, 55(2), 541-553. 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. Wachira, P., & Keengwe, J. (2011). Technology integration barriers: Urban school mathematics teachers perspectives. Journal of Science Education and Technology, 20(1), 17-25. Webb, M., & Cox, M. (2004). A review of pedagogy related to information and communication technology. Technology, Pedagogy and Education, 13, 235–286. Yaman, H. (2007). Türkçe öğretmeni adaylarının" öğretim teknolojileri ve materyal geliştirme" dersi bağlamında türkçe öğretiminde teknoloji kullanımına ilişkin yeterlilik ve algıları. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 4(1), 57-71. Yıldırım, A. ve Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin. YÖK (1998). Eğitim fakülteleri öğretmen yetiştirme programlarının yeniden düzenlenmesi. 01.10. 2016 tarihinde www.yok.gov.tr adresinden erişilmiştir. YÖK (2006). Eğitim fakültesi öğretmen yetiştirme lisans programları. 01.10. 2016 tarihinde www.yok.gov.tr adresinden erişilmiştir. Zhou, Q., Zhao, Y., Hu, J., Liu, Y., & Xing, L. (2010). Pre-service chemistry teachers’ attitude toward ICT in Xian. Procedia Social and Behavioral Sciences, 9, 1407–1414.

ÖĞRETİM TEKNOLOJİLERİ VE MATERYAL TASARIMI DERSİNİN TEKNOLOJİ ENTEGRASYONUNA KATKISI AÇISINDAN DEĞERLENDİRİLMESİ

Year 2017, Volume: 5 Issue: 2, 29 - 41, 26.12.2017

Abstract



Instructional Technologies and Material Design course
is one of the courses determined by Council of Higher Education (YÖK) to be
taught in Teacher Training Undergraduate Programs. As far as technology
integration is concerned, it is necessary for teacher candidates to integrate
technological knowledge, field knowledge and pedagogical knowledge within the
scope of Instructional Technology and Material Design course. Teaching
Technologies and Material Design can be seen as one of the lessons that can
overcome barriers in front of technology integration through the provision of
professional development of teacher candidates. From this point of view, it is
aimed to evaluate the instructional technology and material design course
taught by the Faculty of Education in terms of contribution to technology
integration. This research aimed to evaluate Instructional Technologies and
Material Design course in terms of contribution to technology integration was
structured using qualitative research approach. In the first stage, information
packages related to Instructional Technologies and Material Design course were
accessed via web sites. The authenticity of the obtained documents was checked.
Finally, analysis was done with the classification form developed by the researchers.
During the data collection process, the course information packages of 70 state
universities in Turkey were reached. Instructional Technology and Material
Design course information packages were examined in two categories: purpose and
content. When the content of Instructional Technology and Material Design
courses of 70 universities are examined, it is seen that the definition of
course made by YÖK in 1998 and 2006 was used as course content by many
universities without any field separation. In general, it has been achieved
that the course objectives and contents support the pre-integration and
transition phases in technology integration. As a result, successful technology
integration should be viewed as a process of adapting technology to individual
and institutional level and transforming it into a culture rather than a
mechanical process. Overcoming the internal and external barriers in front of
technology integration will be possible with effective teacher education




