Research Article
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Year 2018, , 189 - 202, 15.04.2018
https://doi.org/10.12973/eu-jer.7.2.189

Abstract

References

  • Adiguzel, T., Gurbulak, N., & Saricayir, H. (2011). Akilli tahtalar ve ogretim uygulamalari [Smart boards and teaching applications]. Mustafa Kemal University Social Sciences Institute Journal. 2(8), 457-471.
  • Akcayir, M. (2011). Akilli tahta kullanilarak islenen matematik dersinin sinif  ogretmenligi birinci sinif  ogrencilerinin basari, tutum ve motivasyonlarina etkisi [The effect of mathematics course using smart board on the success, attitude and motivation of first grade students in classroom teacher]. Unpublished master thesis, Gazi University, Institute of Educational Sciences. Ankara.
  • Akin, M. (2007). Bilgisayar ve internet teknolojilerinden yararlanmanin uygulama alan bilgisi olusturma yonunde etkisi [Use of computer and internet technologies to create application knowledge]. Erzincan Education Faculty Journal, 9(2), 49-70.
  • Akturan, U., & Esen, A. (2008). Phenomenology. T. Bas ve U. Akturan (Ed.), Nitel arastirma yontemleri [Qualitative research methods]. (ss. 83-98). Ankara: Seckin Yayincilik.
  • Akturk, A. O., Mihci, S., & Celik, I. (2015). Metaphors of high school students about the concept of “Interactive Whiteboard”. International Journal of Education in Mathematics, Science and Technology, 3(2), 120- 131.
  • Annells, M. (2006). Triangulation of qualitative approaches: Hermeneutical phenomenology and grounded theory. Journal of Advanced Nursing, 56(1), 55-61.
  • Balay, R., Kaya, A., & Cevik, M. N. (2014). Ogretmenlerin internete yonelik tutumlari ve egitsel  internet kullanim oz–yeterlik inanc duzeyleri [Teachers' attitudes toward the internet and educational internet self-efficacy beliefs]. Dergi Karadeniz [Magazine Black Sea], 6(23), 16-31.
  • Bas, G. (2011). Ilkogretim ogretmenlerinin egitsel internet kullanimi oz-yeterlik inanclarinin farkli degiskenler acisindan incelenmesi [Investigation of educational internet use self-efficacy beliefs of elementary school teachers in terms of different variables]. Theory and Practice of Educational Technology, 1(2), 35-51.
  • Bayturan, S. (2011). Ortaogretim matematik egitiminde bilgisayar destekli ogretimin, ogrencilerin basarilari, tutumlari ve bilgisayar oz-yeterlik algilari uzerindeki etkisi [Computer-assisted instruction in secondary school mathematics education, students' achievement, attitudes and impact on computer self-efficacy perceptions]. Unpublished PhD thesis, DEU, Institute of Educational Sciences, Izmir.
  • Bilgin, N. (2006). Content analysis techniques and case studies in social sciences. Ankara: Siyasal Publication.
  • Boyd, D. (2008). American teen sociality in networked publics. Unpublished Doctoral Thesis, University of Berkeley.
  • Bolat, Y. I., Aydemir, M., & Karaman, S. (2017). Uzaktan egitim ogrencilerinin mobil internet kullanim tutumlarinin teknoloji kabul modeline gore incelenmesi [Examination of mobile internet usage attitudes of distance education students according to technology acceptance model]. Gazi University, Journal of Gazi Education Faculty, 37(1), 69-91.
  • Bybee, R. W., Carlson-Powell, J., & Trowbridge, L. W. (2008). Teaching secondary school science: Strategies for developing scientific literacy. Columbus: Pearson/Merrill/Prentice Hall.
  • Cisek, P. (1999). Beyond the computer metaphor: Behaviour as interaction. Journal of Consciousness Studies, 6(12), 125-142.
  • Creswell, J.W. (2007). Qualitative inquiry and research design: Choosing among five approaches. (2nd Press). SAGE Publications.
  • Coklar, A. N., Vural, L., & Yuksel, I. (2010). Computer metaphors developed by the last year students of department of computer education and instructional technology, and department of computer engineering. Journal of Theoretical Educational Science, 3(1), 1-28.
  • Dede Er, T., Sen, O. F., Sari, U., & Celik, H. (2013). Ilkogretim ogrencilerinin fen ve teknoloji dersi bilgilerini gunluk hayatla iliskilendirme duzeyleri [The levels of primary school students' knowledge of science and technology lessons in relation to daily life]. Journal of Education and Training Research, 2(2), 209-216.
  • Demir, S., & Basol, G. (2013). Bilgisayar destekli matematik ogretiminin (BDMO) akademik basariya etkisi: Bir meta analiz calismasi [The impact of computer-assisted mathematics teaching on academic achievement: A meta-analysis study]. Unpublished master thesis, Gaziosmanpasa University, Institute of Educational Sciences, Tokat.
  • Demircioglu, I. H., & Turan, I. (Eds.). (2012). Tarih ogretiminde ogretim teknolojileri ve material tasarimi [Instructional technologies and material design in history teaching]. Pegem Akademi.
  • Dikmen, S. (2015). Akilli tahtalarin ders basarisina etkisi [Effect of smart boards on course success]. Unpublished master thesis, Firat University,  Institute of Science, Elazig.
  • Dincer, S. (2015). Farkli egitsel arayuzler kullanilarak hazirlanan bilgisayar destekli ogretim yazilimlarinin ogrencilerin akademik basarilarina, motivasyonlarina, derse ilgilerine, bilgisayar destekli ogretimi degerlendirmelerine ve bilissel yuklerine etkisi [Effects of computer-aided instructional software prepared using different educational interfaces on academic achievements, motivations, lecture notes, computer-assisted instructional evaluations and cognitive load of students]. Unpublished Doctoral Thesis, Cukurova University, Adana.
  • Ekici, G. (2016). Metaphorical perceptions of teacher candidates regarding the concept of "Computer". University of Gaziantep Journal of Social Sciences, 15(3), 755-781.
