15 research outputs found

    Ict teachers’ visual programming teaching experiences

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    Since computational thinking is being discussed as a necessary skill for 21st century, many countries decided to integrate visual programming into the elementary school curricula. This study aims to investigate “teaching to code at elementary school level” through the opinions of teachers who have chosen to teach coding as a part of ICT and Software course. The research used a mixed methodology approach, and data were collected through interviews with ICT teachers and followed by a survey. Findings revealed that teachers use various strategies for introducing the coding concept, teach the lesson through examples from daily life, game development, and group studies. Based on interview data, the individual differences of students in terms of overall academic achievement status and interest in coding seemed to be important for coding lessons. Furthermore, findings indicate that learning to code may contribute to students’ development on problem solving, logical thinking, and algorithm design skills, creativity and productivity. © 2017, Ankara University. All rights reserved

    Bilişim Teknolojileri Öğretmenlerinin Görsel Programlama Öğretimi Deneyimleri

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    Hesaplamalı düşünmenin (computational thinking) her öğrencinin kazanması gereken bir “21 yüzyıl becerisi” olduğu düşüncesi bir çok ülkenin ilköğretim düzeyindeki öğretim programlarına görsel kodlama derslerinin dahil olmasını sağlamıştır. Bu araştırma da, halihazırda bilişim teknolojileri dersinde görsel programlama öğretimi yapan öğretmenlerin gözünden  ilköğretimde görsel programlama öğretiminin incelenmesini amaçlamaktadır. Araştırma karma yöntem araştırma yaklaşımıyla yürütülmüş; öğretmenlerle yüz yüze görüşmeler sonrasında bir anket geliştirilerek uygulanmıştır. Bulgular, öğretmenlerin, programlamaya giriş amacıyla birbirlerinden farklı yöntemler kullandıklarını, gerçek hayattan örnekler, oyun tasarımı ve grup çalışmalarıyla ders işlediklerini, öğrencilerin genel akademik başarı durumları ve programlamaya ilgi düzeyleri arasındaki farklılıkların önemli olduğunu ortaya çıkarmıştır. Ayrıca programlamanın, öğrencilerin problem çözme, mantık yürütme ve algoritma oluşturma gibi farklı alanlardaki becerilerinin, yaratıcılık ve üreticiliklerinin gelişmesine katkı sağlayabileceği sonucuna varılmıştır

    Yeni Piagetçi Kurama Göre Bilişim Teknolojileri Öğretmen Adaylarının Soyutlama Düzeylerinin ve Programlama Davranışlarının Belirlenmesi

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    Bu araştırmanın amacı bilişim teknolojileri öğretmen adaylarının yeni Piagetçi kurama göre soyutlama becerilerinin belirlenmesidir. Soyutlama düzeylerine göre katılımcıların programlama davranışlarının belirlenmesi bu araştırmanın bir diğer amacıdır. Araştırma nitel araştırma olarak desenlenmiştir. Araştırmanın katılımcıları Eğitim Fakültesi Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümünde İnternet Tabanlı Programlama dersini alan ve araştırmaya katılmayı kabul eden 15 bilişim teknolojileri öğretmen adayından oluşmuştur. Öğretmen adaylarına iki tane kod okuma bir tane kod yazma sorusundan oluşan toplam üç soru yöneltilmiş, sesli düşünerek soruları yanıtlamaları istenmiştir. Kod okuma soruları kağıt üzerinde, kod yazma sorusu ise bilgisayar ortamında yanıtlanmıştır. Temel veri kaynağı olarak öğrencilerin sesli düşünme kayıtları, yardımcı veri kaynakları olarak da öğrencilerin kod yazma süreçlerine ilişkin video kayıtları ve kod okuma sorularına verdikleri yazılı yanıtlar kullanılmıştır. Araştırmaya katılan öğrencilerden ikisinin yeni Piagetçi kurama göre duyusal-motor düzeyde, altısının işlem öncesi, beşinin ise somut işlemler döneminde olduğu görülmüştür

    Visualizing the evolution of mobile learning research

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    The aim of this research is to investigate the scope and change of mlearning literature taking stand fromthe author co-citation patterns revealed in the publications between the years 2002 and 2015 in mlearningfield. This study uses the author co-citation analysis, a kind of bibliometrics, and PFNET analysis toobtain the intellectual structure of mlearning field. In this study, it was found that the mlearning researchfocus on design and effectiveness of mlearning environments, developing a pedagogic framework formlearning, adoption and proliferation of mlearning assisted language learning, collaborative mlearningand augmented reality. Assessing the results of factor analysis together with the PFNET graphics,it can be said that these subfields are the fundamental orientations of the field and the main themes ofthe field will be these subjects in following periods as well. © 2016 by IGI Global. All rights reserved

    Öğretmen Adaylarının Alan Deneyimleri Sürecinin Etkililiğinin Artırılmasında Çevrimiçi Öğrenme Ortamının Rolü

