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Year 2015, Volume: 11 Issue: 4, 1143 - 1166, 26.03.2015

Yasemin Demiraslan Çevik , Gökhan Dağhan , Sibel Barın , Rukiye Savran

Abstract

Integrating technology into teaching-learning is a complex process including a number of elements such as teacher, student, school administration, infrastructure, and curriculum. Information and Communication Technology (ICT) teachers’ perceptions regarding the nature of integration process and their roles in this process are of great importance. This study examines how prospective ICT teachers perceive technology integration process and their roles and responsibilities in this process. The participants (n=51) included 4th grade preservice teachers attending in the course named Technology Planning and Coordination in Schools during 2014-2015 Fall semester in the Department of Computer Education and Instructional Technology in a large university in Ankara. Students were asked to create an infographic on how they perceive either technology integration process or their roles in this process. Students’ infographics were analyzed individually by the four researchers. The results revealed that students designed 4 different types of infographics related to the technology integration process. These included the components of technology integration, technology integration models, technology integration as a process, and mixed infographics on technology integration. Additionally, the infographics that students designed about ICT teachers’ roles in the technology integration process were categorized under 3 groups which were namely the required competencies of ICT teachers, ICT teachers’ roles from the perspectives of different actors, and ICT teachers’ roles in terms of grouping. Recommendations regarding with how to develop prospective teachers’ perceptions on technology integration and their roles in this process were proposed based on the research results

Keywords

Technology Integration Prospective ICT Teacher Roles and Responsibilities Infographics

