Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2018, Cilt: 7 Sayı: 2, 189 - 202, 15.04.2018
https://doi.org/10.12973/eu-jer.7.2.189

Öz

Kaynakça

  • 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 Unpublished master thesis, Gazi University, Institute of Educational Sciences.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.
  • Pollara, P., & Zhu, J. (2011). “Social networking and education: Using facebook as an edusocial space.”, Proceedings of Society for Information Technology & Teacher Education International Conference, pp. 3330-3338. Chesapeake, VA: AACE.
  • Riska, P. (2010). The impact of smart board technology on growth in mathematics achievement of gifted learners. Unpublished doctoral dissertation. Liberty University, USA.
  • Sarac, H. (2017). The effect of smart board usage in Turkish education system on students’ learning outcomes: Meta-analysis study, Turkish Studies -International Periodical for the Languages, Literature and History of Turkish or Turkic, ISSN: 1308-2140, Volume 12/4, p. 445-470.
  • Schmid, E. C. (2008). Using a voting system in conjunction with interactive whiteboard technology to enhance learning in the English language classroom. Computers and Education. 5(1), 338–356.
  • Senyuva, E., & Kaya, H. (2013). Metaphors for the internet used by nursing students in Turkey: A qualitative research. Eurasian Journal of Educational Research, 50, 87-106.
  • Shaw, D. M., & Mahlios, M. (2011). Literacy metaphors of pre-service teachers: Do they change after instruction? Which metaphors are stable? How do they connect to theories? Journal of Education for Teaching: International Research and Pedagogy, 37, 77-92.
  • Simpson, A. (2010). Integrating technology with literacy: Using teacher-guided collaborative online learning to encourage critical thinking. ALT-J: Research in Learning Technology, 18(2), 119–131.
  • Sad, S. N. (2012). An attitude scale for smart board use in education: Validity and reliability studies. Computers & Education, 58(3), 900-907.
  • Sahin, S., & Baturay, M. H. (2013). Ortaogretim ogrencilerinin internet kavramina iliskin algilarinin degerlendirilmesi: Bir metaphor analizi calismasi [Evaluation of the perceptions of the secondary school students regarding the internet concept: A metaphor analysis study]. Kastamonu Education Faculty Journal, 21(1), 177-192.
  • Sahin, M. C., & Tekdal, M. (2005). Internet tabanli uzaktan egitimin etkililigi: Bir meta-analiz calismasi [The effectiveness of internet-based distance education: A meta-analysis study]. Akademik Bilisim [Academic Informatics], 2(4), 1-11.
  • Senel, M. (2016). Ingilizce ogretmenligi bolumu ogrencilerinin cep telefonu ile ilgili algilarinin metaforlar araciligiyla analizi [Analysis of mobile phone related perceptions of English language teachers through metaphors]. Kastamonu Education Faculty Journal, 24(4), 1749-1764.
  • Tavsancil, E., & Keser, H. (2002). Internet kullanimina yonelik likert tutum olceginin gelistirilmesi [Development of likert attitude scale for internet use]. Education Science and Practice, 1(1), 79-100.
  • Tataroglu, B. (2009). Matematik ogretiminde akilli tahta kullaniminin 10.sinif ogrencilerinin akademik basarilari, matematik dersine karsi tutumlari ve oz-yeterlik duzeylerine etkileri [The academic achievement of the 10th grade students in the use of intelligent board in mathematics teaching, the attitudes towards mathematics lesson and the effects on self-efficacy levels]. Unpublished master thesis, Dokuz Eylul University, Institute of Educational Sciences, Izmir.
  • Tuncay, A. Y. A. S., & Horzum, M. B. (2013). Ilkogretim ogrencilerinin internet bagimliligi ve aile internet tutumu [Internet dependency of primary school students and family internet attitude]. Turkish Psychological Counseling and Guidance Magazine, 4(39), 46-57.
  • Tuncer, M., & Aytac, O. (2012). Self-efficacy beliefs for classroom teacher candidates on educational internet use. International Periodical for The Languages, Literature and History of Turkish or Turkic, 7(2), 1079–1091.
  • Yalap, H., & Yilmaz, A. (2017). Turkce ogretmenlerinin akilli tahta kavramina iliskin metaforik algilari [Metaphorical perceptions of Turkish teachers about intelligent board concept]. National Culture Research Magazine, 1(1), 13-24 
  • Yaros, R. A. (2011). Social media in education: Effects of personalization and interactivity on engagement and collaboration. Social media usage and impact. UK: Published by Lexington Books.
  • Yildirim, A., & Simsek, H. (2013). Sosyalbilimlerde nitel arastirma yontemleri [Qualitative research methods in the social sciences]. Ankara: Seckin Yayincilik.
  • Yildizhan, Y. H. (2013). Influence of intelligent board math success in basic education. Middle Eastern & African Journal of Educational Research, 5, 110-121.
  • Zengin, F. K., Kırılmazkaya, G., & Keçeci, G. (2011). Akıllı tahta kullanımının ilköğretim öğrencilerinin fen ve teknoloji dersindeki başarı ve tutuma etkisi [The effect of intelligent board use on primary school students' achievement and attitude in science and technology]. In 5th International Computer & Instructional Technologies Symposium (pp. 27702-27707). Firat University, Elazig.

Use of Instructional Technologies by Teachers in the Educational Process: Metaphor Analysis Study

Yıl 2018, Cilt: 7 Sayı: 2, 189 - 202, 15.04.2018
https://doi.org/10.12973/eu-jer.7.2.189

Öz

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.

