THE USE OF ICT IN ENGINEERING DEPARTMENTS
Year 2013,
Volume: 42 Issue: 1, 85 - 95, 08.03.2014
Songül Aynal
Müjgan Özenir
Abstract
This paper examines the use of Information and Communication Technologies (ICT), mainly computer, for teaching and learning purposes at the university level. The paper gives a brief overview of the use of ICT in learning and teaching at university level. It also discusses the students’ perceptions on the use of ICT in their daily life and in school environment. For this purpose, a questionnaire consisting of 25 items were given to 300 students studying at the engineering departments from 2 different universities in Turkey. The result supports the necessity of using ICT for making classes more vivid, pleasant and appealing to the students.
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Year 2013,
Volume: 42 Issue: 1, 85 - 95, 08.03.2014
Songül Aynal
Müjgan Özenir
References
- Bates, A.W. (2000). Managing Technological Change: Strategies for University and College Leaders. San Francisco: Jossey Bass.
- Blurton, C. (1999). “New Directions of ICT-Use in Education”, Retrieved on 24.4. 2012 from http://www.unesco.org/education/educprog/lwf/dl/edict.pdf; UNESCO World Communication and Information Report.
- British Educational Communications and Technology Agency (BECTA). (2002). The Impact of Information and Communication Technologies on Pupil Learning and Attainment. (ICT in Schools Research and Evaluation Series – No.7): DfES. Retrieved on 22.4.2012 from http://cw.routledge.com/textbooks/0415306752/resources/pdf/05BenefitsofICT.pdf
- Bork, A. (1980). Preparing student-computer dialogs: Advice to teachers. In R. Taylor (Ed.), The computer in the school: Tutor, tool, tutee (pp. 15-52). New York: Teachers College Press,Columbia University.
- Carnegie Commission on Higher Education. (1977). The fourth revolution: Instructional technology in higher education. New York, NY: McGraw-Hill.
- Cradler, J., & Bridgforth, E. (2002). Recent research on the effects of technology on teaching and learning. Retrieved on 22.04.2012, from the World Wide Web: www.wested.org/techpolicy/research.html
- Educational origami. Gardners Multiple Intelligences and ICT. Retrieved on 22.04.2012 from http://edorigami.wikispaces.com/Gardners+Multiple+Intelligences+and+ICT and http://www.tecweb.org/styles/gardner.html
- Gardner, H. (1999). Intelligence Reframed. Multiple intelligences for the 21st century, New York: Basic Books
- Hernes,G. (2002),“Emerging Trends in ICT and Challenges to Educational Planning,”in Haddad,W. and A. Drexler (eds.), Technologies for Education: Potentials, Parameters, and Prospects (Washington DC: Academy for Educational Development and Paris:UNESCO),p. 25.
- Lankshear, C., & Snyder, I. (2000). Teachers and Technoliteracy. St Leonards, NSW.: Allen & Unwin.
- OECD Programme for International Student Assessment (PISA). (2009). Ict Familiarity Component For The Student Questionnaire Pısa 2009 (International Optıon) Cito Institute for Educational Measurement. Retrieved on 22.04.2012 from http://pisa2009.acer.edu.au/downloads.php
- UNESCO (2011). Policy Brief: ICTs for New Engineering Education[online]. Retrieved on 22/04/2012 from http://iite.unesco.org/publications/3214681
- UNESCO (2010). Engineering: Issues Challenges and Opportunities for Development. The United Nations Educational, Scientific and Cultural Organization 7, place de Fontenoy, 75352 Paris 07 SP, France. Retrieved on 22.04.2012 from http://unesdoc.unesco.org/images/0018/001897/189753e.pdf
- Schacter, J. (1999). The impact of education technology on student achievement: what the most current research has to say. Santa Monica, CA.: Milken Exchange on Education Technology.