Teachers' opinions on the effectiveness of digital technology in the realization of cognitive objectives
Abstract
Educational technologies are used as an effective tool in achieving educational objectives. In this research, it is aimed to examine teachers' opinions about the effectiveness level of digital technology in acquiring cognitive objectives. The research was conducted as the sequential explanatory mixed research design. “A questionnaire of technology beliefs for cognitive objectives” and semi-structured interview form developed by the researchers were applied. At the end of the research, it was concluded that teachers' views about the effectiveness of digital technologies in achieving cognitive objectives were generally high. The teachers think that smart boards and Web 2.0 are the most effective tools. Respectively computer, tablet pc, smartphone and Web 1.0 come next in that list. It has been seen that smart board and Web 2.0 technologies play an effective role in the acquisition of cognitive objectives by enabling the development of different parameters.
References
- Akkoyunlu, B. (2002). Öğretmenlerin internet kullanımı ve bu konudaki öğretmen görüşleri üzerine bir çalışma. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 22, 1-8.
- Akpınar, E. (2003). Ortaöğretim coğrafya dersleri yazılı sınav sorularının bilişsel düzeyleri. Erzincan Eğitim Fakültesi Dergisi, 5(1), 13-21.
- Al-Rahmi, W. M. & Othman, M. S. (2013). The impact of social media use on academic performance among university students: A pilot study. Journal of Information Systems Research and Innovation, 4(2), 1–10.
- Alp, Y. & Kaleci, D. (2018). YouTube sitesindeki videoların eğitim materyali olarak kullanımına ilişkin öğrenci görüşleri. International Journal of Active Learning (IJAL), 3(1), 57-68.
- Alston, A. J. & Miller, W.W. (2002). Analyzing the barriers and benefits toward ınstructional technology ınfusion in North Carolina and Virginia secondary agricultural education curricula. Journal of Agricultural Education, 43(1).
- Anderson, L. W. (2005). Objectives, evaluations and the improvement of education. Studies in Education Evaluation, 31, 102-113.
Abstract
References
- Akkoyunlu, B. (2002). Öğretmenlerin internet kullanımı ve bu konudaki öğretmen görüşleri üzerine bir çalışma. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 22, 1-8.
- Akpınar, E. (2003). Ortaöğretim coğrafya dersleri yazılı sınav sorularının bilişsel düzeyleri. Erzincan Eğitim Fakültesi Dergisi, 5(1), 13-21.
- Al-Rahmi, W. M. & Othman, M. S. (2013). The impact of social media use on academic performance among university students: A pilot study. Journal of Information Systems Research and Innovation, 4(2), 1–10.
- Alp, Y. & Kaleci, D. (2018). YouTube sitesindeki videoların eğitim materyali olarak kullanımına ilişkin öğrenci görüşleri. International Journal of Active Learning (IJAL), 3(1), 57-68.
- Alston, A. J. & Miller, W.W. (2002). Analyzing the barriers and benefits toward ınstructional technology ınfusion in North Carolina and Virginia secondary agricultural education curricula. Journal of Agricultural Education, 43(1).
- Anderson, L. W. (2005). Objectives, evaluations and the improvement of education. Studies in Education Evaluation, 31, 102-113.