  • Ekici, F. (2008). Akilli tahta kullaniminin ilkogretim ogrencilerinin matematik basarilarina etkisi [Use of smartboards impacts primary school students' mathematical achievements]. Unpublished master thesis,  Marmara University, Institute of Educational Sciences. Istanbul.
  • Elaziz, F.M. (2008). Attitudes of students and teachers towards the use of interactive whiteboards in EFL classrooms. Unpublished master thesis. The Department of Teaching English as a Foreign Language, Bilkent University. Ankara.
  • Eren, F., Celik, I., & Akturk, A. O. (2014). Ortaokul ogrencilerinin facebook algisi: Bir metaphor analizi [Facebook perception of middle school students: A metaphor analysis]. Kastamonu Education Faculty Journal, 22(2), 635-648.
  • Eren, F., Celik, I., Dikmenli, M., Sahin, I., & Shelley, M. (2012). Biology students' conceptions of internet: A metaphor analysis. In T. Amiel & B. Wilson (Eds.), Proceedings of Ed Media 2012-World Conference on Educational Media and Technology (pp. 2405-2412). Denver, Colorado, USA. 
  • Eroglu, A., Unlu, H., Eroglu, I., & Yilmaz, B. (2011). Beden egitimi ogretmeni ve beden egitimi ogretmen adaylarinin egitsel internet kullanimina yonelik yeterliklerinin incelenmesi [Examination of the competencies of physical education teacher and physical education teacher candidates for educational internet use]. Selcuk University Physical Education and Sports Science Journal, 13(1), 132–135.
  • Fidan, M. (2014). Metaphorical perceptions of prospective teachers regarding the concepts of technology and social networking. The Journal of Academic Social Science Studies, 25(1), 483-496.
  • Guerrero, M. C., M., & Villamil, O. S. (2002). Metaphorical conceptualizations of ELS teaching and learning. Language Teaching Research, 6(2), 95-120.
  • Guneyli, A., & Ozkul, A. (2013). Turkish language and history candidate teachers’ use of metaphors in their perception of computer. Eurasian Journal of Educational Research, 53/A, 185-204.
  • Hogler, R., Gross M. A., Hartman, J. L., & Cunliffe, A. L. (2008). Meaning in organizational communication: Why metaphor is the cake, not the icing. Management Communication Quarterly, 21(3), 393-412.
  • Ilyasoglu, U. (2012). Genel fizik-I dersinde “dogru akim devreleri” konusunun ogretiminde bilgisayar destekli ogretimin fen ve teknoloji ogretmen adaylarinin basarisina etkisi [The effect of computer-assisted instruction in the teaching of "direct current circuits" topic in the course of general physics-I to the success of science and technology teacher candidates]. Unpublished master thesis, Kastamonu University, Institute of Science, Kastamonu.
  • Keser, H., & Cakir, H. (2009). Coklu zeka kuramina gore hazirlanmis olan bilgisayar destekli trafik egitim’ine iliskin ogrenci gorusleri [Student opinions on computer-aided traffic education prepared according to multiple intelligence theory]. Kastamonu Education Faculty Journal, 17(3), 835-848.
  • Kocadag, T., Aksoy, M. E., & Zengin, K. (2014). Determination of internet metaphors of BOTEB students: example of Gaziosmanpasa university. International Journal of Turkish Education Sciences, 18-29.
  • Lakoff, G., & Johnson, M. (1980). Metaphors we live by. Chicago: The University of Chicago Press
  • Liao, Y.C. (2007). Effects of computer-assisted instruction on students’ achievement in Taiwan: A meta-analysis. Computers & Education, 48(2), 216-233.
  • Lichtman, M. (2010). Qualitative research in education. Los Angeles: Sage Publications, Inc.
  • Lopez, O. (2010). The digital learning classroom: Improving English language learners academic success in mathematics and reading using interactive whiteboard technology. Computers and Education, 54, 901-915.
  • Metcalf, S. J., & Tinker, R. (2003). TEEMSS: Technology enhanced elementary and middle school science. In Annual Meeting of the National Association for Research in Science Teaching, 23-26, Philadelphia.
  • Miles, M. B., & Huberman, A. M. (2002). The qualitative researcher’s companion. California: Sage Publications.
  • Milliyetci, O. (2008). An examination of the relationship between students' attitudes towards internets and social skills in secondary education institutions providing vocational and technical education. Unpublished master thesis. University of Yeditepe, Institute of Social Sciences, Istanbul.
  • Newton, L., & Rogers, L. (2003). Thinking frameworks for planning ICT in science lessons. School Science Review. 84(309), 113-119.
  • Ozer, S., & Turel, Y. K. (2015). Metaphorical perceptions of e-book and interactive e-book concept of IT candidates. Turkish Online Journal of Qualitative Inquiry, 6(2), 1-23.
  • Ozturk, M. (2014). 8. Sinif kuvvet ve hareket unitesine yonelik bilgisayar destekli ogretim uygulamalarinin etkililiginin arastirilmasi [Investigation of the effectiveness of computer-assisted teaching practices for the 8th grade force and movement unit]. Unpublished master thesis. Karadeniz Teknik University, Institute of Educational Sciences, Trabzon.
  • Ozturk, M. F., & Talas, M. (2015). Social media and educational interaction. Journal of World of Turks, 7(1), 101-120.
  • Ozyilmaz Akamca, G. (2008). Ilkogretimde analojiler, kavram karikaturleri ve tahmin-gozlem-aciklama teknikleriyle desteklenmis fen ve teknoloji egitiminin ogrenme urunlerine etkisi [The effect of science and technology education supported by analogies, concept cartoons and prediction-observation-explanation techniques in elementary education on learning products]. Unpublished Doktoral Thesis, DEU, Institute of Educational Sciences, Izmir.
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Use of Instructional Technologies by Teachers in the Educational Process: Metaphor Analysis Study

