Namık Özsoy

Hitit University, Divinity Faculty (Ilahiyat), Research Scientist

Followers

Following

Co-authors

Public Views

Namik has been a sponsored student of Turkish Ministry of Education at Texas A&M University for five years. He is a PhD faculty member at Hitit University. He has got his PhD in the department of Educational Pyschology at Texas A&M University, College Station TX. He holds a Master’s degree from the same institution. Character education, moral education, school outcomes (school behaviors and achievement), parental monitoring, and involvement are his main research areas. He also addresses the importance of STEM-SOS model to be applied in character education programs.
Address: Hitit Universitesi Ilahiyat Fakultesi

less

Judith L Green

University of California, Santa Barbara

E. Wayne Ross

University of British Columbia

Nathan Emmerich

The Australian National University

Mohammed Farouk

Florida International University

David Seamon

Kansas State University

Nicole Robitaille

Queen's University at Kingston

Martin Brestovanský

Trnavska univerzita

Elena Luciano

Università degli Studi di Parma (Italy)

Carlo Semenza

Università degli Studi di Padova

Daniel Brugman

Utrecht University

InterestsView All (8)

Uploads

Papers by Namık Özsoy

Make it Hapen: A Study of a Novel Teaching Style, STEM Students on the Stage (SOS)TM, for Increasing Students ’ STEM Knowledge and Interest

Science, technology, engineering and mathematics (STEM) education has become increasingly importa... more Science, technology, engineering and mathematics (STEM) education has become increasingly important to enhancing college readiness in mathematics and science, cultivating STEM interest among students, increasing the number of students majoring in STEM fields and preparing those students for the 21st century workforce. The purpose of this study was to investigate a new STEM project-based learning model developed by Harmony Public Schools (HPS).

Teachers’ First-Year Experience with Chromebook Laptops and Their Attitudes Towards Technology Integration

Technology, Knowledge, and Learning, Feb 17, 2016

Because mobile technology has become so obvious in a child's life, use of it for teaching and lea... more Because mobile technology has become so obvious in a child's life, use of it for teaching and learning has become a necessity. This study investigates use of Chromebook laptops in 6-12 grade classrooms in relation to teachers' experience. We employ a mixed method approach. First, we study how teachers' years of teaching and numbers of technological tools they have are related to their comfort of teaching with Chromebook laptops, as well as their attitudes change towards technology after teaching with a Chromebook for a year. Second, to have more specific thoughts about teachers' Chromebook experience, we conducted qualitative analyses to hear teachers' voices. Of the 658 6-12 grade Mathematics and English teachers from 30 schools invited to be part of the study, 553 teachers completed the survey. We utilized Pearson Product correlation for the first question. A paired-sample t test was run to examine whether teachers' attitudes towards technology use changed after teaching with Chromebooks for a year. For the qualitative part, we used a Phenomenological approach to analyze what teachers felt about their experience with Chromebooks. We found that teachers' comfort of teaching is not significantly correlated with their years of experience. As expected, there was a statistically significant relationship between the number of technological tools they had and their comfort of teaching with technology. Teachers' attitudes significantly decreased after teaching with Chromebooks for a year. Teachers complained about excessive blocking and lack of tech support, along with some suggestions including filtering and proper training, both for teachers and students that is for a smoother transition from traditional teaching to Chromebook-integrated

Namık Özsoy

Uploads

Papers by Namık Özsoy

Log In