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. Alım, M. (2007). Öğretim Teknolojileri ve Materyal Geliştirme (Ötmg) Dersinin Önemi ve Öğretim Sürecine İlişkin Öneriler. Doğu Coğrafya Dergisi, 12(17). Aslan, A., & Zhu, C. (2017). Investigating variables predicting Turkish pre‐service teachers’ integration of ICT into teaching practices. British Journal of Educational Technology, 48(2), 552-570. Ateş, A. (2012). Instructional technologies and material design course evaluation through lecturer’s and students’responses. International Journal of New Trends in Arts, Sports & Science Education (IJTASE), 1(1), 10-20. Bakaç, E., Özen, R. (2016). Öğretmen adaylarının öğretim teknolojileri ve materyal tasarımı dersine yönelik tutumları, yaratıcılık algıları ve öz-yeterlik inançları arasındaki ilişki. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 16 (1), 41-61. Belland, B. R. (2009). Using the theory of habitus to move beyond the study of barriers to technology integration. Computers & Education, 52, 353–364. Beydoğan, H. Ö. (2011). Instructional technology and material development courses motivation scale. Social and Behavioral Sciences, 28, 515-521. Cabı, E., & Ergün, E. (2016). Öğretim teknolojileri ve materyal tasarımı dersinin öğretmen adaylarının eğitimde teknoloji kullanımına yönelik kaygılarına etkisi. Başkent University Journal of Education, 3(1), 37-43. Cifuentes, L., Maxwell, G., & Bulu, S. (2011). Technology integration through professional learning community. Journal of Educational Computing Research, 44(1), 59-82. Cuban, L., Kirkpatrick, H., & Peck, C. (2001). High access and low use of technologies in high school classrooms: Explaining an apparent paradox. American Educational Research Journal, 38(4), 813-834. Çetin, B., Bahçeci, B., Kınay, İ. ve Şimşek, Ö. (2013). Öğretim teknolojileri ve materyal tasarımı dersine yönelik tutum ölçeğinin (ötmtdytö) geliştirilmesi: Geçerlik ve güvenirlik çalışması. The Journal of Academic Social Science Studies, 6 (2), 697-713. Demir, S., & Bozkurt, A. (2011). İlköğretim matematik öğretmenlerinin teknoloji entegrasyonundaki öğretmen yeterliklerine ilişkin görüşleri. İlköğretim Online, 10(3), 850-860. Ertmer, P. A. (1999). Addressing first-and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47-61. Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423-435. Fer, S. (2004). İngilizce öğretmenliği aday öğretmenlerinin meslek yaşamlarında kullanacakları öğretim materyalleri ile üniversitedeki öğretim elemanlarının kullandığı öğretim materyalleri arasındaki ilişki. Eğitim Araştırmaları, 17,154-168. Forster, N. (1995). The analysis of company documentation. C. Cassell & G. Symon (Eds). Qualitative methods in organizational research: A practical guide. London: Sage Publications. Gündüz, Ş., & Odabaşı, F. (2004). Bilgi çağında öğretmen adaylarının eğitiminde öğretim teknolojileri ve materyal geliştirme dersinin önemi. The Turkish Online Journal of Educational Technology, 3(1), 43-48. Hennessy, S., Ruthven, K., & Brindley, S. (2005). Teacher perspectives on integrating ICT into subject teaching: commitment, constraints, caution, and change. Journal of Curriculum Studies, 37(2), 155-192. Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational technology research and development, 55(3), 223-252. Howard, S. K., Chan, A., Mozejko, A., & Caputi, P. (2015). Technology practices: Confirmatory factor analysis and exploration of teachers' technology integration in subject areas. Computers & Education, 90, 24-35. Hur, J. W., Cullen, T., & Brush, T. (2010). Teaching for application: A model for assisting pre-service teachers with technology integration. Journal of Technology and Teacher Education, 18(1), 161-182. Ilgaz, H. & Usluel, Y. (2011). Öğretim sürecine BİT entegrasyonu açısından öğretmen yeterlikleri ve mesleki gelişim. Eğitim Bilimleri ve Uygulama, 10(19), 87-106. Inan, F. A., & Lowther, D. L. (2010). Factors affecting technology integration in K-12 classrooms: A path model. Educational Technology Research and Development, 58(2), 137-154. Karataş, S., & Yapıcı, M. (2006). Öğretim teknolojileri ve materyal geliştirme dersinin işlenişi ve uygulama örnekleri. Afyon Kocatepe Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 8(2), 311-326. Kim, C., Kim, M. K., Lee, C., Spector, J. M., & DeMeester, K. (2013). Teacher beliefs and technology integration. Teaching and Teacher Education, 29, 76-85. Koehler, M., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131-152. Kopcha, T. J. (2012). Teachers' perceptions of the barriers to technology