BibTex RIS Kaynak Göster

BÖTE Nedir? Nasıl Tanımlanır? Okul Müzesiyle Başlayan Serüvenden İnsan Performans Teknolojilerine Uzanan Yolculuk

Yıl 2013, Cilt: 3 Sayı: 2, 102 - 111, 01.08.2013
https://doi.org/10.17943/etku.84217

Öz

This letter is an attempt to introduce the department of Computer Education and Instructional Technology (CEIT) and to describe the concepts in the field and relations among them. To this end, educational and instructional technology, basic concepts in the field, were explained initially. Technologies which are fundamental constituents of the field, influential relations of the learning approaches to the field and instructional systems development were elaborated. Finally, information concerning performance technologies, originated from educational technologies and later covered all, were given and job opportunities for a graduate of CEIT were briefly discussed.

Kaynakça

  • Alessi, S. M., ve Trollip, S. R. (2001). Multimedia for learning methods and development (3rd ed.). Boston, Massachusetts: Allyn & Bacon.
  • Driscoll, M. P. (2005a). Radical behaviorism. In Psychology of learning for instruction (3rd ed.) (pp. 29-69). Boston, MA: Allyn & Bacon.
  • Driscoll, M. P. (2005b). Cognitive information processing. In Psychology of learning for instruction (3rd ed.) (pp. 71-110). Boston, MA: Allyn & Bacon.
  • Driscoll, M. P. (2005c). Constructivism. In Psychology of learning for instruction (3rd ed.) (pp. 384-410). Boston, MA: Allyn & Bacon.
  • Driscoll, M. P. (2007). Psychological foundations of instructional design. In R. A. Reiser (Ed.), Trends and issues in instructional design and technology (2nd ed.) (pp. 36-44). Upper Saddle River, NJ: Pearson Education, Inc.
  • Duffy, T. M., ve Cunningham, D. J. (1996). Constructivism: Implications for the Design and Delivery of Instruction. In David H. Jonassen (Ed.). Handbook of Research for Educational Communications and Technology. New York: Macmillan.
  • Ertmer, P. A., ve Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50-72.
  • Gagne, R.M., Wager, W.W., Golas, K.G., ve Keller, J.M. (2005). Principles of instructional design. Toronto, ON: Thomson Wadsworth.
  • Januszewski, A., ve Persichitte, K. A. (2008). A history of the AECT’s definitions of educational technology. In A. Januszewski& M. Molenda (Eds.), Educational technology (pp. 259-282). New York: Lawrence Erlbaum Associates.
  • Jonassen, D. H. (1990). Toward a constructivist view of instructional design. Educational Technology, 30(10), 32-34.
  • Molenda, M., Pershing, J.A., ve Reigeluth, C.M. (1996). Designing instructional systems. In Robert Craig (Ed.), The ASTD Training and Development Handbook, 4th ed. New York: McGraw-Hill.
  • Morrison, G. R., Ross, S. M., ve Kemp J. E. (2004). Designing effective instruction(4th ed.). Hoboken, NJ: John Wiley & Sons.
  • Pershing, J. (2006). Human performance technology fundamentals. In J. A. Pershing (Ed.) (2006), Handbook of human performance technology (3rd ed.) (pp. 5-34). San Francisco: Pfeiffer.
  • Reigeluth, C. M. (1999). What is instructional design theory and how is it changing? In C. M. Reigeluth (ed.), Instructional-design theories and models volume II: A new paradigm of instructional theory, (pp. 1-29). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Reiser, R. A. (2001). A history of instructional design and technology: Part II: A history of instructional design. Educational Technology Research and Development, 49(2), 57-67. Reiser, R. A. (2007). What field did you say you were in? Defining and naming our field. In Trends and issues in instructional design and technology (2nd ed.) (pp. 2-9). Upper Saddle River, NJ: Pearson Education, Inc.
  • Saettler, P. (1990). Behaviorism and educational technology. In The evolution of American educational technology (pp. 286-317). Englewood, CO: Libraries Unlimited.
  • Seels, B.B., ve Richey, R.C. (1994). Instructional technology: The definition and domains of the field. Washington, D.C. Association for Educational Communications and Technology.
  • Silber, K. H., ve Foshay, W. R. (2006). Designing instructional strategies: A cognitive perspective. In J. A. Pershing (Ed.), Handbook of human performance technology (3rd ed.) (370-413). San Francisco: Pfeiffer.
  • Van Tiem, D. M., Mosely, J. L., ve Dessinger, J. C. (2004). Performance technology - defined. In Fundamentals of performance technology. (pp. 2-20). Washington, DC: International Society for Performance Improvement.
  • Wile, D. (1996). Why doers do. Performance and Instruction, 35(1), 30–35.
  • Wilmoth, F. S., Prigmore, C., ve Bray, M. (2010). HPT models In R. Watkins & D. Leigh (Eds.), Handbook of improving performance in the workplace, vol. 2: Selecting and implementing performance interventions (pp. 5-26). Silver Spring, MD: International Soceity for Performance Improvement.