References

  • Ashrafzadeh, A., & Sayadian, S. (2015). University instructors ’ concerns and perceptions of technology integration. Computers in Human Behavior, 49, 62-73. doi: 10.1016/j.chb.2015.01.071
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. doi: 10.1191/1478088706qp063oa
  • Bryderup, I. M., & Kowalski, K. (2002). The role of local authorities in the integration of ICT in learning. Journal of Computer Assisted Learning, 18(4), 469–479. doi: 10.1046/j.0266-4909.2002.00258.x
  • Cartwright, V., & Hammond, M. (2003). The integration and embedding of ICT into the school curriculum: More questions than answers. In ITTE 2003 Annual Conference of the Association of Information Technology for Teacher Education, Trinity and All Saints College, Leeds.
  • Cleere, A. J. (2009). An examination of the role of ICT coordinator in the secondary school system in Ireland (Unpublished master’s thesis). University of Limerick, Ireland.
  • Creswell, J. W. (2014). Research design. Qualitative, quantitative, and mixed methods approaches. (4th ed.). Sage Publications.
  • Çakır, R., & Yıldırım, S. (2009). What do computer teachers think about the factors affecting technology integration in schools?. İlköğretim Online, 8(3), 952- 964.
  • Demiraslan, Y., & Usluel, Y. K. (2006). Bilgi ve iletişim teknolojilerinin öğrenme- öğretme sürecine entegrasyonunun Etkinlik Kuramı’na göre incelenmesi. Eurasian Journal of Educational Research, 23, 38-49.
  • Devolder, A., Vanderlinde, R., van Braak, J., & Tondeur, J. (2010). Identifying multiple roles of ICT coordinators. Computers & Education, 55(4), 1651- 1655. doi: 10.1016/j.compedu.2010.07.007
  • Doğan, D., Çınar, M., Duman, D., & Yurdugül, H. (2011). Bilişim Teknolojileri öğretmenlerinin iş ortamında psikolojik yıldırmaya (mobbing) ilişkin algı ve görüşleri. 5. Uluslararası Bilgisayar ve Öğretim Teknolojileri Sempozyumu, Elazığ, Türkiye.
  • Ertmer, P. A., & Ottenbreit-Leftwich, A. (2013). Removing obstacles to the pedagogical changes required by Jonassen's vision of authentic technology- enabled & 10.1016/j.compedu.2012.10.008 Computers Education, 64, 175-182. doi:
  • Fischman, G. E. (2001). Reflections about images, visual culture and educational research. Educational Researcher, 30(8), 28-33. doi:
  • 3102/0013189X030008028
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. (8 Ed.). New York: McGraw-Hill. th
  • Guzman, A., & Nussbaum, M. (2009). Teaching competencies for technology integration in the classroom. Journal of Computer Assisted Learning, 25(5), 453-469. doi: 10.1111/j.1365-2729.2009.00322.x
  • 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. doi: 10.1007/s11423-006-9022-5
  • Karataş, S. (2010). Bilgisayar ve Öğretim Teknolojileri (BÖTE) öğretmen adaylarının mesleklerine ilişkin zihin haritalarının analizi (Gazi Üniversitesi örneği). Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, 11(1), 159-173.
  • Kayak, S., & Orhan, F. (2009). Bilişim Teknolojileri öğretmenlerinin görev yaptıkları okullarda üstlendikleri sorumlulukların incelenmesi. 1. Uluslararası Eğitim Araştırmaları Konferansı, Çanakkale, Türkiye.
  • Keengwe, J., & Onchwari, G. (2011). Fostering meaningful student learning through constructivist pedagogy and technology integration. International Journal of Information & Communication Technology Education, 7(4), 1-10. doi: 10.4018/jicte.2011100101
  • Kennewell, S., & Selwood, I. (1997). The professional development needs of secondary school information technology co-ordinators. Journal of Information Technology for Teacher Education, 6(3), 339-357. doi: 10.1080/14759399700200020
  • Kozma, R. B. (2003). ICT and educational change: A global phenomenon. In R. B. Kozma (Ed.), Technology, innovation, and educational change: A global perspective (pp. 1-18). Eugene: International Society for Technology in Education.
  • Krum, R. (2013). Cool infographics: Effective communication with data visualization and design. Indianapolis: Wiley.
  • Lai, K. W., & Pratt, K. (2004). Information and communication technology (ICT) in secondary schools: The role of the computer coordinator. British Journal of Educational 1013.2004.00404.x 35(4), 461-475. doi: 10.1111/j.0007
  • Lynch, W., Hobbs, B., & Hollanders, H. (1999). Dancing on quicksand: The role of the ICT co-ordinator in the primary school. Research in Education , 62(1), 32-40.
  • Marcovitz, D. M. (2000). The roles of computer coordinators in supporting technology in schools. Journal of Technology and Teacher Education, 8(3), 259-273.
  • Matrix, S., & Hodson, J. (2014). Teaching with infograpgics: Practicing new digital competencies and visual literacies. Journal of Pedagogic Development, 4(2), 17-27.
  • Mazman, S. G., & Usluel, Y. K. (2011). Bilgi ve iletişim teknolojilerinin öğrenme- öğretme süreçlerine entegrasyonu: Modeller ve göstergeler. Eğitim Teknolojisi Kuram ve Uygulama, 1(1), 62-79.
  • Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. The Teachers College Record, 108(6), 1017-1054.
  • Mooij, T., & Smeets, E. (2001). Pupil-centred learning, ICT, and teacher behaviour: Observations in educational practice. British Journal of Educational Technology, 32(4), 403–417. doi: 10.1111/1467-8535.00210
  • Moursund, D. G. (1992). The technology coordinator. Eugene, OR: International Society for Technology in Education.
  • Nuhoğlu Kibar, P., & Akkoyunlu, B. (2014). A new approach to equip students with visual literacy skills: Use of infographics in education. In S. Kurbanoğlu, S. Špiranec, E. Grassian, D. Mizrachi, & R. Catts (Eds.), Information Literacy. Lifelong Learning and Digital Citizenship in the 21st Century (Vol. 492, pp. 456-465): Springer International Publishing.
  • Orhan, F., & Akkoyunlu, B. (2003). Eğitici bilgisayar formatör (master) öğretmenlerin profilleri ve uygulamada karşılaştıkları güçlüklere ilişkin görüşleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 24, 90-100.
  • Pelgrum, W. J. (2001). Obstacles to the integration of ICT in education: Results from a worldwide educational assessment. Computers & Education, 37(2), 163-178. doi: 10.1016/S0360-1315(01)00045-8
  • Prensky, M. (2006). Don’t bother me mom-I’m learning Paragon House Publishers.
  • Reigeluth, C. M., & Karnopp, J. R. (2013). Reinventing schools: It’s time to break the mold. Lanham, MD: Rowman & Littlefield.
  • Ridgway, J., & Passey, D. (1995). Using evidence about teacher development to plan systemic revolution. In D. M. Watson & D. Tinsley (Eds.). Integrating Information Technology into Education. London: Chapman & Hall.
  • Roblyer, M. D. (2006). Integrating educational technology into teaching. (4th Ed.). Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.
  • Sandholtz, J. H., Ringstaff, C., & Dwyer, D. C. (1997). Teaching with technology: Creating student-centered classrooms. New York: Teachers College Press.
  • Smiciklas, M. (2012). The power of infographics: Using pictures to communicate and connect with your audiences. Indianapolis: Que Publishing.
  • Tearle, P. (2003). ICT implementation: What makes the difference?. British Journal of Educational Technology, 34(5), 567-583. doi: 10.1046/j.0007- 1013.2003.00351.x
  • Tearle, P. (2004). A theoretical and instrumental framework for implementing change in ICT in education. Cambridge Journal of Education, 34(3), 331- 351. doi: 10.1080/0305764042000289956
  • Teo, T. (2011). Factors influencing teachers’ intention to use technology: Model development and test. Computers & Education, 57(4), 2432-2440. doi: 10.1016/j.compedu.2011.06.008
  • Toledo, C. (2005). A five-stage model of computer technology infusion into teacher education curriculum. Contemporary Issues in Technology and Teacher Education, 5(2), 177-191.
  • Tondeur, J., Cooper, M., & Newhouse, C. P. (2010). From ICT coordination to ICT integration: A longitudinal case study. Journal of Computer Assisted Learning, 26(4), 296-306. doi: 10.1111/j.1365-2729.2010.00351.x
  • Topu, F. B., & Göktaş, Y. (2012). Bilişim Teknolojileri öğretmenlerinin üstlendikleri roller ve onlardan beklentiler. Kuram ve Uygulamada Eğitim Bilimleri, 12(1), 461-478.
  • 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, 164-178.
  • Vanderlinde, R., van Braak, J., & Hermans, R. (2009). Educational technology on a turning point: Curriculum implementation in Flanders and challenges for schools. Educational Technology Research and Development, 57(4), 573– 584. doi: 10.1007/s11423-009-9126-9
  • Wang, Q., & Woo, H. L. (2007). Systematic planning for ICT integration in topic learning. Educational Technology & Society, 10(1), 148-156.
  • Watson, D. (2006). Understanding the relationship between ICT and education means exploring innovation and change. Education and Information Technologies, 11(3-4), 199-216. doi: 10.1007/s10639-006-9016-2
  • Watson, W. R., Watson, S. L., & Reigeluth, C. M. (2012). A systemic integration of technology for new-paradigm education. Educational Technology, 52(5), 25- 29.
  • Weber, S., & Mitchell, C. (1996). Drawing ourselves into teaching: Studying the images that shape and distort teacher education. Teaching and Teacher Education, 12(3), 301-313. doi: 10.1016/0742-051X(95)00040-Q
  • Yıldırım, A., & Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri. (7. Baskı.) Ankara: Seçkin Yayıncılık.

Examining Information and Communication Technologies Preservice Teachers’ Views On Technology Integration and Their Roles In This Process /Bilişim Teknolojileri Öğretmen Adaylarının Teknoloji Entegrasyonuna ve Bu Süreçteki Rollerine İlişkin Görüşlerinin

Year 2015, Volume: 11 Issue: 4, 1143 - 1166, 26.03.2015

Yasemin Demiraslan Çevik , Gökhan Dağhan , Sibel Barın , Rukiye Savran

Abstract

Teknolojinin öğrenme-öğretme sürecine entegrasyonu, öğretmen, öğrenci, okul yönetimi, altyapı, öğretim programı gibi birçok bileşeni içeren oldukça karmaşık bir süreçtir. Teknoloji entegrasyonunda kilit rolleri olan Bilişim Teknolojileri (BT) öğretmenlerinin entegrasyon sürecinin yapısı ve bu süreçteki rollerinin neler olduğu ile ilgili algıları önemlidir. Bu çalışma kapsamında geleceğin BT öğretmenlerinin teknolojinin öğrenme-öğretme sürecine entegrasyonunu ve bu süreçteki rollerini nasıl algıladıkları incelenmiştir. Araştırmanın katılımcıları, Ankara’da büyük bir devlet üniversitesinin Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümü’nde 2014-2015 Güz döneminde açılan Okullarda Teknoloji Planlaması ve Koordinasyonu dersine kayıtlı 4. sınıf öğrencilerinden (n=51) oluşmaktadır. Dönem sonunda öğrencilerden entegrasyon süreci veya entegrasyon sürecindeki rolleri ile ilgili bir infografik oluşturmaları ve neden o şekilde oluşturduklarına yönelik açıklama yapmaları istenmiştir. Araştırma bulguları teknoloji entegrasyonu ile ilgili olarak entegrasyon sürecinin bileşenlerini, modellerini, sürecin kendisini ve bütün bunların karmasını temel alan 4 farklı türde infografik tasarlandığını göstermektedir. BT öğretmenlerinin entegrasyon sürecindeki rollerine ilişkin olarak, BT öğretmenlerinin sahip olmaları gereken yeterliklere, farklı aktörlere göre BT öğretmenlerinin rollerine ve gruplama yoluyla BT öğretmenlerinin rollerine dikkati çeken 3 farklı türde infografik hazırlandığı bulunmuştur. Araştırmada elde edilen bulgular neticesinde öğretmen adaylarının teknoloji entegrasyonu ve süreçteki rolleriyle ilgili algılarını geliştirmeye yönelik öneriler sunulmuştur.

Keywords

Teknoloji entegrasyonu bilişim teknolojileri öğretmen adayı rol ve sorumluluk infografik

References

  • Ashrafzadeh, A., & Sayadian, S. (2015). University instructors ’ concerns and perceptions of technology integration. Computers in Human Behavior, 49, 62-73. doi: 10.1016/j.chb.2015.01.071
  • Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. doi: 10.1191/1478088706qp063oa
  • Bryderup, I. M., & Kowalski, K. (2002). The role of local authorities in the integration of ICT in learning. Journal of Computer Assisted Learning, 18(4), 469–479. doi: 10.1046/j.0266-4909.2002.00258.x
  • Cartwright, V., & Hammond, M. (2003). The integration and embedding of ICT into the school curriculum: More questions than answers. In ITTE 2003 Annual Conference of the Association of Information Technology for Teacher Education, Trinity and All Saints College, Leeds.
  • Cleere, A. J. (2009). An examination of the role of ICT coordinator in the secondary school system in Ireland (Unpublished master’s thesis). University of Limerick, Ireland.
  • Creswell, J. W. (2014). Research design. Qualitative, quantitative, and mixed methods approaches. (4th ed.). Sage Publications.
  • Çakır, R., & Yıldırım, S. (2009). What do computer teachers think about the factors affecting technology integration in schools?. İlköğretim Online, 8(3), 952- 964.
  • Demiraslan, Y., & Usluel, Y. K. (2006). Bilgi ve iletişim teknolojilerinin öğrenme- öğretme sürecine entegrasyonunun Etkinlik Kuramı’na göre incelenmesi. Eurasian Journal of Educational Research, 23, 38-49.
  • Devolder, A., Vanderlinde, R., van Braak, J., & Tondeur, J. (2010). Identifying multiple roles of ICT coordinators. Computers & Education, 55(4), 1651- 1655. doi: 10.1016/j.compedu.2010.07.007
  • Doğan, D., Çınar, M., Duman, D., & Yurdugül, H. (2011). Bilişim Teknolojileri öğretmenlerinin iş ortamında psikolojik yıldırmaya (mobbing) ilişkin algı ve görüşleri. 5. Uluslararası Bilgisayar ve Öğretim Teknolojileri Sempozyumu, Elazığ, Türkiye.
  • Ertmer, P. A., & Ottenbreit-Leftwich, A. (2013). Removing obstacles to the pedagogical changes required by Jonassen's vision of authentic technology- enabled & 10.1016/j.compedu.2012.10.008 Computers Education, 64, 175-182. doi:
  • Fischman, G. E. (2001). Reflections about images, visual culture and educational research. Educational Researcher, 30(8), 28-33. doi:
  • 3102/0013189X030008028
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. (8 Ed.). New York: McGraw-Hill. th
  • Guzman, A., & Nussbaum, M. (2009). Teaching competencies for technology integration in the classroom. Journal of Computer Assisted Learning, 25(5), 453-469. doi: 10.1111/j.1365-2729.2009.00322.x
  • 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. doi: 10.1007/s11423-006-9022-5
  • Karataş, S. (2010). Bilgisayar ve Öğretim Teknolojileri (BÖTE) öğretmen adaylarının mesleklerine ilişkin zihin haritalarının analizi (Gazi Üniversitesi örneği). Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, 11(1), 159-173.
  • Kayak, S., & Orhan, F. (2009). Bilişim Teknolojileri öğretmenlerinin görev yaptıkları okullarda üstlendikleri sorumlulukların incelenmesi. 1. Uluslararası Eğitim Araştırmaları Konferansı, Çanakkale, Türkiye.
  • Keengwe, J., & Onchwari, G. (2011). Fostering meaningful student learning through constructivist pedagogy and technology integration. International Journal of Information & Communication Technology Education, 7(4), 1-10. doi: 10.4018/jicte.2011100101
  • Kennewell, S., & Selwood, I. (1997). The professional development needs of secondary school information technology co-ordinators. Journal of Information Technology for Teacher Education, 6(3), 339-357. doi: 10.1080/14759399700200020
  • Kozma, R. B. (2003). ICT and educational change: A global phenomenon. In R. B. Kozma (Ed.), Technology, innovation, and educational change: A global perspective (pp. 1-18). Eugene: International Society for Technology in Education.
  • Krum, R. (2013). Cool infographics: Effective communication with data visualization and design. Indianapolis: Wiley.
  • Lai, K. W., & Pratt, K. (2004). Information and communication technology (ICT) in secondary schools: The role of the computer coordinator. British Journal of Educational 1013.2004.00404.x 35(4), 461-475. doi: 10.1111/j.0007
  • Lynch, W., Hobbs, B., & Hollanders, H. (1999). Dancing on quicksand: The role of the ICT co-ordinator in the primary school. Research in Education , 62(1), 32-40.
  • Marcovitz, D. M. (2000). The roles of computer coordinators in supporting technology in schools. Journal of Technology and Teacher Education, 8(3), 259-273.
  • Matrix, S., & Hodson, J. (2014). Teaching with infograpgics: Practicing new digital competencies and visual literacies. Journal of Pedagogic Development, 4(2), 17-27.
  • Mazman, S. G., & Usluel, Y. K. (2011). Bilgi ve iletişim teknolojilerinin öğrenme- öğretme süreçlerine entegrasyonu: Modeller ve göstergeler. Eğitim Teknolojisi Kuram ve Uygulama, 1(1), 62-79.
  • Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. The Teachers College Record, 108(6), 1017-1054.
  • Mooij, T., & Smeets, E. (2001). Pupil-centred learning, ICT, and teacher behaviour: Observations in educational practice. British Journal of Educational Technology, 32(4), 403–417. doi: 10.1111/1467-8535.00210
  • Moursund, D. G. (1992). The technology coordinator. Eugene, OR: International Society for Technology in Education.
  • Nuhoğlu Kibar, P., & Akkoyunlu, B. (2014). A new approach to equip students with visual literacy skills: Use of infographics in education. In S. Kurbanoğlu, S. Špiranec, E. Grassian, D. Mizrachi, & R. Catts (Eds.), Information Literacy. Lifelong Learning and Digital Citizenship in the 21st Century (Vol. 492, pp. 456-465): Springer International Publishing.
  • Orhan, F., & Akkoyunlu, B. (2003). Eğitici bilgisayar formatör (master) öğretmenlerin profilleri ve uygulamada karşılaştıkları güçlüklere ilişkin görüşleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 24, 90-100.
  • Pelgrum, W. J. (2001). Obstacles to the integration of ICT in education: Results from a worldwide educational assessment. Computers & Education, 37(2), 163-178. doi: 10.1016/S0360-1315(01)00045-8
  • Prensky, M. (2006). Don’t bother me mom-I’m learning Paragon House Publishers.
  • Reigeluth, C. M., & Karnopp, J. R. (2013). Reinventing schools: It’s time to break the mold. Lanham, MD: Rowman & Littlefield.
  • Ridgway, J., & Passey, D. (1995). Using evidence about teacher development to plan systemic revolution. In D. M. Watson & D. Tinsley (Eds.). Integrating Information Technology into Education. London: Chapman & Hall.
  • Roblyer, M. D. (2006). Integrating educational technology into teaching. (4th Ed.). Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.
  • Sandholtz, J. H., Ringstaff, C., & Dwyer, D. C. (1997). Teaching with technology: Creating student-centered classrooms. New York: Teachers College Press.
  • Smiciklas, M. (2012). The power of infographics: Using pictures to communicate and connect with your audiences. Indianapolis: Que Publishing.
  • Tearle, P. (2003). ICT implementation: What makes the difference?. British Journal of Educational Technology, 34(5), 567-583. doi: 10.1046/j.0007- 1013.2003.00351.x
  • Tearle, P. (2004). A theoretical and instrumental framework for implementing change in ICT in education. Cambridge Journal of Education, 34(3), 331- 351. doi: 10.1080/0305764042000289956
  • Teo, T. (2011). Factors influencing teachers’ intention to use technology: Model development and test. Computers & Education, 57(4), 2432-2440. doi: 10.1016/j.compedu.2011.06.008
  • Toledo, C. (2005). A five-stage model of computer technology infusion into teacher education curriculum. Contemporary Issues in Technology and Teacher Education, 5(2), 177-191.
  • Tondeur, J., Cooper, M., & Newhouse, C. P. (2010). From ICT coordination to ICT integration: A longitudinal case study. Journal of Computer Assisted Learning, 26(4), 296-306. doi: 10.1111/j.1365-2729.2010.00351.x
  • Topu, F. B., & Göktaş, Y. (2012). Bilişim Teknolojileri öğretmenlerinin üstlendikleri roller ve onlardan beklentiler. Kuram ve Uygulamada Eğitim Bilimleri, 12(1), 461-478.
  • 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, 164-178.
  • Vanderlinde, R., van Braak, J., & Hermans, R. (2009). Educational technology on a turning point: Curriculum implementation in Flanders and challenges for schools. Educational Technology Research and Development, 57(4), 573– 584. doi: 10.1007/s11423-009-9126-9
  • Wang, Q., & Woo, H. L. (2007). Systematic planning for ICT integration in topic learning. Educational Technology & Society, 10(1), 148-156.
  • Watson, D. (2006). Understanding the relationship between ICT and education means exploring innovation and change. Education and Information Technologies, 11(3-4), 199-216. doi: 10.1007/s10639-006-9016-2
  • Watson, W. R., Watson, S. L., & Reigeluth, C. M. (2012). A systemic integration of technology for new-paradigm education. Educational Technology, 52(5), 25- 29.
  • Weber, S., & Mitchell, C. (1996). Drawing ourselves into teaching: Studying the images that shape and distort teacher education. Teaching and Teacher Education, 12(3), 301-313. doi: 10.1016/0742-051X(95)00040-Q
  • Yıldırım, A., & Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri. (7. Baskı.) Ankara: Seçkin Yayıncılık.
There are 52 citations in total.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

Yasemin Demiraslan Çevik

Gökhan Dağhan

Sibel Barın

Rukiye Savran This is me

Publication Date March 26, 2015
Submission Date March 26, 2015
Published in Issue Year 2015 Volume: 11 Issue: 4

Cite

APA Demiraslan Çevik, Y., Dağhan, G., Barın, S., Savran, R. (2015). Examining Information and Communication Technologies Preservice Teachers’ Views On Technology Integration and Their Roles In This Process /Bilişim Teknolojileri Öğretmen Adaylarının Teknoloji Entegrasyonuna ve Bu Süreçteki Rollerine İlişkin Görüşlerinin. Eğitimde Kuram Ve Uygulama, 11(4), 1143-1166. https://doi.org/10.17244/eku.12644
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