Year 2015, Volume 2, Issue 2, Pages 14 - 24 2016-07-11

Prospective Teachers’ Tendencies to Utilize From the Facilities of Contemporary Educational Technology

Gizem SAYGILI [1] , Teoman İsmail KESERCİOĞLU [2]

243 555

In terms of effectiveness and efficiency, it is important to determine the views of prospective teachers related to taking advantage of the facilities of contemporary educational technology. This study which aims to identify prospective teachers’ attitudes towards computer-assisted learning was conducted with 140 prospective teachers (86 female, 54 male) who have been attending pedagogical formation education at Süleyman Demirel University in the 2013 academic year. In this study, in eight different fields of prospective teachers' attitudes towards computer assisted education were examined with different variables such as gender, major and graduation year. As a data collection tool, the "Computer Assisted Education Attitude Scale" was used in order to determine the tendencies of prospective teachers towards the use of computer-assisted learning in different fields such as physical sciences, social sciences, health sciences, fine arts, theology, mathematics and Turkish language. In the statistical analysis, frequency analysis, descriptive statistics, nonparametric statistical technics were used. As a result of the analysis it was identified that teachers participating our study exhibited substandard attitudes towards computer-assisted education. In computer-assisted education, female prospective teachers had higher attitude level than men prospective teachers. In addition, attitude scores of participants of mathematics, health sciences, fine arts and science was higher than the participants of the Turkish language, foreign languages, social sciences and theology departments. There were statistically significant difference between attitude scores of participants of different disciplines. Results of the research findings are expected to contribute to the widespread use of instructional technology, and are expected to lead to applications in other fields.Keywords: Teaching Profession, Education, Technology, Computer-Assisted Education, Attitude
Teaching Profession, Education, Technology, Computer-Assisted Education, Attitude
  • Akçay, H., Tüysüz, C. and Feyzioğlıu, B. (2003). An Example of Effect on Attitudes and Achievements of the Students in Computer-Assisted Science Courses. Mole Concept and Avogadro's Number. The Turkish Online Journal of Educational Technology. 2(1), 57- 66.
  • Akçay, S.(2002) “The Effect of Computer Assisted Education on Student’s Achievement in Teaching Flowering Plants in Science Course in 6th Grade Primary School Students.”, Master Thesis, Gazi Üniversity, Institute of Educational Sciences, Ankara.
  • Aktaş, A., Zayim, N., Saka, O. (2007) Human with Health - Computer Interaction. IX. Academic Informatics Conference Declaration 31 January - 2 February 2007, Kütahya. Pp. 425-430.
  • Alakoç, Z. (2003). Modern Technological Approaches to Teaching Mathematics .The Turkish Online Journal of Educational Technology. 2(1), 43-49.
  • Alkan, C. (1998). Educational Technology. Renewed 6th Print Ankara: Anı Publishing. Alpar, R. (2001). Applied Statistics in Sports Sciences. Ankara: Nobel Publication Divisionis.
  • Arslan, A. (2006). Attitude Scale Related to Computer Assisted Education. Yüzüncü Yıl University, Faculty of Education Journal, 3 (2), 24-33
  • Atam, O. (2006), “Elementary 5th grade students' academic achievement and permenance based on the constructivist approach to science and technology on Scientific Software Heat and Temperature in Science Course”, Master Thesis, Çukurova University, Institute of Social Sciences, Department of Computer Education and Instructional Technology, Adana
  • Ay, F. (2009). International electronic patient record systems, and computer-relationship of nursing practice. Gulhane Medical Journal, 51: 131-136
  • Bindak, R. and Çelik, C. (2006). Study on reliability and validity of the computer attitude scale for teachers .Educational Research, 6 (22), 38-47.
  • Bussell, L. (2004), “The Effect of Force Feedback on Student Reasoning About Gravity, Mass, Forcea and Motion”, Phd Thesis, Sandiego State University
  • Christensen, R. (2002). Effects of Technology Integration Education on the Attitudes of Teachers and Students. Journal of Research on Technology in Education, 34(4), 411-433.
  • Çalışkan H. and Şimşek, A. (2000). Learning Context on Designing Computer Assisted Education . IV. National symposium on classroom teaching 15 to 16 October 1998 in Denizli Pamukkale University Faculty of Education Journal of PAU 2000, Issue: 8, Special Issue
  • Çankaya, S. and Karamete, A. (2008). Effects of Educational Computer Games on Students Attitudes Towards Mathematics Course and Educational Computer Games. Mersin University Journal of the Faculty of Education, 4(2),115-127.
  • Çekbaş, Y., Savran, A. and Durkan, N., (2003). Faculty of Education Students' Attitudes to the computer. Information Technology Congress -Congress Book II (pp. 311-313.). Denizli
  • Davis, N. (2003): Technology in teacher education in the USA: what makes for sustainable good practice? Technology, Pedagogy and Education, 12:1, 59-84
  • Donaldson, N.L. (2004). “The Effectiveness of the Constructing Physics Understanding (CPU) Pedagogy on the Middle School Students’ Learning of Force and Motion Concepts”. Doctora Thesis, University of Missouri.
  • Erdemir, N., Bakırcı, H. and Eyduyan, E. (2009). Identification of Prospective Teachers' self- confidence to use technology in education. Journal of Turkish Science Education, 6 (3) ,100-108
  • Ersoy, Y. (2003). Technology Assisted Mathematics Teaching-1: Developments, Policies. Primary Online, 2 (1), 18-27.
  • Fisher, M. (2000). Computer skills of initial teacher education students. Journal of Information Technology for Teacher Education, 9(1), 109–123.
  • Galpin, V. C. and Sander, I. D. (2007). Perceptions of Computer Science at a South African University, Computers & Education, 49, 1330–1356.
  • Geban, Ö., Aşkar, P. and Özkan, İ., (1992). “Effects of Computer Simulations and Problem Solving Approaches on High School Students”. Journal of Educational Research, 86, 6- 10.
  • Gürol, M. (2001) “Suggestion for a developmental Model for Internet-Based Distance Education From Objectivist Teaching to Constructivist Learning Approaches”, Education in the light of Information Technology. Declaration Book, Ankara 2001.
  • Halis, İ. (2002): Instructional Technology and Material Development. Ankara: Nobel publishing.
  • Hançer, A.H. and Yalçın, N. (2009). Effect of Computer Assisted Education Based on Constructivist Approach in Science Education on academic achievement and permanence. CU Journal of Social Sciences. 33 (1), 75-88.
  • Harmandar, M. and Samancı, O. (2000). Chemistry education department, faculty of education students' attitudes towards computer. IV. National Science Congress Congress Book (pp.686-688).
  • Hızal, A. (1991). “Educational Technology in Turkey and Contemproray Developments in Educational Sciences”. Eskişehir: Anadolu University, Open Education Faculty Publications.
  • İşman, A. (2002). Qualifications of Teachers in Sakarya in terms of Educational Technology. Journal of Sakarya University, Faculty of Education. 4, 9-4
  • İşman, A. (2003). Instructional Technology and Material Development. İstanbul: Değişim Publishing.
  • İşman, A., Baytekin, C., Balkan, F., Horzum, B., Kıyıcı, M., (2002). Science Education and Constructivist Approach. The Turkish Online Journal of Educational Technology, 1(1), 41-47
  • Karasar, N. (2005). Scientific Research Method. Ankara: Nobel Publishing.
  • Kert, S. B. (2004). “The Effect of Academic Achievement and Permanence of Multimedia Courses prepared in accordance with the literature of Software Design Principles, Teaching Physics on the High School Level”, Master Thesis, Cukurova University, Institute of Social Sciences, Adana
  • Kirschhner, P. and Selinger, M. (2003). The State of Affairs of Teacher Education with Respect to Information and Communications Technology, Technology, Pedagogy and Education, 12(1), 5-17.
  • Kocasaraç, H. (2003). Qualifications of teachers on the use of computers in education The Turkish Online Journal of Educational Technology, 2 (3), 77-85.
  • Komis, V., Ergazakia, M. and Zogzaa, V. (2007). Comparing computer-supported dynamic modeling and ‘paper & pencil’ concept mapping technique in students’ collaborative activity. Computers & Education, 49(4), 991-1017.
  • Mitchell, A. and Savill-Smith, C. (2004). The use of computer and video games for learning - A review of literature. Learning and Skills Development Agency. ISBN 1-85338-904-8.
  • Namlu, A.G. (1999). “Computer Supported Collaborative Learning”. Anadolu University, Faculty of Education Publishings: No.57, Eskişehir.
  • Oliver, K.M. (2000), Methods For Developing Constructivist Learning On The Web, Educational Technology, 40(6), 5-17.
  • Önder, H. H., (2003). Computer Applications in Distance Education and Expert Systems, The Turkish Online Journal of Educational Technology, 2(3), 142-146
  • Özmen, H. (2004). Learning Theories in Science Teaching and Technology-Assisted Constructivist Learning. The Turkish Online Journal of Educational Technology. 3(1), 100-111
  • Pala, A. (2006). Elementary First Grade Teachers' Attitudes Toward Educational Technologies. Journal of Social Sciences, 16, 177-188.
  • Reiner, M. (2009). Sensory Cues, Visualization and Physics Learning, International Journal of Science Education, 31(3), 343–364.
  • Rıza, E. T. (1997). Educational Technology Applications. (4th Edition) Izmir Anadolu Press.
  • Ruthven, K. and Hennesy, S. (2002). A practitioner model of the use of computer-based tools and resources to support mathematics teaching and learning. Educational Studies in Mathematics, 49(1), 47-88
  • Saka, A. and Akdeniz, A.R. (2006) Development of Computer Aided Material of genetic And Implementation. 5e Model. The Turkish Online Journal of Educational Technology. 5(1), 129-141.
  • Saracaloğlu, A. S., Serin, O. and Bozkurt, N. (2000). “The Relationship Between Achievement and Attitudes of Prospective Teachers related to Science "Hacettepe University IV. Congress on Science and Technology. 7 to 9 September 2000 Ankara
  • Seferoğlu, S. S. and Akbıyık, C. (2005). A study on perceptions of primary school’s teachers self-efficacy on computer. Educational Research-Eurasian Journal of Educational Research, 19, p. 89-101.
  • Sevinç, S. and Koldemir, S. (2009 ).Possibility of Using Computer-Assisted Music Education in Anatolian Fine Arts High School. Selçuk University. Ahmet Keleşoğlu Education Faculty Journal. 27, 287 -305
  • Sezgin, E. (2002), “ Effect on Academic Achievement of Multimedia Course Software Prepared Based on dual Coding Theory in Science Teaching”, Master Thesis, Çukurova University, Institute of Social Sciences
  • Sünbül, M. (2002). “Instructional Technology and Material Development”. (Ed: Yıldız, R.), Konya: Mikro Publishing.
  • Tavşancıl, E. (2002). Attitudes Measurement and Data Analysis with SPSS. Ankara: Nobel Publishings
  • Tekdal, M. (2002), “ Developing and Effective Use of Interactive Physics Simulations ", V. National Science and Mathematics Education Congress, Middle East Technical University, Ankara.
  • Teker, A. (2002). “Evaluation of Classroom teachers working in 4th and 5th grades at Cantral elementary School in Ankara on their position of using education equipments in Science course.” Master Thesis, Gazi University, Ankara.
  • Tezci, E. and Gürol, A. (2002). “Role of Technology in the Design of Constructivist teaching". I. International Symposium on Educational Technology. Sakarya: Sakarya University.
  • Tor, H. and Erden, O. (2004). A Study on Elementary School Students' Levels of Use of Information Technologies. The Turkish Online Journal of Educational Technology. 3(1).
  • Uşun, S. (2000). Computer Assisted Education in the world and in Turkey. Ankara; Pegem Publishing.
  • White, C. (1996) Relevant social studies education: Technology and constructivism. Journal of Technology and Teacher Education, 4(1), 69-83
  • Yenice, N. (2003) “Effect of Computer-Assisted Science Course Teaching on the students attitudes towards Science and Computer” The Turkish Online Journal of Educational Technology, 2(4)
  • Yenice, N., Sümer, Ş., Oktaylar, H.C., Erbil, E. (2003). The Effect of Computer Assisted Education on the Goal Achievement of the Course in Science Courses. Hacettepe University Faculty of Education Journal, 24: 152-158.
  • Yılmaz, M. (2007). Technology Education in training classroom teachers. GU Journal of Faculty of Education, 27(1), 155-167.
  • Yılmaz, Y. and Yılmaz, Y. (2005). The Use of Nonparametric Tests in the field of Marketing Research, Between 1995-2002 literature review. Dokuz Eylül University, Institute of Social Sciences Journal 7 (3).
  • Zor, A. (2006). The necessity of the use of computer in visual arts course. Journal of Atatürk University, Bayburt Faculty of Education, 1 (1), 111-119.
Subjects
Other ID JA42ZM94FF
Journal Section Articles
Authors

