Educational Robotics (ER) has emerged as one of the tools to improve STEM learning in primary edu... more Educational Robotics (ER) has emerged as one of the tools to improve STEM learning in primary education if students are properly instructed. However, there is a lack of studies that guide teachers on which type of instruction should be used for ER in STEM between direct (DI) and indirect instruction (II). As a result, the present study aims to compare the two types of instructions in terms of their effect on learning outcomes, students' perceptions, and students' gender differences. We adopted a quasi-experiment comparative research design involving 100 ninth-grade students (13-14 years old). We collected data through achievement tests and perception questionnaires and analyzed them using Cochran's Q-test, Mann-Whitney U-test, and independent samples t-test. Results show that the group in which II was used performed better than those from the group where DI was used. Also, the results show that girls performed better with DI than boys. Furthermore, students perceived ER as useful for developing collaboration and interest in STEM. Therefore, teachers should be supported in learning how to use II and DI strategically in ER to enhance STEM learning.
Education and information technologies, Mar 5, 2024
The present study illustrates digital storytelling (DS) as an open-ended learning environment, wh... more The present study illustrates digital storytelling (DS) as an open-ended learning environment, which is one of the ways of preparing pre-service teachers (PST) to practice computational thinking (CT) in their future teaching. An 8-week teacher training program was organized and presented. The study aims to investigate the program's impact on the PST's CT skills, CT-integrated DS design skills, and their perspectives. A study group of fifty-two second-year PSTs took part in the Instructional Technologies course. An embedded mixed-method design was used. The CT scale was used as a pre-test and post-test to examine the development of the PST's CT skills for quantitative data collection. The qualitative data comprise the CTintegrated DS projects developed by the PST during the training and the reflection reports they wrote at the end of the training. The paired samples t-test was used in the analysis of quantitative data. The DS projects were evaluated using the rubrics with the story/storyboard, DS, and CT skills dimensions. Reflection reports were analyzed using thematic analysis. The findings revealed a significant improvement in the PST's CT skills after the training program. The qualitative findings show the PST's perspectives on CT definitions, the perceived benefits of CT and DS, and the use of DS to promote CT. The qualitative findings also present evidence for the CT-integrated DS design skills of the PST. Therefore, the study presents early findings showing that CT components could be integrated with DS and used in teacher education effectively without any pressure to use programming tools. The study also shows how DS is gradually integrated with the CT components as a suggestion for future studies.
Research into teachers' concepts and changes over time in digital technologies is crucial for gai... more Research into teachers' concepts and changes over time in digital technologies is crucial for gaining insights into the factors that shape teachers' concepts of technologies and influence their use in the classroom. Numerous studies have indicated that the use of 3D modelling and printing (3DMP) contributes to the modernization of teaching and the achievement of student learning outcomes. Using a three-wave longitudinal study with the application of conceptual metaphors as a theoretical background, this study tracks teachers' concepts of 3DMP after training, three months, and after one year of teaching experience and provides insight into this area. The data for the study was collected from 74 secondary teachers and processed using a mixed-methods research approach. The findings show that as teachers gain experience, their views on using 3DMP in education evolve. The results include a shift in their perception of digital reliance, the pedagogical benefits, the potential for creative expression, and the sensitivity of 3D printing. The findings of our study suggest that teachers need continuous technical support at the beginning of their use of 3DMP in the classroom, so that the application of this technology can successfully contribute to the development of student creativity and knowledge. This research emphasizes the need for comprehensive ongoing support and targeted training to enable teachers to effectively integrate 3DMP into educational practices, while fostering creativity and addressing technical complexities. Furthermore, this research sheds light on teachers' views of 3DMP and has implications for developments in teacher training and courses, the 3DMP platform, software development, education policy, and the 3DMP industry.
