BibTex RIS Kaynak Göster

Preservice teachers’ perceptions for technology use in the teaching of mathematics in elementary schools (pp.1-19)

Yıl 2009, Cilt: 6 Sayı: 2, 1 - 19, 01.06.2009

Öz

Kaynakça

  • Bain, J.D. & McNaught, C. (2006). How academics use technology in teaching and learning:understanding the relationship between beliefs and practice. Journal of ComputerAssisted Learning, 22(2), 99-113.
  • Banks, F. R. J. (1996). Developing professional knowledge during initial design and technology teacher education. The Journal of Design and Technology Education, 1(2), 175-178.
  • Bennett, S., Maton, K. & Kervin, L. (2008). "The ‘digital natives’ debate: A critical review of the evidence". British Journal of Educational Technology 39 (5), 775- 786.Web:http://www.blackwell-synergy.com/doi/abs/10.1111/j.1467- 8535.2007.00793.x. 13.10.2009 tarihinde alınmıştır.
  • Brush, T. (1998). Teaching pre-service teachers to use technology in the classroom. Journal of Technology and Teacher Education, 6(4), 243-258.
  • Cawelti, G. (1993). Designing curriculum appropriate to the 21st century. Paper presented at the annual meeting of the Association for Advancement of International Education. (ERIC Document Reproduction Service No. ED 357 491)
  • Çağıltay, K., Çakıroğlu, J., Çağıltay, N. ve Çakıroğlu, E. (2001). Öğretimde Bilgisayar Kullanımına İlişkin Öğretmen Algıları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi,21, 19-28.
  • Charp, S. (1996). Curriculum integration. Technological Horizons in Education Journal, 23(10), 4.
  • Czerniak, C. M. & Lumpe, A. T. (1996). Relationship between teacher beliefs and science education reform. Journal of Science Teacher Education, 7(4), 247- 266.
  • Demiraslan, Y. ve Usluel,Y. K. (2005). Bilgi ve İletişim Teknolojilerinin Öğrenme- Öğretme Sürecine Entegrasyonunda Öğretmenlerin Durumu, The Turkish Online Journal of Educational Technology – TOJET, 4 (3), 15.
  • Dexter, S. & Riedel, E. (2003). Why improving preservice teacher educational technology preparation must go beyond the college's walls. Journal of Teacher Education, 54(4), 334-346.
  • Eisenhart, M., Borko, H., Underhill, R., Brown, C., Jones, D. & Agard, P. (1993). Conceptual Knowledge Falls through the Cracks: Complexities of Learning to Teach Mathematics for Understanding. Journal for Research in Mathematics Education, 24(1), 8-40.
  • Ertmer, P. A., Addison, P., Lane, M., Ross, E. &Woods, D. (1999). Examining teachers' beliefs about the role of technology in the elementary classroom. Journal of Research on Computing in Education, 32(1/2), 54-72.
  • Ertmer, P. A.& Hruskocy, C. (1999). Impacts of a university-elementary school partnership designed to support technology integration. Educational Technology Research and Development, 47(1), 81-96.
  • Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25-39.
  • Galanouli, D., Murphy, C. & Gardner, J. (2004). Teachers’ perceptions of the effectiveness of ICT-competence training. Computers & Education, 43, 63- 79.
  • Glazewski, K., Brush, T. A., Ku, H.Y. & Igoe, A. (2002) The Current State of Technology Integration in Preservice Teacher Education. Paper presented at American Educational Research Association Annual Meeting, New Orleans.
  • Hargrave, C. P. & Hsu, Y. S. (2000). Survey of instructional technology courses for preservice teachers. Journal of Technology and Teacher Education, 8(4), 303- 314.
  • Hooper, S. & Rieber, L. P. (1995). Teaching with technology. In A. C. Ornstein (Ed.), Teaching: Theory into practice, 154-170. Needham Heights, MA: Allyn and Bacon.
  • Jerald, C. & Orlofsky, G. (1999). Raising the bar on school technology. Education Week, Technology Counts, 19, 58-62.
  • Kent, T. W., & McNergney, R. F. (1999). Will technology really change education?: From blackboard to web. Thousand Oaks, CA: Corwin Press.
  • Kellogg, M. & Kersaint, G. (2004). Creating a vision for the Standards using online videos in an elementary mathematics methods course. Contemporary Issues in Technology and Teacher, Education, 4(1). Web:http://www.citejournal.org/vol4/iss1/mathematics/article1.cfm.10.10.2009 tarihinde alınmıştır.
  • Kerr, S. T. (1991). Lever and fulcrum: Educational technology in teachers` thought practice. Teachers College Record, 93(1), 114-136.
  • Kinnaman, D. E. (1995). Cannibalism, Convergence and the Mother of All Networks. Technology and Learning, November. December, 86.
  • Koehler, M. J. & Mishra P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. J. Educational Computing Research, 32(2), 131-152.
  • Koehler, M.J., & Mishra, P. (2008). Introducing TPCK. AACTE Committee on Innovation and Technology (Ed.), The handbook of technological pedagogical content knowledge (TPCK) for educators, 3-29. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Lee, H., & Hollebrands, K. (2008). Preparing to teach mathematics with technology: An integrated approach to developing technological pedagogical content knowledge. Contemporary Issues in Technology and Teacher Education [Online serial], 8(4). Web:
  • http://www.citejournal.org/vol8/iss4/mathematics/article1.cfm
  • 09.2009 tarihinde alınmıştır.
  • Linn, M. C. (1998). Learning and instruction in science education:Taking advantage of technology. In D. Tobin, and B. Frazer (Eds.), International handbook of science education. Dordrecht, The Netherlands: Kluwer.
  • Lumb, S., Monaghan, J. & Mulligan, S. (2000). Issues arising when teachers make extensive use of computer algebra. International Journal of Computer Algebra in Mathematics Education 7(4), 223–240.
  • Manoucherhri, A. (1999). Computers and school mathematics reform: Implications for mathematics teacher education. Journal of Computers in Mathematics and Science Teaching, 18(1), 31-48.
  • Mentz, E. & Mentz, K.(2003). Managing technology integration into schools. A South african perspective. Journal of educational administration, 41(2), 186-200
  • Morgan, K. (2000). Tec to Take: An innovative strategy for supporting preservice teachers during field experience. In D. A. Willis, J. D. Price and J. Willis (Ed.), Technology and teacher education annual, 1312-1316. Charlottesville, VA: Association fort he Advancement of Computing in Education.
  • Morrison, W. F. & Jeffs, T. L. (2005). Outcomes of preservice teacher’s technology use. Assistive Technology Outcomes and Benefits. 2, 1, 71-78. Web: www.atia.org/files/public/atobv2n1articleSEVEN.pdf. 13.09.2009 tarihinde alınmıştır.
  • Moursund, D. & Bielefeldt, T. (1999). Will New Teachers be Prepared to Teach in a Digital Age?: A National Survey on Information Technology in Teacher Education. Santa Monica, CA: Milken Exchange on Education Technology, Milken Family Foundation.
  • Monaghan, J. (2004) Teachers’ activities in technology based mathematics lessons. International Journal of Computers for Mathematical Learning 9: 327–357.
  • National Council of Teachers of Mathematics. (1991). Professional standards for teaching mathematics. Reston, VA.
  • National Council of Teachers of Mathematics. (2000). Principles and Standards for School Mathematics. Reston, VA.
  • NCES, (2000). Teachers’ Tools for the 21st Century: A Report on Teachers’ Use of Technology. NCES 2000-102. Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement.
  • Niederhauser, D. S., Salem, J. D., & Fields, M. (1999). Exploring teaching, learning and instructional reform in an introductory technology course. Journal of Technolog and Teacher Education, 7(2), 153-172.
  • Niederhauser, D. S. & Stoddart, T., (2001). Teachers' instructional perspectives and use of educational software. Teaching and Teacher Education, 17 (1), 15-31
  • Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21(5), 509-523.
  • Niess, M. (2006). Preparing Preservice Teachers to Teach Mathematics With Technology - Developing a TPCK. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2006, 3788-3795. Chesapeake, VA: AACE.
  • Norum, K., Grabinger, R. S. & Duffield, J.A. (1999). Healing the universe is an inside job: Teachers` views on integrating technology. Journal of Technology and Teacher Education, 7(3), 187-203.
  • Office of Technology Assessment. (1995). Teachers and technology: Making the connection (OTA-HER-616). Washington, D.C.: U.S. Government Printing Office.
  • Öksüz, C. Ak, Ş. ve Uça, S. (2009). İlköğretim Matematik Öğretiminde Teknoloji Kullanımına İlişkin Algı Ölçeği, Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 6 (1), 270-287. Web: http://efdergi.yyu.edu.tr/
  • Pala, A. (2006). İlköğretim Birinci Kademe Öğretmenlerin Eğitim Teknolojilerine Yönelik. Sosyal Bilimler Dergisi.16, 177-188.
  • Prensky, M. (2001). Digital game based learning. New York; London;McGraw-Hill.
  • Pope, M., Hare, D. & Howard, E. (2002). Technology integration: Closing the gap between what preservice teachers are taught to do and what they can do. Journal of Technology and Teacher Education, 10(2), 191-203.
  • Powers, R., & Blubaugh, W. (2005). Technology in mathematics education: Preparing teachers for the future. Contemporary Issues in Technology and Teacher Education [Online serial], 5(3/4). Web: http://www.citejournal.org/vol5/iss3/mathematics/article1.cfm. 24.09.2009 tarihinde alınmıştır.
  • Preskill, H. (1988). Teachers and computers: A staff development challenge. Educational Technology, 28(3), 24-26.
  • Scardamalia, M. & Bereiter, C. (1996). Engaging students in a knowledge society. ducational Leadership, 54(3), 6-10.
  • Seferoğlu, S. S., Akbıyık, C. & Bulut, M. (2008). İlköğretim Öğretmenlerinin Ve Öğretmen Adaylarının Bilgisayarların Öğrenme-Öğretme Sürecinde Kullanımı İle İlgili Algıları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35, 273-283.
  • Seferoğlu, S. S. (2007). Pre-service teachers’ perceptions of their computer self- efficacy. Paper presented at The Fourth International Conference on eLearning for Knowledge-Based Society, eLearningAP 2007, Bangkok Thailand.
  • Strudler, N. & Wetzel, K. (1999). Lesson from exemplary colleges of education: factors
  • affecting technology integration in preservice programs. Educational Technology
  • Research and Development 47(4), 63-81.
  • Suharwoto, G. (2006). Secondary mathematics preservice teachers’ development of technology pedagogical content knowledge in subject-specific, technology- integrated teacher preparation program. Unpublished doctoral dissertation, Oregon State University.
  • Topp, N. W., Mortensen, R.& Grandgenett, N. (1995). Building a technology-using
  • facility to facilitate technology-using teachers. Journal of Computing in Teacher
  • Education, 11(3), 11-14.
  • Umay, A. (2004). İlköğretim matematik öğretmenleri ve öğretmen adaylarının öğretimde bilişim teknolojileri kullanımına ilişkin algıları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 26, 176-181.
  • Willis, J., Thompson, A. & Sadera, W. (1999). Research on technology and teacher education: Current status and future directions. Educational Technology Research and Development, 47(4), 29-45.
  • Yavuz, S. & Coşkun, E. A. (2008). Sınıf Öğretmenliği Öğrencilerinin Eğitimde Teknoloji Kullanımına İlişkin Tutum ve Düşünceleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 34, 276-286.
  • Yenilmez, K. & Karakuş, Ö. (2007). İlköğretim Sınıf ve Matematik Öğretmenlerinin Bilgisayar Destekli Matematik Öğretimine İlişkin Algıları. Mehmet Akif Ersoy Üniversitesi Egitim Fakültesi Dergisi, 14, 87-98.
  • Yuen, A. & Ma, W. (2002). Gender differences in teacher computer acceptance. Journal of Technology and Teacher Education, 10(3), 365-382.

Öğretmen Adaylarının İlköğretim Matematik Öğretiminde Teknoloji Kullanımına İlişkin Algıları (ss. 1-19)

Yıl 2009, Cilt: 6 Sayı: 2, 1 - 19, 01.06.2009

Öz

Bu çalışmanın amacı, sınıf öğretmenliği programındaki öğretmen adaylarının ilköğretim matematik öğretiminde teknoloji kullanımına ilişkin algılarını belirlemektir. Araştırma, Adnan Menderes Üniversitesi Eğitim Fakültesi Sınıf Öğretmenliği programında öğrenim görmekte olan 108’i üçüncü sınıf, 184’ü dördüncü sınıf öğrencisi olmak üzere 292 öğretmen adayı üzerinde yürütülmüştür. Araştırmada veri toplama aracı olarak araştırmacılar tarafından geliştiren “ilköğretim matematik öğretiminde teknoloji kullanımına ilişkin algı ölçeği” (TKAÖ) kullanılmıştır. Araştırma sonunda elde edilen bulgular öğretmen adaylarının ilköğretim matematik öğretiminde teknoloji kullanımının gerekliliğine ve avantajlarına ilişkin algılarının olumlu yönde; dezavantajlarına ilişkin algılarının olumsuz yönde olduğunu göstermektedir. Ayrıca, ölçeğin geneli dikkate alındığında öğretmen adaylarının ilköğretim matematik öğretiminde teknoloji kullanımına yönelik algılarının olumlu yönde olduğu görülmüştür. Öğretmen adaylarının okudukları sınıfa göre algılarının farklılık gösterip göstermediği incelendiğinde, gereklilik ve dezavantaj boyutları açısından fark olduğu belirlenmiştir

Kaynakça

  • Bain, J.D. & McNaught, C. (2006). How academics use technology in teaching and learning:understanding the relationship between beliefs and practice. Journal of ComputerAssisted Learning, 22(2), 99-113.
  • Banks, F. R. J. (1996). Developing professional knowledge during initial design and technology teacher education. The Journal of Design and Technology Education, 1(2), 175-178.
  • Bennett, S., Maton, K. & Kervin, L. (2008). "The ‘digital natives’ debate: A critical review of the evidence". British Journal of Educational Technology 39 (5), 775- 786.Web:http://www.blackwell-synergy.com/doi/abs/10.1111/j.1467- 8535.2007.00793.x. 13.10.2009 tarihinde alınmıştır.
  • Brush, T. (1998). Teaching pre-service teachers to use technology in the classroom. Journal of Technology and Teacher Education, 6(4), 243-258.
  • Cawelti, G. (1993). Designing curriculum appropriate to the 21st century. Paper presented at the annual meeting of the Association for Advancement of International Education. (ERIC Document Reproduction Service No. ED 357 491)
  • Çağıltay, K., Çakıroğlu, J., Çağıltay, N. ve Çakıroğlu, E. (2001). Öğretimde Bilgisayar Kullanımına İlişkin Öğretmen Algıları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi,21, 19-28.
  • Charp, S. (1996). Curriculum integration. Technological Horizons in Education Journal, 23(10), 4.
  • Czerniak, C. M. & Lumpe, A. T. (1996). Relationship between teacher beliefs and science education reform. Journal of Science Teacher Education, 7(4), 247- 266.
  • Demiraslan, Y. ve Usluel,Y. K. (2005). Bilgi ve İletişim Teknolojilerinin Öğrenme- Öğretme Sürecine Entegrasyonunda Öğretmenlerin Durumu, The Turkish Online Journal of Educational Technology – TOJET, 4 (3), 15.
  • Dexter, S. & Riedel, E. (2003). Why improving preservice teacher educational technology preparation must go beyond the college's walls. Journal of Teacher Education, 54(4), 334-346.
  • Eisenhart, M., Borko, H., Underhill, R., Brown, C., Jones, D. & Agard, P. (1993). Conceptual Knowledge Falls through the Cracks: Complexities of Learning to Teach Mathematics for Understanding. Journal for Research in Mathematics Education, 24(1), 8-40.
  • Ertmer, P. A., Addison, P., Lane, M., Ross, E. &Woods, D. (1999). Examining teachers' beliefs about the role of technology in the elementary classroom. Journal of Research on Computing in Education, 32(1/2), 54-72.
  • Ertmer, P. A.& Hruskocy, C. (1999). Impacts of a university-elementary school partnership designed to support technology integration. Educational Technology Research and Development, 47(1), 81-96.
  • Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25-39.
  • Galanouli, D., Murphy, C. & Gardner, J. (2004). Teachers’ perceptions of the effectiveness of ICT-competence training. Computers & Education, 43, 63- 79.
  • Glazewski, K., Brush, T. A., Ku, H.Y. & Igoe, A. (2002) The Current State of Technology Integration in Preservice Teacher Education. Paper presented at American Educational Research Association Annual Meeting, New Orleans.
  • Hargrave, C. P. & Hsu, Y. S. (2000). Survey of instructional technology courses for preservice teachers. Journal of Technology and Teacher Education, 8(4), 303- 314.
  • Hooper, S. & Rieber, L. P. (1995). Teaching with technology. In A. C. Ornstein (Ed.), Teaching: Theory into practice, 154-170. Needham Heights, MA: Allyn and Bacon.
  • Jerald, C. & Orlofsky, G. (1999). Raising the bar on school technology. Education Week, Technology Counts, 19, 58-62.
  • Kent, T. W., & McNergney, R. F. (1999). Will technology really change education?: From blackboard to web. Thousand Oaks, CA: Corwin Press.
  • Kellogg, M. & Kersaint, G. (2004). Creating a vision for the Standards using online videos in an elementary mathematics methods course. Contemporary Issues in Technology and Teacher, Education, 4(1). Web:http://www.citejournal.org/vol4/iss1/mathematics/article1.cfm.10.10.2009 tarihinde alınmıştır.
  • Kerr, S. T. (1991). Lever and fulcrum: Educational technology in teachers` thought practice. Teachers College Record, 93(1), 114-136.
  • Kinnaman, D. E. (1995). Cannibalism, Convergence and the Mother of All Networks. Technology and Learning, November. December, 86.
  • Koehler, M. J. & Mishra P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. J. Educational Computing Research, 32(2), 131-152.
  • Koehler, M.J., & Mishra, P. (2008). Introducing TPCK. AACTE Committee on Innovation and Technology (Ed.), The handbook of technological pedagogical content knowledge (TPCK) for educators, 3-29. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Lee, H., & Hollebrands, K. (2008). Preparing to teach mathematics with technology: An integrated approach to developing technological pedagogical content knowledge. Contemporary Issues in Technology and Teacher Education [Online serial], 8(4). Web:
  • http://www.citejournal.org/vol8/iss4/mathematics/article1.cfm
  • 09.2009 tarihinde alınmıştır.
  • Linn, M. C. (1998). Learning and instruction in science education:Taking advantage of technology. In D. Tobin, and B. Frazer (Eds.), International handbook of science education. Dordrecht, The Netherlands: Kluwer.
  • Lumb, S., Monaghan, J. & Mulligan, S. (2000). Issues arising when teachers make extensive use of computer algebra. International Journal of Computer Algebra in Mathematics Education 7(4), 223–240.
  • Manoucherhri, A. (1999). Computers and school mathematics reform: Implications for mathematics teacher education. Journal of Computers in Mathematics and Science Teaching, 18(1), 31-48.
  • Mentz, E. & Mentz, K.(2003). Managing technology integration into schools. A South african perspective. Journal of educational administration, 41(2), 186-200
  • Morgan, K. (2000). Tec to Take: An innovative strategy for supporting preservice teachers during field experience. In D. A. Willis, J. D. Price and J. Willis (Ed.), Technology and teacher education annual, 1312-1316. Charlottesville, VA: Association fort he Advancement of Computing in Education.
  • Morrison, W. F. & Jeffs, T. L. (2005). Outcomes of preservice teacher’s technology use. Assistive Technology Outcomes and Benefits. 2, 1, 71-78. Web: www.atia.org/files/public/atobv2n1articleSEVEN.pdf. 13.09.2009 tarihinde alınmıştır.
  • Moursund, D. & Bielefeldt, T. (1999). Will New Teachers be Prepared to Teach in a Digital Age?: A National Survey on Information Technology in Teacher Education. Santa Monica, CA: Milken Exchange on Education Technology, Milken Family Foundation.
  • Monaghan, J. (2004) Teachers’ activities in technology based mathematics lessons. International Journal of Computers for Mathematical Learning 9: 327–357.
  • National Council of Teachers of Mathematics. (1991). Professional standards for teaching mathematics. Reston, VA.
  • National Council of Teachers of Mathematics. (2000). Principles and Standards for School Mathematics. Reston, VA.
  • NCES, (2000). Teachers’ Tools for the 21st Century: A Report on Teachers’ Use of Technology. NCES 2000-102. Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement.
  • Niederhauser, D. S., Salem, J. D., & Fields, M. (1999). Exploring teaching, learning and instructional reform in an introductory technology course. Journal of Technolog and Teacher Education, 7(2), 153-172.
  • Niederhauser, D. S. & Stoddart, T., (2001). Teachers' instructional perspectives and use of educational software. Teaching and Teacher Education, 17 (1), 15-31
  • Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21(5), 509-523.
  • Niess, M. (2006). Preparing Preservice Teachers to Teach Mathematics With Technology - Developing a TPCK. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2006, 3788-3795. Chesapeake, VA: AACE.
  • Norum, K., Grabinger, R. S. & Duffield, J.A. (1999). Healing the universe is an inside job: Teachers` views on integrating technology. Journal of Technology and Teacher Education, 7(3), 187-203.
  • Office of Technology Assessment. (1995). Teachers and technology: Making the connection (OTA-HER-616). Washington, D.C.: U.S. Government Printing Office.
  • Öksüz, C. Ak, Ş. ve Uça, S. (2009). İlköğretim Matematik Öğretiminde Teknoloji Kullanımına İlişkin Algı Ölçeği, Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 6 (1), 270-287. Web: http://efdergi.yyu.edu.tr/
  • Pala, A. (2006). İlköğretim Birinci Kademe Öğretmenlerin Eğitim Teknolojilerine Yönelik. Sosyal Bilimler Dergisi.16, 177-188.
  • Prensky, M. (2001). Digital game based learning. New York; London;McGraw-Hill.
  • Pope, M., Hare, D. & Howard, E. (2002). Technology integration: Closing the gap between what preservice teachers are taught to do and what they can do. Journal of Technology and Teacher Education, 10(2), 191-203.
  • Powers, R., & Blubaugh, W. (2005). Technology in mathematics education: Preparing teachers for the future. Contemporary Issues in Technology and Teacher Education [Online serial], 5(3/4). Web: http://www.citejournal.org/vol5/iss3/mathematics/article1.cfm. 24.09.2009 tarihinde alınmıştır.
  • Preskill, H. (1988). Teachers and computers: A staff development challenge. Educational Technology, 28(3), 24-26.
  • Scardamalia, M. & Bereiter, C. (1996). Engaging students in a knowledge society. ducational Leadership, 54(3), 6-10.
  • Seferoğlu, S. S., Akbıyık, C. & Bulut, M. (2008). İlköğretim Öğretmenlerinin Ve Öğretmen Adaylarının Bilgisayarların Öğrenme-Öğretme Sürecinde Kullanımı İle İlgili Algıları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35, 273-283.
  • Seferoğlu, S. S. (2007). Pre-service teachers’ perceptions of their computer self- efficacy. Paper presented at The Fourth International Conference on eLearning for Knowledge-Based Society, eLearningAP 2007, Bangkok Thailand.
  • Strudler, N. & Wetzel, K. (1999). Lesson from exemplary colleges of education: factors
  • affecting technology integration in preservice programs. Educational Technology
  • Research and Development 47(4), 63-81.
  • Suharwoto, G. (2006). Secondary mathematics preservice teachers’ development of technology pedagogical content knowledge in subject-specific, technology- integrated teacher preparation program. Unpublished doctoral dissertation, Oregon State University.
  • Topp, N. W., Mortensen, R.& Grandgenett, N. (1995). Building a technology-using
  • facility to facilitate technology-using teachers. Journal of Computing in Teacher
  • Education, 11(3), 11-14.
  • Umay, A. (2004). İlköğretim matematik öğretmenleri ve öğretmen adaylarının öğretimde bilişim teknolojileri kullanımına ilişkin algıları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 26, 176-181.
  • Willis, J., Thompson, A. & Sadera, W. (1999). Research on technology and teacher education: Current status and future directions. Educational Technology Research and Development, 47(4), 29-45.
  • Yavuz, S. & Coşkun, E. A. (2008). Sınıf Öğretmenliği Öğrencilerinin Eğitimde Teknoloji Kullanımına İlişkin Tutum ve Düşünceleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 34, 276-286.
  • Yenilmez, K. & Karakuş, Ö. (2007). İlköğretim Sınıf ve Matematik Öğretmenlerinin Bilgisayar Destekli Matematik Öğretimine İlişkin Algıları. Mehmet Akif Ersoy Üniversitesi Egitim Fakültesi Dergisi, 14, 87-98.
  • Yuen, A. & Ma, W. (2002). Gender differences in teacher computer acceptance. Journal of Technology and Teacher Education, 10(3), 365-382.
Toplam 66 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Yrd. Doç. Dr. Cumali Öksüz Bu kişi benim

Yrd. Doç. Dr. Şerife Ak Bu kişi benim

Yayımlanma Tarihi 1 Haziran 2009
Yayımlandığı Sayı Yıl 2009 Cilt: 6 Sayı: 2

Kaynak Göster

APA Öksüz, Y. D. D. C., & Ak, Y. D. D. Ş. (2009). Öğretmen Adaylarının İlköğretim Matematik Öğretiminde Teknoloji Kullanımına İlişkin Algıları (ss. 1-19). Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 6(2), 1-19.