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    Bu çalışmanın amacı, geliştirilen çevrimiçi öğrenme ortamının öğretmen adaylarının alan deneyimi sürecinde akran ve sürecin diğer paydaşlarıyla etkileşiminin artırılması ve derinleştirilmesine katkı sağlayıp sağlamadığının belirlenmesidir. Araştırmada ayrıca çevrimiçi öğrenme ortamıyla desteklenen alan deneyimlerinin öğretmen adaylarının yansıtıcı düşünme düzeyini artırıp artırmadığının belirlenmesi amaçlanmaktadır. Karışık desenli durum yönteminin kullanıldığı araştırmanın katılımcılarını Pamukkale Üniversitesi Eğitim Fakültesi Sınıf Öğretmenliği Bölümünde Öğretmenlik Uygulaması dersini alan 17 kız 14 erkek toplam 31 lisans öğrencisi oluşturmuştur. Araştırma sonucunda, çevrimiçi öğrenme ortamının öğretmen adayları tarafından yansıtıcı düşünmeyi desteklemek için bir araç olmasının ötesinde süreçte yaşanan sorunlarla ilgili destek almak, bilgi toplamak ve farklı görüşlerden haberdar olmaya olanak sağlayan bir iletişim ortamı olarak algılandığı görülmüştür. Öğretmen adayları, mesaj başlatıcıları mesajların tartışmacılık düzeyini artıran ancak daha fazla zaman ve çaba harcanmasına neden olan yapılandırma araçları olarak algılanmışlardır. Araştırmada elde edilen bir diğer bulgu, çevrimiçi öğrenme ortamı ile desteklenen alan deneyimi sürecinde öğretmen adaylarının çevrimiçi tartışmalarındaki yansıtıcılık düzeylerinin istatistiksel olarak anlamlı artış gösterdiğidir

    The Relationship Between Undergraduates’ View on Internet Censorship, And Their Media Literacy Level

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    Media literacy is shown as an alternative to censorship. It is claimed that while censorship curtails young people’s intellectual development, media literacy helps them to grow up as adults who can think critically. The aim of this study is to determine young adults’ (students in higher education) opinions about censorship and examine the relationship between students’ opinions on censorship and their media literacy level. Participants of this study were undergraduate students of an education faculty of middle sized, rural Turkish university. Research results showed that censorship is less supported among the students who spend more time on the internet and who have high media literacy levels. However, students' support for censorship, assuming that other users may be affected negatively, shows that in this kind of studies, it would be more effective to design researches by considering third person effect

    PRESERVICE TEACHERS METAPHORS ABOUT ICT USE IN TEACHING

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    Telling preservice teachers what to do and how to teach in classroom and expecting them to apply these theoretical knowledge to their teaching practice is not a reasonable expectation. Preservice teachers' knowledge of practice are not cultivated directly from the theoretical knowledge which they learned in teacher education institutions but from their personal experiences. When students enter teacher education faculties they came with beliefs and knowledge about teaching/learning which had been established in their classroom experiences and observations. These beliefs, shapes preservice teachers' understanding of "good teaching", are generally entrenched or subconscious, withdraw from examination and hard to change. In order to be able to change these beliefs first teachers educators need to learn about them. Beliefs could be unfolded in a thorough and complex process of inference and interpretation which points to qualitative research. In recent years metaphors has been used as a way of data collection and gaining insights into teachers' thinking. In this context, this study aimed to elicit preservice teachers, 'first and fourth grade teaching education students' metaphors in order to disclose their beliefs regarding place of technology in teaching/learning. In addition, in order to understand whether there was any difference in students perceptions about place of technology in education, first and fourth grade preservice teachers' metaphors will be compared. It is thought that findings of this study, could reveal preservice teachers' beliefs about technology use in education and could extend existing literature

    Methods for analyzing computer-mediated communication in educational sciences

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    Computer-Mediated Communication (CMC) is the process by which individuals can exchange information, communicate with each other in multiple ways, and socially construct knowledge by means of networked information and communication technologies (Gunawerdana et al., 1997). CMC tools record transcripts of messages and interactions and provide researchers with a "ready-made" source of data. Today, researchers are seeking for alternative theories, methods, and software tools in order to better investigate CMC and its effect on different learning outcomes (Garrison, 2000). In order to understand the learning process in CMC, content analysis, and sequential analysis (interaction analysis), Jeong (2005) offers a methodological framework to explore the discussion process, product, and quality. Therefore, in this chapter, the authors aim to provide guidance for scholars and practitioners by referring to the basics of the two complementary methods (content analysis and sequential analysis), pitfalls, challenges, as well as strategies and implications of the methods. © 2013, IGI Global

    Models and approaches for instructors' usage levels of c/lms

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    The line between face-to-face teaching and distance teaching is blurring day by day. Instructors using some technologies like internet, mail services, Web 2.0 products like blogs and wikis. Also CMS (Course Management System) and LMS (Learning Lanagement System) is a popular form of distributing content, and they have useful tools for interaction, reporting, evaluation etc. Since there are some ambiguities on definitions for LMS and CMS, generally they refer to the same meaning. So this study presents some definitions for CMS and LMS with the differences of them. But main goal of this study is to present some models and approaches for the instructors' usage levels of C/LMS, according to literature, rather than definitions. Because having a C/LMS is becoming a starting point to e-learning or distance learning for many universities. As they are most widely used tools by universities, they must be assessed if they are used effectively and adopted by instructors. This study includes models and approaches for instructors' usage levels of C/LMS. Firstly Zemsky and Massy's [1] adoption cycles of e-learning, secondly Malikovski et al [2] feature usage model, and the lastly Jonassy's Model for Evaluating C/LMS Faculty Usage in Higher Education Institutions [3] are examined by order

    THE EFFECTS OF REFLECTION POINTS IN VIDEO-CASES AND TEACHER PARTICIPATION IN ONLINE DISCUSSION GROUPS ON REFLECTIVE THINKING

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    The aim of this study was to find out the effects of reflection points in the video-cases and teacher participation in the online discussion groups on student teachers' reflective thinking skills. The research was carried out in 2x2 factorial design. The independent variables of the study were adding reflection points to the video-cases and teacher participation in the online discussion groups. The dependent variable was the student teachers' reflective thinking. Participants were 74 student ICT teachers from two large universities' departments of Computer and Instructional Technologies Education. Study results revealed that adding reflection points to the video-cases significantly increased the student teachers' reflective thinking. However, teacher participation in the online discussion groups did not affect the student teachers' reflective thinking
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