The purpose of this study is twofold: (a) To develop digital competencies of pre-service teachers... more The purpose of this study is twofold: (a) To develop digital competencies of pre-service teachers in an educational process; (b) To describing their digital competences by examining artefacts designed by pre-service teachers based on DigCompEdu framework. Holistic single case study was employed in this study and the course was examined as a single unit. The study group consisted of 40 pre-service teachers. A 14-week course has been designed to develop the digital competencies of pre-service teachers based on the DigCompEdu framework. The e-portfolios and reflection reports of 40 pre-service teachers who participated in the study were examined and evaluated according to the indicators presented for each competence within the framework of DigCompEdu. Pre-service teachers' digital competences were assessed as folows: mostly C2 level in digital resources; mostly C1 level in teaching and learning, and mostly B2 level in assessment and empowering learning. An education process that blends theoretical and practical assignments for the pre-service teachers' digital competencies to be improved was conducted in this study. It is expected that the steps that were followed in the study in the process of training pre-service teachers be directive towards researchers who wish to study this subject. It is important that contextual and cultural qualities are taken into consideration in the interpretation of the findings in the study. This study contributes to the literature in terms of evaluating the digital skills of pre-service teachers based on reflection reports and e-portfolios, instead of self-report surveys.
Integrating computational thinking (CT) into various disciplines via computer science (CS) method... more Integrating computational thinking (CT) into various disciplines via computer science (CS) methods such as unplugged, block-based, text-based, and physical programming is a trending topic in educational sciences. This study presents a perspective on implementing an unplugged computer science activity to integrate CT into mathematics education. This study aims to examine the integration of CT into mathematics education, its classroom practice, and the opinions of students and pre-service teachers towards the unplugged CS activity. For this purpose, we developed an unplugged CS activity, which includes CT components, computer science and mathematics education achievements. The unplugged CS activity is a problem of transmitting data most efficiently and accurately between transmitter and receiver. The researchers trained twelve pre-service mathematics teachers to implement this activity in realclassroom environments. The pre-service teachers implemented the unplugged CS activity with 80 students in four classes. CT components were considered in the activity design. The students performed data collection, data analysis, decomposition, pattern recognition, algorithm design, and testing and debugging, which are components of CT, during the activity. Middle school students stated that they had enjoyed the activity and that this activity made the mathematics learning process satisfying. They established a relationship between the activity and mathematics education, besides, they needed help connecting it with CS concepts. Pre-service teachers stated that they had challenges in classroom management during the activity. Classroom management should be a part of teacher education in designing and implementing CT-integrated lessons. Courses containing classroom management, CS activity design and implementation should be developed for pre-service teachers based on theory and practice within their discipline.
International Journal of Contemporary Educational Research
Integrated STEM education is essential to ensure a more fair representation of disciplines. Failu... more Integrated STEM education is essential to ensure a more fair representation of disciplines. Failure to do so may result in incomplete learning about other disciplines under the name of STEM education. The implications on how TDCs should be designed for integrated STEM education are essential for in-class STEM education practices. This study compares the three teacher development courses (TDCs) accomplished to support teachers' professional development (PD) for integrated STEM education in terms of pedagogical knowledge, technological knowledge, and strategy. A holistic multiple-case study design was used in this study. Each TDC was considered a case study, and case-specific analyses were made. The findings obtained for each case were then compared. The first TDC included only computer science teachers and showed us the necessity of interdisciplinary work to enhance integrated STEM education. The second TDC showed that this work could be done by integrating the content knowledge ...