Year 2018, , 189 - 202, 15.04.2018
https://doi.org/10.12973/eu-jer.7.2.189

Abstract

The aim of this research is to determine the thoughts
of the teachers about the concepts of "Smart
Board", "Computer",
"Internet" and "Social Media" from the
Instructional technologies of the secondary school teachers with different
branches through metaphors. In the research, a qualitative research model was
used to identify teachers' thoughts in metaphor analysis from various branches
about the use of instructional technologies in the national field. Within the
scope of the qualitative research model, the phenomenology design was used. In
order to find out what kind of thoughts teachers have about teaching materials
from the participants "Smart Board /
Computer / Internet / Social Media is like / similar to…..; Because .
.."
they were asked to complete their covenants. As a result of the research, 25
valid metaphors belonging to the concepts of smart board, computer, social
media and 27 of internet concept were obtained from secondary school teachers.
The most book (f = 4) metaphor for smart board concept, brain and memory (f =
2) metaphors for computer concept, most air (f = 3) and medicine, ocean, water
(f = 2) metaphors for internet concept and the drug and virus (f = 2) metaphors
related to the concept of social media. The metaphors of the concept of smart
board are classified into 5 conceptual categories with common characteristics
related to each other, 6 categories with common features related to computer
and internet concepts, and 7 conceptual categories with social media concept
related to each other. In the research, it was reached that the secondary
school teachers expressed positive opinions about the concept of smart board
and computer, partially negative about the concept of the internet but more
negative opinions about the concept of social media.

