EXAMINATION OF SAMPLE COURSE DESIGN STUDIES PERFORMED BY PRE-SERVICE SOCIAL STUDIES TEACHERS BY USING DIGITAL TECHNOLOGIES

Year 2021, Volume: 22 Issue: 1, 209 - 228, 31.12.2020

Turkan Celık

https://doi.org/10.17718/tojde.849910

Cited By: 2

Abstract

The aim of this study is to examine the sample course design studies performed by pre-service social studies teachers by using digital technologies and to describe the opinions of pre-service teachers about this process. Design-based Research Model was used in the study. The study was conducted with 30 pre-service social studies teachers with criterion sampling technique. Data collection tools consisted of design documents, video recordings and interview forms. Descriptive analysis method was used for data analysis. Technological Pedagogical and Content Knowledge model was applied in the instructional process of the research. At the end of the 8-week instructional process, designs of pre-service teachers and their opinions about the process were obtained. In the research findings, course designs where pre-service teachers integrated their content knowledge and pedagogical knowledge with digital technologies, were acquired. Addition, all of the views of pre-service teachers on the process were found to be positive. In the context of these findings, it is concluded that technological pedagogical and content knowledge studies can be given with pre-service trainings. In this context, it is recommended to focus on pre-service training activities in future studies to be conducted and for any new researches, it is suggested to make longitudinal studies in order to monitor the effectiveness of this design model in real classroom environments.

Keywords

Design-based research, technology integration, social studies, pre-service teachers, digital education

References

• Abbitt, J., & Klett, M. (2007). Hizmet oncesi egitimciler arasinda teknoloji entegrasyonuna yonelik tutum ve oz yeterlik inanclari uzerindeki etkilerin belirlenmesi. Egitimde Teknoloji Entegrasyonu Elektronik Dergisi, 6, 28-42
• Altunisik, Remzi, Coskun, Bayraktaroglu & Yildirim. (2007). Sosyal Bilimlerde Arastirma Yontemleri: Spss Uygulamali. 4. Baski. Istanbul: Avci Ofset.
• Angeli C. & Valanides, N., (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers & Education, 52, 154–168.
• Kurt, A. A. (2013). Teknopedagojik egitim modeli. I. Kabakci Yurdakul (Editor). Egitimde teknoloji Entegrasyonuna Kavramsal ve Kuramsal Bakis icinde (s. 3-37). Ankara: Ani Yayincilik.
• Baki, A. (2002). Bilgisayar destekli matematik. Istanbul: Ceren Yayin Dagitim.
• Benzer, A. (2017). Dijital Cagda Ogretim Teknolojileri ile Turkce Egitimi, Ankara: Yeni Anadolu Yayincilik.
• Bozkurt, A. (2019). Vizyon 2023: Turkiye’de acik ve uzaktan ogrenme alaninda somut ve soyut teknolojiler baglaminda egilimler. Acikogretim Uygulamalari ve Arastirmalari Dergisi, 5(4), 43-64.
• Brown, A., & Campione, J. (1996). Psychological theory and the design of innovative learning environments: On procedures, principles, and systems. L. Schauble ve R. Glaser (Eds.), Innovations in learning: New environments for education icinde (289–325). Mahwah, NJ: Lawrence Erlbaum Associates.