Öğretim Teknolojisi ve Hayat Boyu Öğrenme Dergisi - Instructional Technology and Lifelong Learning
Bu çalışma, öğretmen adaylarının kişisel yenilikçilik özelliklerinin yenilikçi öğretim yeterlikle... more Bu çalışma, öğretmen adaylarının kişisel yenilikçilik özelliklerinin yenilikçi öğretim yeterliklerinden BİT yeterliklerinde belirleyici olup olmadığını incelemek amacıyla yapılan ilişkisel bir araştırmadır. Örneklem seçiminde elverişli örneklem yöntemi kullanılmıştır. Araştırmaya Türkiye'deki altı devlet üniversitesinin eğitim fakültelerinde öğrenim gören 422 öğretmen adayı gönüllü olarak katılmıştır. Tondeur ve diğerleri tarafından geliştirilen Öğretmen Adaylarının BİT Yeterlikleri Ölçeği. (2017) ve Hurt ve diğerleri tarafından geliştirilen Yenilikçilik Ölçeği. (1977) verileri toplamak için kullanılmıştır. Veriler tanımlayıcı istatistikler, ANOVA ve korelasyon analizi ile analiz edilmiştir. Öğretmen adaylarının çoğunluğunun kişisel yenilikçilik düzeyleri düşüktür. Öğretmen adaylarının yarısından fazlası erken çoğunluk düzeyindedir. Yenilikçilik düzeyi düşük olan öğretmen adaylarının ICTC-ID ve ICTC-PU yeterlilikleri düşük, yenilikçilik düzeyi yüksek olan öğretmen adaylarının IC...
Introduction: The competencies needed for information and communication technologies (ICT) integr... more Introduction: The competencies needed for information and communication technologies (ICT) integration in the teaching-learning process are related to the use of technology, pedagogical attitudes, and content planning. These qualifications are all interrelated and should not be seen separately (Becuwe et al., 2017). In this context, ICT and TPACK competencies are important for ICT integration. The standards of ISTE for educators define the ICT skills that teachers should have as designers and facilitators (International Society for Technology Education [ISTE], 2020). These standards are gathered within the framework of ICT literacy, digital literacy, and ICT competence (Tondeur et al., 2017). The concept of ICT competence discussed in this study refers to the integrated and functional use of digital knowledge, skills and attitudes (Hatlevik et al., 2015). In this study, the ICT integration competencies of pre-service teachers (PSTs) were examined as ICT competencies and TPACK compet...
Son zamanlarda kuresel ve ulusal olcekte hissedilen ihtiyaclar ve zorunluluklar nedeniyle teknolo... more Son zamanlarda kuresel ve ulusal olcekte hissedilen ihtiyaclar ve zorunluluklar nedeniyle teknolojiye dayali ogretim yaklasimlarinin kullanilmasina iliskin beklentiler artmis; universiteler bu beklentileri karsilamak icin farkli uygulama arayisi icine girmislerdir. Ders Yakalama Sistemi (DYS) bu uygulamalardan birisidir ve amaci, ogretim elemaninin, cevrimici olarak ya da ders kayitlarinda gerekli gordugu degisiklikleri yaptiktan sonra dersini, ogrenci erisimine acarak ogrencinin kendi ihtiyaci dogrultusunda bilgiye ulasmasini ve tekrar etmesini saglamaktir. Bu calismada, bir yuksekogretim kurumundaki ogrencilerin DYS’yi kullanim amaclari, DYS’ye iliskin yarar algilari ve DYS kullanimi ile ilgili algiladiklari kisitliliklara iliskin goruslerinin betimlenmesi amaclanmistir. Arastirma sonuclari, ogrencilerin DYS sistemini islevsel ve yararli bulduklarini, en cok sinavdan once konulari gozden gecirmek, derste kacirdigi ya da derse gelemedigi durumlarda ogrenme eksikliklerini kapatmak i...
The purpose of this study is to develop a scale to determine teachers' perceptions related to lev... more The purpose of this study is to develop a scale to determine teachers' perceptions related to levels of ICT implementation based on Levels of Technology Implementation (LoTi) framework. Data were collected from 327 teachers who work in 21 primary schools in Ankara. Confirmatory factor analysis was executed for validity of scale; reliability coefficient values and item total correlations were calculated for reliability of scale. As a result of confirmatory factor analysis, it was found that the scale consists of 34 items under 7 factors and explained 65.4% of the total variance. Reliability coefficient (α) of the scale is found .934.
Abstract: Integration of Information and Communication Technologies (ICT) into teaching and learn... more Abstract: Integration of Information and Communication Technologies (ICT) into teaching and learning process is a growing field which has variety of definitions according to different points of view. A very common view asserts that the application of ICT processes should ...
Abstract: The objective of this study is to find out teachers' views on the integration of I... more Abstract: The objective of this study is to find out teachers' views on the integration of ICT into their courses and on the perceived obstacles to this integration. A questionnaire was administered to 575 teachers working in primary schools in Ankara to collect the data. The analysis of ...
The purpose of this study is to examine the usability of the online learning environment designed... more The purpose of this study is to examine the usability of the online learning environment designed to improve middle school students' decision-making skills on ICT ethics. In this process, we aimed at determining the functionality, interface, and usability problems related to the online learning environment. We applied usability methods based on authentic user experience and expert reviews. For the evaluation of usability based on authentic user experience, we assigned 6 authentic tasks to 8 students, 4 girls and 4 boys, who were studying in the 5-8th grades in a secondary school. In this process, we took observation notes, recorded computer screens, applied the system usability scale and participant information form, and finally interviewed with the students. The usability based on expert reviews was carried out with 3 field experts, who were asked to use 10 heuristics developed by Nielsen (2005) to evaluate the system. Multiple data collection methods were used in order to increase the internal validity of the study. The results indicated that the online learning environment had some usability problems. We finalized the design of the online learning environment based on the research findings.
Educational Robotics (ER) has emerged as one of the tools to improve STEM learning in primary edu... more Educational Robotics (ER) has emerged as one of the tools to improve STEM learning in primary education if students are properly instructed. However, there is a lack of studies that guide teachers on which type of instruction should be used for ER in STEM between direct (DI) and indirect instruction (II). As a result, the present study aims to compare the two types of instructions in terms of their effect on learning outcomes, students' perceptions, and students' gender differences. We adopted a quasi-experiment comparative research design involving 100 ninth-grade students (13-14 years old). We collected data through achievement tests and perception questionnaires and analyzed them using Cochran's Q-test, Mann-Whitney U-test, and independent samples t-test. Results show that the group in which II was used performed better than those from the group where DI was used. Also, the results show that girls performed better with DI than boys. Furthermore, students perceived ER as useful for developing collaboration and interest in STEM. Therefore, teachers should be supported in learning how to use II and DI strategically in ER to enhance STEM learning.
Education and information technologies, Mar 5, 2024
The present study illustrates digital storytelling (DS) as an open-ended learning environment, wh... more The present study illustrates digital storytelling (DS) as an open-ended learning environment, which is one of the ways of preparing pre-service teachers (PST) to practice computational thinking (CT) in their future teaching. An 8-week teacher training program was organized and presented. The study aims to investigate the program's impact on the PST's CT skills, CT-integrated DS design skills, and their perspectives. A study group of fifty-two second-year PSTs took part in the Instructional Technologies course. An embedded mixed-method design was used. The CT scale was used as a pre-test and post-test to examine the development of the PST's CT skills for quantitative data collection. The qualitative data comprise the CTintegrated DS projects developed by the PST during the training and the reflection reports they wrote at the end of the training. The paired samples t-test was used in the analysis of quantitative data. The DS projects were evaluated using the rubrics with the story/storyboard, DS, and CT skills dimensions. Reflection reports were analyzed using thematic analysis. The findings revealed a significant improvement in the PST's CT skills after the training program. The qualitative findings show the PST's perspectives on CT definitions, the perceived benefits of CT and DS, and the use of DS to promote CT. The qualitative findings also present evidence for the CT-integrated DS design skills of the PST. Therefore, the study presents early findings showing that CT components could be integrated with DS and used in teacher education effectively without any pressure to use programming tools. The study also shows how DS is gradually integrated with the CT components as a suggestion for future studies.
Research into teachers' concepts and changes over time in digital technologies is crucial for gai... more Research into teachers' concepts and changes over time in digital technologies is crucial for gaining insights into the factors that shape teachers' concepts of technologies and influence their use in the classroom. Numerous studies have indicated that the use of 3D modelling and printing (3DMP) contributes to the modernization of teaching and the achievement of student learning outcomes. Using a three-wave longitudinal study with the application of conceptual metaphors as a theoretical background, this study tracks teachers' concepts of 3DMP after training, three months, and after one year of teaching experience and provides insight into this area. The data for the study was collected from 74 secondary teachers and processed using a mixed-methods research approach. The findings show that as teachers gain experience, their views on using 3DMP in education evolve. The results include a shift in their perception of digital reliance, the pedagogical benefits, the potential for creative expression, and the sensitivity of 3D printing. The findings of our study suggest that teachers need continuous technical support at the beginning of their use of 3DMP in the classroom, so that the application of this technology can successfully contribute to the development of student creativity and knowledge. This research emphasizes the need for comprehensive ongoing support and targeted training to enable teachers to effectively integrate 3DMP into educational practices, while fostering creativity and addressing technical complexities. Furthermore, this research sheds light on teachers' views of 3DMP and has implications for developments in teacher training and courses, the 3DMP platform, software development, education policy, and the 3DMP industry.
The purpose of this study is twofold: (a) To develop digital competencies of pre-service teachers... more The purpose of this study is twofold: (a) To develop digital competencies of pre-service teachers in an educational process; (b) To describing their digital competences by examining artefacts designed by pre-service teachers based on DigCompEdu framework. Holistic single case study was employed in this study and the course was examined as a single unit. The study group consisted of 40 pre-service teachers. A 14-week course has been designed to develop the digital competencies of pre-service teachers based on the DigCompEdu framework. The e-portfolios and reflection reports of 40 pre-service teachers who participated in the study were examined and evaluated according to the indicators presented for each competence within the framework of DigCompEdu. Pre-service teachers' digital competences were assessed as folows: mostly C2 level in digital resources; mostly C1 level in teaching and learning, and mostly B2 level in assessment and empowering learning. An education process that blends theoretical and practical assignments for the pre-service teachers' digital competencies to be improved was conducted in this study. It is expected that the steps that were followed in the study in the process of training pre-service teachers be directive towards researchers who wish to study this subject. It is important that contextual and cultural qualities are taken into consideration in the interpretation of the findings in the study. This study contributes to the literature in terms of evaluating the digital skills of pre-service teachers based on reflection reports and e-portfolios, instead of self-report surveys.
Integrating computational thinking (CT) into various disciplines via computer science (CS) method... more Integrating computational thinking (CT) into various disciplines via computer science (CS) methods such as unplugged, block-based, text-based, and physical programming is a trending topic in educational sciences. This study presents a perspective on implementing an unplugged computer science activity to integrate CT into mathematics education. This study aims to examine the integration of CT into mathematics education, its classroom practice, and the opinions of students and pre-service teachers towards the unplugged CS activity. For this purpose, we developed an unplugged CS activity, which includes CT components, computer science and mathematics education achievements. The unplugged CS activity is a problem of transmitting data most efficiently and accurately between transmitter and receiver. The researchers trained twelve pre-service mathematics teachers to implement this activity in realclassroom environments. The pre-service teachers implemented the unplugged CS activity with 80 students in four classes. CT components were considered in the activity design. The students performed data collection, data analysis, decomposition, pattern recognition, algorithm design, and testing and debugging, which are components of CT, during the activity. Middle school students stated that they had enjoyed the activity and that this activity made the mathematics learning process satisfying. They established a relationship between the activity and mathematics education, besides, they needed help connecting it with CS concepts. Pre-service teachers stated that they had challenges in classroom management during the activity. Classroom management should be a part of teacher education in designing and implementing CT-integrated lessons. Courses containing classroom management, CS activity design and implementation should be developed for pre-service teachers based on theory and practice within their discipline.