References

  • Adiguzel, T., Gurbulak, N., & Saricayir, H. (2011). Akilli tahtalar ve ogretim uygulamalari [Smart boards and teaching applications]. Mustafa Kemal University Social Sciences Institute Journal. 2(8), 457-471.
  • Akcayir, M. (2011). Akilli tahta kullanilarak islenen matematik dersinin sinif  ogretmenligi birinci sinif  ogrencilerinin basari, tutum ve motivasyonlarina etkisi [The effect of mathematics course using smart board on the success, attitude and motivation of first grade students in classroom teacher]. Unpublished master thesis, Gazi University, Institute of Educational Sciences. Ankara.
  • Akin, M. (2007). Bilgisayar ve internet teknolojilerinden yararlanmanin uygulama alan bilgisi olusturma yonunde etkisi [Use of computer and internet technologies to create application knowledge]. Erzincan Education Faculty Journal, 9(2), 49-70.
  • Akturan, U., & Esen, A. (2008). Phenomenology. T. Bas ve U. Akturan (Ed.), Nitel arastirma yontemleri [Qualitative research methods]. (ss. 83-98). Ankara: Seckin Yayincilik.
  • Akturk, A. O., Mihci, S., & Celik, I. (2015). Metaphors of high school students about the concept of “Interactive Whiteboard”. International Journal of Education in Mathematics, Science and Technology, 3(2), 120- 131.
  • Annells, M. (2006). Triangulation of qualitative approaches: Hermeneutical phenomenology and grounded theory. Journal of Advanced Nursing, 56(1), 55-61.
  • Balay, R., Kaya, A., & Cevik, M. N. (2014). Ogretmenlerin internete yonelik tutumlari ve egitsel  internet kullanim oz–yeterlik inanc duzeyleri [Teachers' attitudes toward the internet and educational internet self-efficacy beliefs]. Dergi Karadeniz [Magazine Black Sea], 6(23), 16-31.
  • Bas, G. (2011). Ilkogretim ogretmenlerinin egitsel internet kullanimi oz-yeterlik inanclarinin farkli degiskenler acisindan incelenmesi [Investigation of educational internet use self-efficacy beliefs of elementary school teachers in terms of different variables]. Theory and Practice of Educational Technology, 1(2), 35-51.
  • Bayturan, S. (2011). Ortaogretim matematik egitiminde bilgisayar destekli ogretimin, ogrencilerin basarilari, tutumlari ve bilgisayar oz-yeterlik algilari uzerindeki etkisi [Computer-assisted instruction in secondary school mathematics education, students' achievement, attitudes and impact on computer self-efficacy perceptions]. Unpublished PhD thesis, DEU, Institute of Educational Sciences, Izmir.
  • Bilgin, N. (2006). Content analysis techniques and case studies in social sciences. Ankara: Siyasal Publication.
  • Boyd, D. (2008). American teen sociality in networked publics. Unpublished Doctoral Thesis, University of Berkeley.
  • Bolat, Y. I., Aydemir, M., & Karaman, S. (2017). Uzaktan egitim ogrencilerinin mobil internet kullanim tutumlarinin teknoloji kabul modeline gore incelenmesi [Examination of mobile internet usage attitudes of distance education students according to technology acceptance model]. Gazi University, Journal of Gazi Education Faculty, 37(1), 69-91.
  • Bybee, R. W., Carlson-Powell, J., & Trowbridge, L. W. (2008). Teaching secondary school science: Strategies for developing scientific literacy. Columbus: Pearson/Merrill/Prentice Hall.
  • Cisek, P. (1999). Beyond the computer metaphor: Behaviour as interaction. Journal of Consciousness Studies, 6(12), 125-142.
  • Creswell, J.W. (2007). Qualitative inquiry and research design: Choosing among five approaches. (2nd Press). SAGE Publications.
  • Coklar, A. N., Vural, L., & Yuksel, I. (2010). Computer metaphors developed by the last year students of department of computer education and instructional technology, and department of computer engineering. Journal of Theoretical Educational Science, 3(1), 1-28.
  • Dede Er, T., Sen, O. F., Sari, U., & Celik, H. (2013). Ilkogretim ogrencilerinin fen ve teknoloji dersi bilgilerini gunluk hayatla iliskilendirme duzeyleri [The levels of primary school students' knowledge of science and technology lessons in relation to daily life]. Journal of Education and Training Research, 2(2), 209-216.
  • Demir, S., & Basol, G. (2013). Bilgisayar destekli matematik ogretiminin (BDMO) akademik basariya etkisi: Bir meta analiz calismasi [The impact of computer-assisted mathematics teaching on academic achievement: A meta-analysis study]. Unpublished master thesis, Gaziosmanpasa University, Institute of Educational Sciences, Tokat.
  • Demircioglu, I. H., & Turan, I. (Eds.). (2012). Tarih ogretiminde ogretim teknolojileri ve material tasarimi [Instructional technologies and material design in history teaching]. Pegem Akademi.
  • Dikmen, S. (2015). Akilli tahtalarin ders basarisina etkisi [Effect of smart boards on course success]. Unpublished master thesis, Firat University,  Institute of Science, Elazig.
  • Dincer, S. (2015). Farkli egitsel arayuzler kullanilarak hazirlanan bilgisayar destekli ogretim yazilimlarinin ogrencilerin akademik basarilarina, motivasyonlarina, derse ilgilerine, bilgisayar destekli ogretimi degerlendirmelerine ve bilissel yuklerine etkisi [Effects of computer-aided instructional software prepared using different educational interfaces on academic achievements, motivations, lecture notes, computer-assisted instructional evaluations and cognitive load of students]. Unpublished Doctoral Thesis, Cukurova University, Adana.
  • Ekici, G. (2016). Metaphorical perceptions of teacher candidates regarding the concept of "Computer". University of Gaziantep Journal of Social Sciences, 15(3), 755-781.
  • Ekici, F. (2008). Akilli tahta kullaniminin ilkogretim ogrencilerinin matematik basarilarina etkisi [Use of smartboards impacts primary school students' mathematical achievements]. Unpublished master thesis,  Marmara University, Institute of Educational Sciences. Istanbul.
  • Elaziz, F.M. (2008). Attitudes of students and teachers towards the use of interactive whiteboards in EFL classrooms. Unpublished master thesis. The Department of Teaching English as a Foreign Language, Bilkent University. Ankara.
  • Eren, F., Celik, I., & Akturk, A. O. (2014). Ortaokul ogrencilerinin facebook algisi: Bir metaphor analizi [Facebook perception of middle school students: A metaphor analysis]. Kastamonu Education Faculty Journal, 22(2), 635-648.
  • Eren, F., Celik, I., Dikmenli, M., Sahin, I., & Shelley, M. (2012). Biology students' conceptions of internet: A metaphor analysis. In T. Amiel & B. Wilson (Eds.), Proceedings of Ed Media 2012-World Conference on Educational Media and Technology (pp. 2405-2412). Denver, Colorado, USA. 
  • Eroglu, A., Unlu, H., Eroglu, I., & Yilmaz, B. (2011). Beden egitimi ogretmeni ve beden egitimi ogretmen adaylarinin egitsel internet kullanimina yonelik yeterliklerinin incelenmesi [Examination of the competencies of physical education teacher and physical education teacher candidates for educational internet use]. Selcuk University Physical Education and Sports Science Journal, 13(1), 132–135.
  • Fidan, M. (2014). Metaphorical perceptions of prospective teachers regarding the concepts of technology and social networking. The Journal of Academic Social Science Studies, 25(1), 483-496.
  • Guerrero, M. C., M., & Villamil, O. S. (2002). Metaphorical conceptualizations of ELS teaching and learning. Language Teaching Research, 6(2), 95-120.
  • Guneyli, A., & Ozkul, A. (2013). Turkish language and history candidate teachers’ use of metaphors in their perception of computer. Eurasian Journal of Educational Research, 53/A, 185-204.
  • Hogler, R., Gross M. A., Hartman, J. L., & Cunliffe, A. L. (2008). Meaning in organizational communication: Why metaphor is the cake, not the icing. Management Communication Quarterly, 21(3), 393-412.
  • Ilyasoglu, U. (2012). Genel fizik-I dersinde “dogru akim devreleri” konusunun ogretiminde bilgisayar destekli ogretimin fen ve teknoloji ogretmen adaylarinin basarisina etkisi [The effect of computer-assisted instruction in the teaching of "direct current circuits" topic in the course of general physics-I to the success of science and technology teacher candidates]. Unpublished master thesis, Kastamonu University, Institute of Science, Kastamonu.
  • Keser, H., & Cakir, H. (2009). Coklu zeka kuramina gore hazirlanmis olan bilgisayar destekli trafik egitim’ine iliskin ogrenci gorusleri [Student opinions on computer-aided traffic education prepared according to multiple intelligence theory]. Kastamonu Education Faculty Journal, 17(3), 835-848.
  • Kocadag, T., Aksoy, M. E., & Zengin, K. (2014). Determination of internet metaphors of BOTEB students: example of Gaziosmanpasa university. International Journal of Turkish Education Sciences, 18-29.
  • Lakoff, G., & Johnson, M. (1980). Metaphors we live by. Chicago: The University of Chicago Press
  • Liao, Y.C. (2007). Effects of computer-assisted instruction on students’ achievement in Taiwan: A meta-analysis. Computers & Education, 48(2), 216-233.
  • Lichtman, M. (2010). Qualitative research in education. Los Angeles: Sage Publications, Inc.
  • Lopez, O. (2010). The digital learning classroom: Improving English language learners academic success in mathematics and reading using interactive whiteboard technology. Computers and Education, 54, 901-915.
  • Metcalf, S. J., & Tinker, R. (2003). TEEMSS: Technology enhanced elementary and middle school science. In Annual Meeting of the National Association for Research in Science Teaching, 23-26, Philadelphia.
  • Miles, M. B., & Huberman, A. M. (2002). The qualitative researcher’s companion. California: Sage Publications.
  • Milliyetci, O. (2008). An examination of the relationship between students' attitudes towards internets and social skills in secondary education institutions providing vocational and technical education. Unpublished master thesis. University of Yeditepe, Institute of Social Sciences, Istanbul.
  • Newton, L., & Rogers, L. (2003). Thinking frameworks for planning ICT in science lessons. School Science Review. 84(309), 113-119.
  • Ozer, S., & Turel, Y. K. (2015). Metaphorical perceptions of e-book and interactive e-book concept of IT candidates. Turkish Online Journal of Qualitative Inquiry, 6(2), 1-23.
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There are 66 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

Hakan Sarac

Publication Date April 15, 2018
Published in Issue Year 2018

Cite

APA Sarac, H. (2018). Use of Instructional Technologies by Teachers in the Educational Process: Metaphor Analysis Study. European Journal of Educational Research, 7(2), 189-202. https://doi.org/10.12973/eu-jer.7.2.189
AMA Sarac H. Use of Instructional Technologies by Teachers in the Educational Process: Metaphor Analysis Study. eujer. April 2018;7(2):189-202. doi:10.12973/eu-jer.7.2.189
Chicago Sarac, Hakan. “Use of Instructional Technologies by Teachers in the Educational Process: Metaphor Analysis Study”. European Journal of Educational Research 7, no. 2 (April 2018): 189-202. https://doi.org/10.12973/eu-jer.7.2.189.
EndNote Sarac H (April 1, 2018) Use of Instructional Technologies by Teachers in the Educational Process: Metaphor Analysis Study. European Journal of Educational Research 7 2 189–202.
IEEE H. Sarac, “Use of Instructional Technologies by Teachers in the Educational Process: Metaphor Analysis Study”, eujer, vol. 7, no. 2, pp. 189–202, 2018, doi: 10.12973/eu-jer.7.2.189.
ISNAD Sarac, Hakan. “Use of Instructional Technologies by Teachers in the Educational Process: Metaphor Analysis Study”. European Journal of Educational Research 7/2 (April 2018), 189-202. https://doi.org/10.12973/eu-jer.7.2.189.
JAMA Sarac H. Use of Instructional Technologies by Teachers in the Educational Process: Metaphor Analysis Study. eujer. 2018;7:189–202.
MLA Sarac, Hakan. “Use of Instructional Technologies by Teachers in the Educational Process: Metaphor Analysis Study”. European Journal of Educational Research, vol. 7, no. 2, 2018, pp. 189-02, doi:10.12973/eu-jer.7.2.189.
Vancouver Sarac H. Use of Instructional Technologies by Teachers in the Educational Process: Metaphor Analysis Study. eujer. 2018;7(2):189-202.