integration and practices with technology under situated professional development. Computers & Education, 59(4), 1109-1121. Kümbetoğlu, B. (2005). Sosyolojide ve antropolojide niteliksel yöntem ve araştırma. İstanbul: Bağlam.. Lawless, K. A., & Pellegrino, J. W. (2007). Professional development in integrating technology into teaching and learning: Knowns, unknowns, and ways to pursue better questions and answers. Review of Educational Research, 77(4), 575-614. Marsh, J. (2006). Popular culture in the literacy curriculum: A Bourdieuan analysis. Reading Research Quarterly, 41(2), 160-174. Mazman, S. G., & Usluel, Y. (2011). Bı̇lgı̇ ve ı̇letı̇şı̇m teknolojı̇lerı̇nı̇n öğrenme-öğretme süreçlerı̇ne entegrasyonu: modeller ve göstergeler. Eğitim Teknolojisi Kuram ve Uygulama, 1(1), 62-79. Ottenbreit-Leftwich, A. T., Brush, T. A., Strycker, J., Gronseth, S., Roman, T., Abaci, S., ... & Plucker, J. (2012). Preparation versus practice: How do teacher education programs and practicing teachers align in their use of technology to support teaching and learning?. Computers & Education, 59(2), 399-411. Özmen B.,Usluel Y. K. ve Çelen, F. K. (2014). Araştırmalarda bilgi ve iletişim teknolojilerinin öğrenme- öğretme sürecine entegrasyonu konusunda var olan durum ve yönelimler. Eğitimde Kuram ve Uygulama. 10(5), 1224-1253. Rowlinson, M. (2004). Historical analysis of company documents. C. Cassell & G. Symon (Eds). Essential guide to qualitative methods in organizational research (s.301-312). London: Sage Pub. Selwyn, N. (1999). Differences in educational computer use: the influence of subject cultures. Curriculum Journal, 10(1), 29-48. Toledo, C. (2005). A five-stage model of computer technology integration into teacher education curriculum. Contemporary Issues in Technology and Teacher Education, 5(2), 177 -191. Uluuysal, B., Demiral, S., Kurt, A. A., & Şahin, Y. L. (2014). Bir öğretmenin teknoloji entegrasyonu yolculuğu. Turkish Online Journal of Qualitative Inquiry, 5(4), 12-22. Usluel, Y. K., Mumcu, F. K., & Demiraslan, Y. (2007). Öğrenme-öğretme sürecinde bilgi ve iletişim teknolojileri: Öğretmenlerin entegrasyon süreci ve engelleriyle ilgili görüşleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 32(32), 164-178. Uyangör, M. S. ve Ece, D. K. (2010). The attitudes of the prospective mathematics teachers towards instructional technologies and material development course. The Turkish Online Journal of Educational Technology, 9 (1), 213-220. Valcke, M., Rots, I., Verbeke, M., & Van Braak, J. (2007). ICT teacher training: Evaluation of the curriculum and training approach in Flanders. Teaching and Teacher Education, 23(6), 795-808. Vanderlinde, R., & van Braak, J. (2010). The e-capacity of primary schools: Development of a conceptual model and scale construction from a school improvement perspective. Computers & Education, 55(2), 541-553. 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. Wachira, P., & Keengwe, J. (2011). Technology integration barriers: Urban school mathematics teachers perspectives. Journal of Science Education and Technology, 20(1), 17-25. Webb, M., & Cox, M. (2004). A review of pedagogy related to information and communication technology. Technology, Pedagogy and Education, 13, 235–286. Yaman, H. (2007). Türkçe öğretmeni adaylarının" öğretim teknolojileri ve materyal geliştirme" dersi bağlamında türkçe öğretiminde teknoloji kullanımına ilişkin yeterlilik ve algıları. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 4(1), 57-71. Yıldırım, A. ve Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin. YÖK (1998). Eğitim fakülteleri öğretmen yetiştirme programlarının yeniden düzenlenmesi. 01.10. 2016 tarihinde www.yok.gov.tr adresinden erişilmiştir. YÖK (2006). Eğitim fakültesi öğretmen yetiştirme lisans programları. 01.10. 2016 tarihinde www.yok.gov.tr adresinden erişilmiştir. Zhou, Q., Zhao, Y., Hu, J., Liu, Y., & Xing, L. (2010). Pre-service chemistry teachers’ attitude toward ICT in Xian. Procedia Social and Behavioral Sciences, 9, 1407–1414.
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Details

Journal Section Makaleler
Authors

Zühal Çubukçu This is me

Şule Betül Tosuntaş

Tuğba İnci

Kağan Kırcaburun

Publication Date December 26, 2017
Submission Date December 5, 2017
Published in Issue Year 2017 Volume: 5 Issue: 2

Cite

APA Çubukçu, Z., Tosuntaş, Ş. B., İnci, T., Kırcaburun, K. (2017). ÖĞRETİM TEKNOLOJİLERİ VE MATERYAL TASARIMI DERSİNİN TEKNOLOJİ ENTEGRASYONUNA KATKISI AÇISINDAN DEĞERLENDİRİLMESİ. Anadolu Eğitim Liderliği Ve Öğretim Dergisi, 5(2), 29-41.