International Journal of Contemporary Educational Research
Integrated STEM education is essential to ensure a more fair representation of disciplines. Failu... more Integrated STEM education is essential to ensure a more fair representation of disciplines. Failure to do so may result in incomplete learning about other disciplines under the name of STEM education. The implications on how TDCs should be designed for integrated STEM education are essential for in-class STEM education practices. This study compares the three teacher development courses (TDCs) accomplished to support teachers' professional development (PD) for integrated STEM education in terms of pedagogical knowledge, technological knowledge, and strategy. A holistic multiple-case study design was used in this study. Each TDC was considered a case study, and case-specific analyses were made. The findings obtained for each case were then compared. The first TDC included only computer science teachers and showed us the necessity of interdisciplinary work to enhance integrated STEM education. The second TDC showed that this work could be done by integrating the content knowledge ...
Öğretim Teknolojisi ve Hayat Boyu Öğrenme Dergisi - Instructional Technology and Lifelong Learning
Bu çalışma, öğretmen adaylarının kişisel yenilikçilik özelliklerinin yenilikçi öğretim yeterlikle... more Bu çalışma, öğretmen adaylarının kişisel yenilikçilik özelliklerinin yenilikçi öğretim yeterliklerinden BİT yeterliklerinde belirleyici olup olmadığını incelemek amacıyla yapılan ilişkisel bir araştırmadır. Örneklem seçiminde elverişli örneklem yöntemi kullanılmıştır. Araştırmaya Türkiye'deki altı devlet üniversitesinin eğitim fakültelerinde öğrenim gören 422 öğretmen adayı gönüllü olarak katılmıştır. Tondeur ve diğerleri tarafından geliştirilen Öğretmen Adaylarının BİT Yeterlikleri Ölçeği. (2017) ve Hurt ve diğerleri tarafından geliştirilen Yenilikçilik Ölçeği. (1977) verileri toplamak için kullanılmıştır. Veriler tanımlayıcı istatistikler, ANOVA ve korelasyon analizi ile analiz edilmiştir. Öğretmen adaylarının çoğunluğunun kişisel yenilikçilik düzeyleri düşüktür. Öğretmen adaylarının yarısından fazlası erken çoğunluk düzeyindedir. Yenilikçilik düzeyi düşük olan öğretmen adaylarının ICTC-ID ve ICTC-PU yeterlilikleri düşük, yenilikçilik düzeyi yüksek olan öğretmen adaylarının IC...
Introduction: The competencies needed for information and communication technologies (ICT) integr... more Introduction: The competencies needed for information and communication technologies (ICT) integration in the teaching-learning process are related to the use of technology, pedagogical attitudes, and content planning. These qualifications are all interrelated and should not be seen separately (Becuwe et al., 2017). In this context, ICT and TPACK competencies are important for ICT integration. The standards of ISTE for educators define the ICT skills that teachers should have as designers and facilitators (International Society for Technology Education [ISTE], 2020). These standards are gathered within the framework of ICT literacy, digital literacy, and ICT competence (Tondeur et al., 2017). The concept of ICT competence discussed in this study refers to the integrated and functional use of digital knowledge, skills and attitudes (Hatlevik et al., 2015). In this study, the ICT integration competencies of pre-service teachers (PSTs) were examined as ICT competencies and TPACK compet...
Son zamanlarda kuresel ve ulusal olcekte hissedilen ihtiyaclar ve zorunluluklar nedeniyle teknolo... more Son zamanlarda kuresel ve ulusal olcekte hissedilen ihtiyaclar ve zorunluluklar nedeniyle teknolojiye dayali ogretim yaklasimlarinin kullanilmasina iliskin beklentiler artmis; universiteler bu beklentileri karsilamak icin farkli uygulama arayisi icine girmislerdir. Ders Yakalama Sistemi (DYS) bu uygulamalardan birisidir ve amaci, ogretim elemaninin, cevrimici olarak ya da ders kayitlarinda gerekli gordugu degisiklikleri yaptiktan sonra dersini, ogrenci erisimine acarak ogrencinin kendi ihtiyaci dogrultusunda bilgiye ulasmasini ve tekrar etmesini saglamaktir. Bu calismada, bir yuksekogretim kurumundaki ogrencilerin DYS’yi kullanim amaclari, DYS’ye iliskin yarar algilari ve DYS kullanimi ile ilgili algiladiklari kisitliliklara iliskin goruslerinin betimlenmesi amaclanmistir. Arastirma sonuclari, ogrencilerin DYS sistemini islevsel ve yararli bulduklarini, en cok sinavdan once konulari gozden gecirmek, derste kacirdigi ya da derse gelemedigi durumlarda ogrenme eksikliklerini kapatmak i...