Author: Gizem SAYGILI

Author: Teoman İsmail KESERCİOĞLU

Bibtex @ { ijate239559, journal = {International Journal of Assessment Tools in Education}, issn = {}, eissn = {2148-7456}, address = {İzzet KARA}, year = {2016}, volume = {2}, pages = {14 - 24}, doi = {}, title = {Prospective Teachers’ Tendencies to Utilize From the Facilities of Contemporary Educational Technology}, key = {cite}, author = {SAYGILI, Gizem and KESERCİOĞLU, Teoman İsmail} }
APA SAYGILI, G , KESERCİOĞLU, T . (2016). Prospective Teachers’ Tendencies to Utilize From the Facilities of Contemporary Educational Technology. International Journal of Assessment Tools in Education, 2 (2), 14-24. Retrieved from http://submit.ijate.net/issue/22372/239559
MLA SAYGILI, G , KESERCİOĞLU, T . "Prospective Teachers’ Tendencies to Utilize From the Facilities of Contemporary Educational Technology". International Journal of Assessment Tools in Education 2 (2016): 14-24 <http://submit.ijate.net/issue/22372/239559>
Chicago SAYGILI, G , KESERCİOĞLU, T . "Prospective Teachers’ Tendencies to Utilize From the Facilities of Contemporary Educational Technology". International Journal of Assessment Tools in Education 2 (2016): 14-24
RIS TY - JOUR T1 - Prospective Teachers’ Tendencies to Utilize From the Facilities of Contemporary Educational Technology AU - Gizem SAYGILI , Teoman İsmail KESERCİOĞLU Y1 - 2016 PY - 2016 N1 - DO - T2 - International Journal of Assessment Tools in Education JF - Journal JO - JOR SP - 14 EP - 24 VL - 2 IS - 2 SN - -2148-7456 M3 - UR - Y2 - 2019 ER -
EndNote %0 International Journal of Assessment Tools in Education Prospective Teachers’ Tendencies to Utilize From the Facilities of Contemporary Educational Technology %A Gizem SAYGILI , Teoman İsmail KESERCİOĞLU %T Prospective Teachers’ Tendencies to Utilize From the Facilities of Contemporary Educational Technology %D 2016 %J International Journal of Assessment Tools in Education %P -2148-7456 %V 2 %N 2 %R %U
ISNAD SAYGILI, Gizem , KESERCİOĞLU, Teoman İsmail . "Prospective Teachers’ Tendencies to Utilize From the Facilities of Contemporary Educational Technology". International Journal of Assessment Tools in Education 2 / 2 (July 2016): 14-24.