BÖTE Nedir? Nasıl Tanımlanır? Okul Müzesiyle Başlayan Serüvenden İnsan Performans Teknolojilerine Uzanan Yolculuk

Yıl 2013, Cilt: 3 Sayı: 2, 102 - 111, 01.08.2013
https://doi.org/10.17943/etku.84217

Öz

Bu mektupta Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümü (BÖTE)'nü tanıtmak, alandaki kavramları ve bu kavramlar arasındaki ilişkiler açıklanmaya çalışılmıştır. Bu amaçla öncelikle alandaki temel kavramlar olan eğitim ve öğretim teknolojisi kavramlarının tanımlarına yer verilmiştir. Ayrıca alanın temel bileşenleri olan teknolojilerine, öğrenme yaklaşımlarının alana etkilerine ve öğretim sistemleri geliştirme kavramlarına da değinilmiştir. Çalışmada son olarak eğitim teknolojilerinden doğan ancak daha sonra onu da kapsayan performans teknolojileri hakkında bilgi verilmiş ve bir BÖTE mezunun kendine hangi alanlarda yer bulabileceği kısaca açıklanmaya çalışılmıştır.

Kaynakça

  • Alessi, S. M., ve Trollip, S. R. (2001). Multimedia for learning methods and development (3rd ed.). Boston, Massachusetts: Allyn & Bacon.
  • Driscoll, M. P. (2005a). Radical behaviorism. In Psychology of learning for instruction (3rd ed.) (pp. 29-69). Boston, MA: Allyn & Bacon.
  • Driscoll, M. P. (2005b). Cognitive information processing. In Psychology of learning for instruction (3rd ed.) (pp. 71-110). Boston, MA: Allyn & Bacon.
  • Driscoll, M. P. (2005c). Constructivism. In Psychology of learning for instruction (3rd ed.) (pp. 384-410). Boston, MA: Allyn & Bacon.
  • Driscoll, M. P. (2007). Psychological foundations of instructional design. In R. A. Reiser (Ed.), Trends and issues in instructional design and technology (2nd ed.) (pp. 36-44). Upper Saddle River, NJ: Pearson Education, Inc.
  • Duffy, T. M., ve Cunningham, D. J. (1996). Constructivism: Implications for the Design and Delivery of Instruction. In David H. Jonassen (Ed.). Handbook of Research for Educational Communications and Technology. New York: Macmillan.
  • Ertmer, P. A., ve Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50-72.
  • Gagne, R.M., Wager, W.W., Golas, K.G., ve Keller, J.M. (2005). Principles of instructional design. Toronto, ON: Thomson Wadsworth.
  • Januszewski, A., ve Persichitte, K. A. (2008). A history of the AECT’s definitions of educational technology. In A. Januszewski& M. Molenda (Eds.), Educational technology (pp. 259-282). New York: Lawrence Erlbaum Associates.
  • Jonassen, D. H. (1990). Toward a constructivist view of instructional design. Educational Technology, 30(10), 32-34.
  • Molenda, M., Pershing, J.A., ve Reigeluth, C.M. (1996). Designing instructional systems. In Robert Craig (Ed.), The ASTD Training and Development Handbook, 4th ed. New York: McGraw-Hill.
  • Morrison, G. R., Ross, S. M., ve Kemp J. E. (2004). Designing effective instruction(4th ed.). Hoboken, NJ: John Wiley & Sons.
  • Pershing, J. (2006). Human performance technology fundamentals. In J. A. Pershing (Ed.) (2006), Handbook of human performance technology (3rd ed.) (pp. 5-34). San Francisco: Pfeiffer.
  • Reigeluth, C. M. (1999). What is instructional design theory and how is it changing? In C. M. Reigeluth (ed.), Instructional-design theories and models volume II: A new paradigm of instructional theory, (pp. 1-29). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Reiser, R. A. (2001). A history of instructional design and technology: Part II: A history of instructional design. Educational Technology Research and Development, 49(2), 57-67. Reiser, R. A. (2007). What field did you say you were in? Defining and naming our field. In Trends and issues in instructional design and technology (2nd ed.) (pp. 2-9). Upper Saddle River, NJ: Pearson Education, Inc.
  • Saettler, P. (1990). Behaviorism and educational technology. In The evolution of American educational technology (pp. 286-317). Englewood, CO: Libraries Unlimited.
  • Seels, B.B., ve Richey, R.C. (1994). Instructional technology: The definition and domains of the field. Washington, D.C. Association for Educational Communications and Technology.
  • Silber, K. H., ve Foshay, W. R. (2006). Designing instructional strategies: A cognitive perspective. In J. A. Pershing (Ed.), Handbook of human performance technology (3rd ed.) (370-413). San Francisco: Pfeiffer.
  • Van Tiem, D. M., Mosely, J. L., ve Dessinger, J. C. (2004). Performance technology - defined. In Fundamentals of performance technology. (pp. 2-20). Washington, DC: International Society for Performance Improvement.
  • Wile, D. (1996). Why doers do. Performance and Instruction, 35(1), 30–35.
  • Wilmoth, F. S., Prigmore, C., ve Bray, M. (2010). HPT models In R. Watkins & D. Leigh (Eds.), Handbook of improving performance in the workplace, vol. 2: Selecting and implementing performance interventions (pp. 5-26). Silver Spring, MD: International Soceity for Performance Improvement.
Toplam 21 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Hasan Çakır Bu kişi benim

Ayça Çebi Bu kişi benim

Seher Özcan Bu kişi benim

Yayımlanma Tarihi 1 Ağustos 2013
Yayımlandığı Sayı Yıl 2013 Cilt: 3 Sayı: 2

Kaynak Göster

APA Çakır, H., Çebi, A., & Özcan, S. (2013). BÖTE Nedir? Nasıl Tanımlanır? Okul Müzesiyle Başlayan Serüvenden İnsan Performans Teknolojilerine Uzanan Yolculuk. Eğitim Teknolojisi Kuram Ve Uygulama, 3(2), 102-111. https://doi.org/10.17943/etku.84217