The purpose of this study is to develop a scale to determine teachers' perceptions related to lev... more The purpose of this study is to develop a scale to determine teachers' perceptions related to levels of ICT implementation based on Levels of Technology Implementation (LoTi) framework. Data were collected from 327 teachers who work in 21 primary schools in Ankara. Confirmatory factor analysis was executed for validity of scale; reliability coefficient values and item total correlations were calculated for reliability of scale. As a result of confirmatory factor analysis, it was found that the scale consists of 34 items under 7 factors and explained 65.4% of the total variance. Reliability coefficient (α) of the scale is found .934.
Abstract: Integration of Information and Communication Technologies (ICT) into teaching and learn... more Abstract: Integration of Information and Communication Technologies (ICT) into teaching and learning process is a growing field which has variety of definitions according to different points of view. A very common view asserts that the application of ICT processes should ...
Abstract: The objective of this study is to find out teachers' views on the integration of I... more Abstract: The objective of this study is to find out teachers' views on the integration of ICT into their courses and on the perceived obstacles to this integration. A questionnaire was administered to 575 teachers working in primary schools in Ankara to collect the data. The analysis of ...
The purpose of this study is to examine the usability of the online learning environment designed... more The purpose of this study is to examine the usability of the online learning environment designed to improve middle school students' decision-making skills on ICT ethics. In this process, we aimed at determining the functionality, interface, and usability problems related to the online learning environment. We applied usability methods based on authentic user experience and expert reviews. For the evaluation of usability based on authentic user experience, we assigned 6 authentic tasks to 8 students, 4 girls and 4 boys, who were studying in the 5-8th grades in a secondary school. In this process, we took observation notes, recorded computer screens, applied the system usability scale and participant information form, and finally interviewed with the students. The usability based on expert reviews was carried out with 3 field experts, who were asked to use 10 heuristics developed by Nielsen (2005) to evaluate the system. Multiple data collection methods were used in order to increase the internal validity of the study. The results indicated that the online learning environment had some usability problems. We finalized the design of the online learning environment based on the research findings.
Abstract: In this study, an “ICT integration training" was designed by integrating an online lear... more Abstract: In this study, an “ICT integration training" was designed by integrating an online learning environment into the learning and teaching process of prospective teachers in order to assist students to find answers for questions about using "which technology", "why", "where", "how", "when" and "for whom". It is also aimed to improve the knowledge and skills of prospective teachers related to ICT integration as well as enabling them to plan the ICT integration process through the training. As a result of the ICT integration training designed within this study, the prospective teachers have developed lesson plans -by aiming at enriching student learning- that integrate ICT with appropriate learning and teaching methods within the classroom; and those which are operational and ready to use. The study showed that the lesson plans developed by the prospective teachers who received training in ICT integration play an important role in reflecting ICT integration skills on the manner of teaching by ensuring that the knowledge obtained in pre-service education is transformed from theory to practice. When the selected ICT resources and applications in the lesson plans developed by the prospective teachers and their reasons for choosing them were examined, it was observed that instructional approaches are shifted towards a student-centered understanding. Thus, the expressions related to the concept of “facilitating and enriching learning" have constituted a significant part of the reasons why the prospective teachers integrate ICT into the learning and teaching process.
Uploads
Papers by Filiz Mumcu