Kaynakça

  • 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.
  • Pollara, P., & Zhu, J. (2011). “Social networking and education: Using facebook as an edusocial space.”, Proceedings of Society for Information Technology & Teacher Education International Conference, pp. 3330-3338. Chesapeake, VA: AACE.
  • Riska, P. (2010). The impact of smart board technology on growth in mathematics achievement of gifted learners. Unpublished doctoral dissertation. Liberty University, USA.
  • Sarac, H. (2017). The effect of smart board usage in Turkish education system on students’ learning outcomes: Meta-analysis study, Turkish Studies -International Periodical for the Languages, Literature and History of Turkish or Turkic, ISSN: 1308-2140, Volume 12/4, p. 445-470.
  • Schmid, E. C. (2008). Using a voting system in conjunction with interactive whiteboard technology to enhance learning in the English language classroom. Computers and Education. 5(1), 338–356.
  • Senyuva, E., & Kaya, H. (2013). Metaphors for the internet used by nursing students in Turkey: A qualitative research. Eurasian Journal of Educational Research, 50, 87-106.
  • Shaw, D. M., & Mahlios, M. (2011). Literacy metaphors of pre-service teachers: Do they change after instruction? Which metaphors are stable? How do they connect to theories? Journal of Education for Teaching: International Research and Pedagogy, 37, 77-92.
  • Simpson, A. (2010). Integrating technology with literacy: Using teacher-guided collaborative online learning to encourage critical thinking. ALT-J: Research in Learning Technology, 18(2), 119–131.
  • Sad, S. N. (2012). An attitude scale for smart board use in education: Validity and reliability studies. Computers & Education, 58(3), 900-907.
  • Sahin, S., & Baturay, M. H. (2013). Ortaogretim ogrencilerinin internet kavramina iliskin algilarinin degerlendirilmesi: Bir metaphor analizi calismasi [Evaluation of the perceptions of the secondary school students regarding the internet concept: A metaphor analysis study]. Kastamonu Education Faculty Journal, 21(1), 177-192.
  • Sahin, M. C., & Tekdal, M. (2005). Internet tabanli uzaktan egitimin etkililigi: Bir meta-analiz calismasi [The effectiveness of internet-based distance education: A meta-analysis study]. Akademik Bilisim [Academic Informatics], 2(4), 1-11.
  • Senel, M. (2016). Ingilizce ogretmenligi bolumu ogrencilerinin cep telefonu ile ilgili algilarinin metaforlar araciligiyla analizi [Analysis of mobile phone related perceptions of English language teachers through metaphors]. Kastamonu Education Faculty Journal, 24(4), 1749-1764.
  • Tavsancil, E., & Keser, H. (2002). Internet kullanimina yonelik likert tutum olceginin gelistirilmesi [Development of likert attitude scale for internet use]. Education Science and Practice, 1(1), 79-100.
  • Tataroglu, B. (2009). Matematik ogretiminde akilli tahta kullaniminin 10.sinif ogrencilerinin akademik basarilari, matematik dersine karsi tutumlari ve oz-yeterlik duzeylerine etkileri [The academic achievement of the 10th grade students in the use of intelligent board in mathematics teaching, the attitudes towards mathematics lesson and the effects on self-efficacy levels]. Unpublished master thesis, Dokuz Eylul University, Institute of Educational Sciences, Izmir.
  • Tuncay, A. Y. A. S., & Horzum, M. B. (2013). Ilkogretim ogrencilerinin internet bagimliligi ve aile internet tutumu [Internet dependency of primary school students and family internet attitude]. Turkish Psychological Counseling and Guidance Magazine, 4(39), 46-57.
  • Tuncer, M., & Aytac, O. (2012). Self-efficacy beliefs for classroom teacher candidates on educational internet use. International Periodical for The Languages, Literature and History of Turkish or Turkic, 7(2), 1079–1091.
  • Yalap, H., & Yilmaz, A. (2017). Turkce ogretmenlerinin akilli tahta kavramina iliskin metaforik algilari [Metaphorical perceptions of Turkish teachers about intelligent board concept]. National Culture Research Magazine, 1(1), 13-24 
  • Yaros, R. A. (2011). Social media in education: Effects of personalization and interactivity on engagement and collaboration. Social media usage and impact. UK: Published by Lexington Books.
  • Yildirim, A., & Simsek, H. (2013). Sosyalbilimlerde nitel arastirma yontemleri [Qualitative research methods in the social sciences]. Ankara: Seckin Yayincilik.
  • Yildizhan, Y. H. (2013). Influence of intelligent board math success in basic education. Middle Eastern & African Journal of Educational Research, 5, 110-121.
  • Zengin, F. K., Kırılmazkaya, G., & Keçeci, G. (2011). Akıllı tahta kullanımının ilköğretim öğrencilerinin fen ve teknoloji dersindeki başarı ve tutuma etkisi [The effect of intelligent board use on primary school students' achievement and attitude in science and technology]. In 5th International Computer & Instructional Technologies Symposium (pp. 27702-27707). Firat University, Elazig.
Toplam 66 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Araştırma Makalesi
Yazarlar

Hakan Sarac

Yayımlanma Tarihi 15 Nisan 2018
Yayımlandığı Sayı Yıl 2018 Cilt: 7 Sayı: 2

Kaynak Göster

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. Nisan 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, sy. 2 (Nisan 2018): 189-202. https://doi.org/10.12973/eu-jer.7.2.189.
EndNote Sarac H (01 Nisan 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, c. 7, sy. 2, ss. 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 (Nisan 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, c. 7, sy. 2, 2018, ss. 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.