-

Abstract

At different periods, various changes are conducted in schools, which are affiliated by Ministry of National Education in the aspect of 21st century’s learner skills. One of these is change on curriculums. Information Technologies and Software (ITS) courses’ curriculum also changed on the point of becoming valid on 20122013 academic year and gained a nonrigid context. Considering that nonrigid curriculum gives only a framework for courses, the question that is about teacher’s content preferences comes to mind. In this study, teacher candidates’ content suggestions were examined. For this purpose, it was requested that ITS teacher candidates, who took the Special Teaching Method I course, which is at 5th semester of Anadolu University, Faculty of Education, Computer Education and Instructional Technologies Department’s bachelor degree, designed a ITS course process regarding to nonrigid ITS curriculum. During designing the course related to learning field and performance indicators, they were supposed to determine aims and outputs, prepare contents, plan educational activities and design evaluation and assessment processes. Teacher candidates presented their designs and suggestions via blog, which is one of the current Web 2.0 technologies. In this study, teacher candidates suggested contents with 52 different topics totally. These topics are the codes of the study. The content analysis was conducted with these codes and a structure, which came from the teacher candidate’s views, was enounced.

Keywords

• Web 2.0, Information technologies and software course, Curriculum.

The content suggestions of information technologies and software course teacher candidates for nonrigid curriculum / Bilişim teknolojileri ve yazılım dersi öğretmen adaylarının esnek programa yönelik içerik önerileri

Abstract

At different periods, various changes are conducted in schools, which are affiliated by Ministry of National Education in the aspect of 21^st century’s learner skills. One of these is change on curriculums. Information Technologies and Software (ITS) courses’ curriculum also changed on the point of becoming valid on 2012-2013 academic year and gained a nonrigid context. Considering that nonrigid curriculum gives only a framework for courses, the question that is about teacher’s content preferences comes to mind. In this study, teacher candidates’ content suggestions were examined. For this purpose, it was requested that ITS teacher candidates, who took the Special Teaching Method I course, which is at 5^th semester of Anadolu University, Faculty of Education, Computer Education and Instructional Technologies Department’s bachelor degree, designed a ITS course process regarding to nonrigid ITS curriculum. During designing the course related to learning field and performance indicators, they were supposed to determine aims and outputs, prepare contents, plan educational activities and design evaluation and assessment processes. Teacher candidates presented their designs and suggestions via blog, which is one of the current Web 2.0 technologies. In this study, teacher candidates suggested contents with 52 different topics totally. These topics are the codes of the study. The content analysis was conducted with these codes and a structure, which came from the teacher candidate’s views, was enounced. 

Keywords

• Web 2.0, Bilişim Teknolojileri ve Yazılım dersi, Öğretim programı

References

1. BTYDÖP (Bilişim Teknolojileri ve Yazılım Dersi Öğretim Programı). (2012). http://ttkb.meb.gov.tr/program2.aspx internet adresinden 18.06.2014 tarihinde edinilmiştir.
2. Bogdan, R. C ve Biklen, S. K. (2003). Qualitative research for education: An introduction to theories and methods. (4. baskı). New York: Pearson Education.
3. Bryman, A. ve Burgess, B. (Eds.). (2002). Analyzing qualitative data. Routledge.
4. Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualtative research. (4. Baskı). New Jersey: Pearson Education, Inc.
5. Dönmez, F.İ. (2009). Türkiye ve İsveç ilköğretim okullarında bilgisayar eğitimöğretimi öğretim programları üzerine bir inceleme. Yayınlanmamış Yüksek Lisans Tezi, Çukurova Üniversitesi, Adana.
6. Ekiz, D. (2009). Bilimsel araştırma yöntemleri. Ankara: Anı Yayıncılık.
7. EURYDICE (2013). Funding of Education in Europe 2000-2012. The Impact of the Economic Crisis. http://eacea.ec.europa.eu/education/eurydice/documents/key_data_series /129EN.pdf internet adresinden 18.06.2014 tarihinde edinilmiştir.
8. FATİH Ç.R. (FATİH Projesi Çalıştay Raporu). (2012). http://fatih.inetd.org.tr/Calistay/Fatih-calistay-rapor.pdf internet adresinden 17.06.2014 tarihinde edinilmiştir.

9. Fraenkel, J.R., Wallen, N. E., Hyun, H. H. (2012). How to desing and evaluate research in education. (8. Baskı), New York: McGraw-Hill.
10. Given, L. M. (Ed.) (2008). The sage encyclopedia of qualitatve research methods. California: SAGE Publications.
11. Glesne, C. (2013) Nitel araştırmaya giriş. (2. Baskı). (A. Ersoy ve P. Yalçınoğlu (Çev.)) Ankara: Anı Yayıncılık. (2011).
12. Hoşcan, Y. (1999). Bilgisayar ve istatistiksel paket programlar. http://w2.anadolu.edu.tr/aos/kitap/IOLTP/2294/unite10.pdf internet adresinden 18.06.2014 tarihinde edinilmiştir.
13. ISTE-NETS-S (1998, 2007). The International Society for Technology in Education (ISTE), National Educational Technology Standards for Students. https://www.iste.org/standards/standards-for-students internet adresinden 17.06.2014 tarihinde edinişmiştir.
14. Kamel Boulos, M. N. ve Wheeler, S. (2007). The emerging Web 2.0 social software: an enabling suite of sociable technologies in health and health care education1. Health Information & Libraries Journal, 24(1), 2-23.
15. Kıncal, R.Y. ve Ulutaş, M. (2009). İlköğretim 8. sınıf bilgisayar dersi amaçlarının gerçekleşme düzeyinin değerlendirilmesi. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 22(1), 293-312.
16. Kurt, A.A., Kuzu, A., Dursun, Ö.Ö., Güllüpınar, F. ve Gültekin, M. (2013). FATİH projesinin pilot uygulama sürecinin değerlendirilmesi: Öğretmen görüşleri. Journal of Instructional Technologies & Teacher Education, 2(1), 1-23.
17. Miles, M.B. ve Huberman, A. M. (1994). An expanded sourcebook: Qualitative data analysis (2. Baskı). London: Sage.
18. Milli Eğitim Bakanlığı (2010). http://fatihprojesi.meb.gov.tr/tr/icerikincele.php?id=14 internet adresinden 17.06.2014 tarihinde edinilmiştir.
19. NAACE (2012). Draft Naace Curriculum Framework Information and Communication Technology (ICT) Key Stage http://www.naace.co.uk/ks3ictcurriculum internet adresinden 02014 tarihinde edinilmiştir.
20. OECD (2013). Education at a Glance 2013. OECD INDICATORS, http://www.oecd.org/edu/eag2013%20(eng)-FINAL%2020%20June%202013.pdf internet adresinden 16.06.2014 tarihinde edinilmiştir.
21. Seferoğlu, S. S. (2007). İlköğretim bilgisayar dersi öğretim programı: Eleştirel bir bakış ve uygulamada yaşanan sorunlar. Eurasian Journal of Educational Research, 29, 99-111.
22. Türk Dil Kurumu (TDK) (2014). Güncel Türkçe Sözlük. http://www.tdk.gov.tr/index.php?option=com_gts&arama=gts&guid=T DK.GTS.53a14da80202c4.81658591 internet adresinden 18 Haziran 2014 tarihinde edinilmiştir.
23. Yıldırım, A. ve Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayınları.