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Öğretmen Adaylarının Teknopedagojik Eğitim Yeterliklerinin Bilgi ve İletişim Teknolojilerini Kullanımları Açısından İncelenmesi

Yıl 2011, Cilt: 40 Sayı: 40, 397 - 408, 01.06.2011

Öz

Bu çal man n amac , ö retmen adaylarn teknopedagojik e itime yönelik yeterlik düzeylerinin ve budüzeylerinin bilgi ve ileti im teknolojilerini (B T) kullan m düzeyleri açAra ndan farkl la ma durumunun belirlenmesidir.rman n kat mc lar, 2009-2010 ö retim y nda Türkiye’nin yedi farkl devlet üniversitesinde ö renim gören 3105retmen aday olu turmaktad r. Ararmada verilerin toplanmas nda “Teknopedagojik E itime Yönelik Yeterlik Ölçe i” ve“Bilgi ve leti im Teknolojileri Kullan m Düzeyi Anketi” olmak üzere iki ayr veri toplama arac kullan lmelde edilen verilerin analizi sonucunda, ö retmen adaylardüzeyde gördükleri, teknopedagojik e itimin alt boyutlar nda ise s ras yla tasar m, uygulama ve etik boyutlar nda kendileriniileri düzeyde yeterli görürlerken, uzmanla ma boyutunda orta düzeyde yeterli gördükleri belirlenmi tir. Ayr ca, ö retmenadaylarara sunulmu tur

Kaynakça

  • Akbaba-Altun, S. (2006). Complexity of integrating computer technologies into education in Turkey. Educational Technology & Society, 9(1), 176-187.
  • Anderson, S. E. & Maninger R. M. (2007). Preservice teachers' abilities, beliefs, and intentions regarding technology integration. Journal of Educational Computing Research, 37(2), 151 – 172.
  • Angeli, C. & Valanides, N. (2005). Preservice elementary teachers as information and communication technology designer: An instructional systems design model based on an expanded view of pedagogical content knowledge. Journal of Computer-Assisted Learning, 21(4), 292-302.
  • Angeli, C. (2005). Transforming a teacher education method course through technology: effects on preservice teachers’
  • technology competency. Computers & Education, 45(4), 383-398.
  • Archambault, L. & Crippen, K. (2009). Examining TPACK among K-12 online distance educators in the United States.
  • Contemporary Issues in Technology and Teacher Education, 9(1), 71-88.
  • Beaudin, L., and C. Hadden. 2004. Developing technopedagogical skills in preservice teachers. In J. Nall & R. Robson (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2004, (pp. 492-498). Norfolk, VA: Association for the Advancement of Computing in Education.
  • Bingimlas, K. (2009). Barriers to the successful integration of ICT in teaching and learning environments: A review of
  • the literature. Eurasia Journal of Mathematics, Science & Technology Education, 5(3), 235-245.
  • Bruce, B., & Levin, J. (1997). Educational technology: Media for inquiry, communication, construction, and expression. Journal of Educational Computing Research, 17(1), 79-102.
  • Chen, F., Looi, C., & Chen, W. (2009). Integrating technology in the classroom: A visual conceptualization of teachers knowledge, goals and beliefs. Journal of Computer Assisted Learning, 25(5), 470-488.
  • Chen, R. (2010). Investigating models for preservice teachers’ use of technology to support student-centered learning. Computers & Education, 55(1), 32-42.
  • Cox, S. & Graham, C.R. (2009). Diagramming TPACK in practice: Using an elaborated model of the TPACK framework to analyze and depict teacher knowledge. Tech Trends, 53(5), 60-69.
  • Choy, D., Wong, A.F. L., Gao, P. (2009). Student teachers’ intentions and actions on integrating technology into their classrooms during student teaching: A Singapore study. Journal of Research on Technology in Education, 42(2), 175-195.
  • Doering, A., Veletsianos, G., Scharber, C., & Miller, C. (2009). Using the technological, pedagogical, and content knowledge framework to design online learning environments and professional development. Journal of Educational Computing Research, 41(3), 319-346.
  • Guerrero, S. M. (2005). Teacher knowledge and a new domain of expertise: Pedagogical technology knowledge. Journal of Educational Computing Research, 33(3), 249-267.
  • Guzey, S.S., & Roehrig, G.H. (2009). Teaching science with technology: Case studies of science teachers’ development of Technology, Pedagogy, and Content Knowledge. Contemporary Issues in Technology and Teacher Education, 9(1), 25-45.
  • Gülbahar, Y. (2008). Improving the technology integration skills of prospective teachers through practice: a case study. The Turkish Online Journal of Educational Technology – TOJET, 7(4), 71-81.
  • Harris, J.B. & Hofer, M.J. (2011). Technological pedagogical content knowledge (TPACK) in action: A descriptive study of secondary teachers' curriculum-based, technology-related instructional planning. Journal of Research on Technology in Education, 43(3), 211-229.
  • Hew, K. & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223-252.
  • Hofer, M., ve Swan, K.O. (2009).Technological pedagogical content knowledge in action: A case study of a middle school digital documentary project. Journal of Research on Technology in Education, 41(2), 179-200.
  • Hsu, S. (2010). The Relationship between Teacher's technology integration ability and usage. Journal of Educational Computing Research, 43(3), 309 – 325.
  • Jang, S. J. (2010). Integrating the interactive whiteboard and peer coaching to develop the TPACK of secondary science teachers. Computers & Education, 55(4), 1744–1751.
  • Jimoyiannis, A. (2010). Designing and implementing an integrated technological pedagogical science knowledge framework for science teachers` professional development. Computers & Education, 55(3), 1259–1269.
  • Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of Technological Pedagogical Content Knowledge. Journal of Educational Computing Research, 32(2), 131-152.
  • Koehler, M. J., & Mishra, P. (2008). Introducing technological pedagogical knowledge. In AACTE (Eds.). The Handbook of Technological Pedagogical Content Knowledge for Educators. Routledge/Taylor & Francis Group for the American Association of Colleges for Teacher Education.
  • Koehler, M. J., & Mishra, P. (2009). What Is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
  • Lambert, J. & Gong, Y. (2010). 21st century paradigms for pre-service teacher technology preparation. Computers in the Schools, 27(1), 54-70.
  • Lim, C. P. (2007). Effective integration of ICT in Singapore schools: Pedagogical and policy implications. Education Technology Research & Development, 55(1), 83-116.
  • Lim, C. P., & Khine, M. (2006). Managing teachers' barriers to ICT integration in Singapore schools. Journal of Technology and Teacher Education, 14(1), 97-125.
  • Margerum-Leys, J., & Marx, R. (2002). Teacher knowledge of educational technology: A study of student teacher/mentor teacher pairs. Journal of Educational Computing Research, 26(4), 427-462.
  • Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
  • Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21, 509-523.
  • Oncu, S., Delialioglu, O. & Brown, C.A. (2008). Critical components for technology integration: How do instructors make decisions? Journal of Computers in Mathematics and Science Teaching, 27(1), 19-46.
  • Ozdemir, S., & Kilic, E. (2007). Integrating information and communication technologies in the Turkish primary school system. British Journal of Educational Technology, 38 (5), 907-916.
  • Richardson, S. (2009). Mathematics teachers’ development, exploration, and advancement of technological pedagogical content knowledge in the teaching and learning of algebra. Contemporary Issues in Technology and Teacher Education, 9(2), 117–130.
  • Schmidt, D. A., Baran, E., Thompson A. D., Koehler, M. J., Mishra, P. & Shin, T. (2009). Technological pedagogical content knowledge (TPACK): The development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123-149.
  • Shin, T., Koehler, M., Mishra, P., Schmidt, D., Baran, E. & Thompson, A. (2009). Changing technological pedagogical content knowledge (TPACK) through course experiences. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2009 (pp. 4152-4159). Chesapeake, VA: AACE.
  • Suharwoto, G. & Niess, M. L. (2006). How do subject specific teacher preparation program that integrate technology
  • throughout the courses support the development of mathematics preservice teachers' TPCK. Paper presented at
  • the meeting of the Society of Information Technology and Teacher Education (SITE), Orlando, Florida.
  • Tinio, V. (2003). ICT in education. ICT for Development, United Nations Development Programme, New York.
  • Wilson, E., & Wright, V. (2010). Images over time: The intersection of social studies through technology, content, and pedagogy. Contemporary Issues in Technology and Teacher Education, 10(2), 220-233.
  • Yal n, H. ., Karadeniz, ., & ahin, S. (2007). Barriers to information and communication technologies integration into elementary schools in Turkey. Journal of Applied Sciences, 7(24), 4036-4039.
  • Zhao, Y. (2007). Social studies teachers’ perspectives of technology integration. Journal of Technology and Teacher Education, 15(3), 311-333.
Yıl 2011, Cilt: 40 Sayı: 40, 397 - 408, 01.06.2011

Öz

Kaynakça

  • Akbaba-Altun, S. (2006). Complexity of integrating computer technologies into education in Turkey. Educational Technology & Society, 9(1), 176-187.
  • Anderson, S. E. & Maninger R. M. (2007). Preservice teachers' abilities, beliefs, and intentions regarding technology integration. Journal of Educational Computing Research, 37(2), 151 – 172.
  • Angeli, C. & Valanides, N. (2005). Preservice elementary teachers as information and communication technology designer: An instructional systems design model based on an expanded view of pedagogical content knowledge. Journal of Computer-Assisted Learning, 21(4), 292-302.
  • Angeli, C. (2005). Transforming a teacher education method course through technology: effects on preservice teachers’
  • technology competency. Computers & Education, 45(4), 383-398.
  • Archambault, L. & Crippen, K. (2009). Examining TPACK among K-12 online distance educators in the United States.
  • Contemporary Issues in Technology and Teacher Education, 9(1), 71-88.
  • Beaudin, L., and C. Hadden. 2004. Developing technopedagogical skills in preservice teachers. In J. Nall & R. Robson (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2004, (pp. 492-498). Norfolk, VA: Association for the Advancement of Computing in Education.
  • Bingimlas, K. (2009). Barriers to the successful integration of ICT in teaching and learning environments: A review of
  • the literature. Eurasia Journal of Mathematics, Science & Technology Education, 5(3), 235-245.
  • Bruce, B., & Levin, J. (1997). Educational technology: Media for inquiry, communication, construction, and expression. Journal of Educational Computing Research, 17(1), 79-102.
  • Chen, F., Looi, C., & Chen, W. (2009). Integrating technology in the classroom: A visual conceptualization of teachers knowledge, goals and beliefs. Journal of Computer Assisted Learning, 25(5), 470-488.
  • Chen, R. (2010). Investigating models for preservice teachers’ use of technology to support student-centered learning. Computers & Education, 55(1), 32-42.
  • Cox, S. & Graham, C.R. (2009). Diagramming TPACK in practice: Using an elaborated model of the TPACK framework to analyze and depict teacher knowledge. Tech Trends, 53(5), 60-69.
  • Choy, D., Wong, A.F. L., Gao, P. (2009). Student teachers’ intentions and actions on integrating technology into their classrooms during student teaching: A Singapore study. Journal of Research on Technology in Education, 42(2), 175-195.
  • Doering, A., Veletsianos, G., Scharber, C., & Miller, C. (2009). Using the technological, pedagogical, and content knowledge framework to design online learning environments and professional development. Journal of Educational Computing Research, 41(3), 319-346.
  • Guerrero, S. M. (2005). Teacher knowledge and a new domain of expertise: Pedagogical technology knowledge. Journal of Educational Computing Research, 33(3), 249-267.
  • Guzey, S.S., & Roehrig, G.H. (2009). Teaching science with technology: Case studies of science teachers’ development of Technology, Pedagogy, and Content Knowledge. Contemporary Issues in Technology and Teacher Education, 9(1), 25-45.
  • Gülbahar, Y. (2008). Improving the technology integration skills of prospective teachers through practice: a case study. The Turkish Online Journal of Educational Technology – TOJET, 7(4), 71-81.
  • Harris, J.B. & Hofer, M.J. (2011). Technological pedagogical content knowledge (TPACK) in action: A descriptive study of secondary teachers' curriculum-based, technology-related instructional planning. Journal of Research on Technology in Education, 43(3), 211-229.
  • Hew, K. & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223-252.
  • Hofer, M., ve Swan, K.O. (2009).Technological pedagogical content knowledge in action: A case study of a middle school digital documentary project. Journal of Research on Technology in Education, 41(2), 179-200.
  • Hsu, S. (2010). The Relationship between Teacher's technology integration ability and usage. Journal of Educational Computing Research, 43(3), 309 – 325.
  • Jang, S. J. (2010). Integrating the interactive whiteboard and peer coaching to develop the TPACK of secondary science teachers. Computers & Education, 55(4), 1744–1751.
  • Jimoyiannis, A. (2010). Designing and implementing an integrated technological pedagogical science knowledge framework for science teachers` professional development. Computers & Education, 55(3), 1259–1269.
  • Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of Technological Pedagogical Content Knowledge. Journal of Educational Computing Research, 32(2), 131-152.
  • Koehler, M. J., & Mishra, P. (2008). Introducing technological pedagogical knowledge. In AACTE (Eds.). The Handbook of Technological Pedagogical Content Knowledge for Educators. Routledge/Taylor & Francis Group for the American Association of Colleges for Teacher Education.
  • Koehler, M. J., & Mishra, P. (2009). What Is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
  • Lambert, J. & Gong, Y. (2010). 21st century paradigms for pre-service teacher technology preparation. Computers in the Schools, 27(1), 54-70.
  • Lim, C. P. (2007). Effective integration of ICT in Singapore schools: Pedagogical and policy implications. Education Technology Research & Development, 55(1), 83-116.
  • Lim, C. P., & Khine, M. (2006). Managing teachers' barriers to ICT integration in Singapore schools. Journal of Technology and Teacher Education, 14(1), 97-125.
  • Margerum-Leys, J., & Marx, R. (2002). Teacher knowledge of educational technology: A study of student teacher/mentor teacher pairs. Journal of Educational Computing Research, 26(4), 427-462.
  • Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
  • Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21, 509-523.
  • Oncu, S., Delialioglu, O. & Brown, C.A. (2008). Critical components for technology integration: How do instructors make decisions? Journal of Computers in Mathematics and Science Teaching, 27(1), 19-46.
  • Ozdemir, S., & Kilic, E. (2007). Integrating information and communication technologies in the Turkish primary school system. British Journal of Educational Technology, 38 (5), 907-916.
  • Richardson, S. (2009). Mathematics teachers’ development, exploration, and advancement of technological pedagogical content knowledge in the teaching and learning of algebra. Contemporary Issues in Technology and Teacher Education, 9(2), 117–130.
  • Schmidt, D. A., Baran, E., Thompson A. D., Koehler, M. J., Mishra, P. & Shin, T. (2009). Technological pedagogical content knowledge (TPACK): The development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123-149.
  • Shin, T., Koehler, M., Mishra, P., Schmidt, D., Baran, E. & Thompson, A. (2009). Changing technological pedagogical content knowledge (TPACK) through course experiences. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2009 (pp. 4152-4159). Chesapeake, VA: AACE.
  • Suharwoto, G. & Niess, M. L. (2006). How do subject specific teacher preparation program that integrate technology
  • throughout the courses support the development of mathematics preservice teachers' TPCK. Paper presented at
  • the meeting of the Society of Information Technology and Teacher Education (SITE), Orlando, Florida.
  • Tinio, V. (2003). ICT in education. ICT for Development, United Nations Development Programme, New York.
  • Wilson, E., & Wright, V. (2010). Images over time: The intersection of social studies through technology, content, and pedagogy. Contemporary Issues in Technology and Teacher Education, 10(2), 220-233.
  • Yal n, H. ., Karadeniz, ., & ahin, S. (2007). Barriers to information and communication technologies integration into elementary schools in Turkey. Journal of Applied Sciences, 7(24), 4036-4039.
  • Zhao, Y. (2007). Social studies teachers’ perspectives of technology integration. Journal of Technology and Teacher Education, 15(3), 311-333.
Toplam 46 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

İşil Kabakçi Yurdakul Bu kişi benim

Yayımlanma Tarihi 1 Haziran 2011
Yayımlandığı Sayı Yıl 2011 Cilt: 40 Sayı: 40

Kaynak Göster

APA Yurdakul, İ. K. (2011). Öğretmen Adaylarının Teknopedagojik Eğitim Yeterliklerinin Bilgi ve İletişim Teknolojilerini Kullanımları Açısından İncelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 40(40), 397-408.