Computer and Instruction Technology Education

Video-based learning has been extensively incorporated to enhance instruction. The advanced communication technology has greatly increased the possibilities and relative value of delivering instructional video content in onlineeducation applications. Simple watching instructional video often results in poor learning outcomes. Therefore, current video-based learning resources are used in combination with other teaching methods. Concept mapping, one of teaching methods, can provide another form of this type of interactivity and may enhance the active learning capacity. The new learning tool, which consisted of video viewer, supporting text, and interactive concept map, was developed to investigate the effect of time spent interacting with the learning tool by creating concept maps relate to student achievement. The study results showed that there was no relationship found between student achievement and time spent interacting with the learning tool.

Bu çalışmada orta öğretimdeki öğrencilerin akıllı tahta hakkındaki görüşlerinin
incelenmesi amaçlanmıştır. Bu araştırmada nitel modellerinden olgubilim deseni
kullanılmıştır. Araştırmanın çalışma grubu Gaziantep’te orta öğretimde öğrenim
gören 15 öğrencidir. Veri toplama aracıları araştırmacı tarafından geliştirilen yarı
yapılandırılmış görüşme formu, iki sınıfın ders gözlemleri ve öğrencilerin akıllı
tahta hakkında çizdikleri resimler kullanılmıştır. Veriler içerik analizi yöntemiyle
analiz edilmiştir. Sonuçta öğrencilerin akıllı tahtayı ilk gördüklerinde olumlu
düşüncelere sahip oldukları, derslerinde akıllı tahtanın kullanılmasını istedikleri,
matematik fizik gibi sayısal derslerde akıllı tahtanın daha çok kullanılmasını
istedikleri bulunmuştur. Akıllı tahtanın yavaş çalıştığı, dokunmatiğinin çok hassas
olduğu, elektrik gittiğinde akıllı tahtanın çalıştırılması için alternatif olmadığı gibi
teknik sorunlar öğrenciler tarafından belirtilmiştir. Akıllı tahtanın derse görsellik
katma, anlamayı artırma, video ve müzik dinleme, daha çok soru çözme gibi
katkıları olduğu bulunmuştur. Akıllı tahtanın yaygınlaşmasının hızlanması, sayısal
derslerde akıllı tahtanın daha çok kullanılması, okullara jeneratör konulması ve
bundan sonra üretilecek akıllı tahtalara ait teknik özellikler hakkında önerilerde
bulunulmuştur.

Social Networking Sites (SNS) have become popular among students and faculties, especially for all
young population. SNSs are a relatively new technology, and little research has been conducted on the
beliefs of the teacher candidates about using Social Network as an instructional tool. The study was
conducted to find out for what purposes prospective teachers usually use SNSs in their daily lives,
which learning methods can be used with SNSs and what positive and negative aspects of using social
network in higher education are. 72 prospective teachers (14 males and 58 females) participated in the
study. The focus group as a form of qualitative research method was performed to collect data, which
were examined using content analysis method. Findings indicate that social network sites have some
positive aspects and some negative aspects in terms of education. However, these negative effects of
social network sites in terms of education can be eliminated or lightened using the cooperative learning
approach.

The learning management systems (LMSs) are being increasingly used in distance education. However LMSs do not maintain any elements to guide educators to design and develop instruction. The purpose of this study is to design, develop and evaluate a LMS that guide facilitators when designing instructional modules for their online courses based on the Gagne's nine events. Using the revised development process model called “Waterfall Model”, the LMS was developed and evaluated. The users of the system found the developed LMS useful. Other instructional models can be integrated to LMS in following studies.

Candidate teachers have several beliefs related to their knowledge, learning and teaching. The purpose of this study is to analyze the beliefs of candidate teachers about knowledge, learning and teaching. Candidate teachers were assigned a scale and from the answers “belief points” were obtained based on their attitudes about these three dependent variables. It is investigated whether or not there is a significant difference in candidate teachers’ belief points about knowledge, learning and teaching. In addition, this research aims to show to what extent they have these beliefs and predictive among these belief  dimensions regardless of variable identification. The relational descriptive method is used in this study. The study was  conducted on the 297 primary school candidate teachers selected as subjects of the research in the last year of their education. It is found out that the belief of teaching needs to be constructivist and learning depends on process and efforts are indirectly predicted by the belief on the relativity of knowledge. Similarly, traditional beliefs on teaching are directly and indirectly predicted by the belief that learning depends on effort and ability and the belief in objective and ultimate knowledge. Consequently, it is determined that individuals’ beliefs on knowledge, learning and teaching are highly interdependent.

This study examines the roles that teachers’ give to technology in mathematics lesson by teachers. Data were acquired within the scope of a professional development project supported by Scientific and Technological Research Council of Turkey (TUBITAK). Technology integration education given within the scope of the project lasted for a month, four hours a week. In the educational program, teachers were informed about what should be taken into consideration when integrating technology into their lessons. This study used case studies and qualitative research methods. The participants consisted of 10 teachers. The participants were randomly chosen among the teachers who received the educational training given within the scope of the project and who were available for technology use in their classes. The videos were analyzed within the context of roles given to technology. According to the findings obtained from video analyses, before the educational program, teachers did not use technology in their lessons even though their classroom environment was convenient for technology usage or used replacement, which is the lowest level among technology usage roles. After the program, teachers were observed to realize technology integration beginning generally from the lowest level. In addition, after the program, as well as replacement, two teachers used technology in the transformation role and five teachers used technology in the amplification role.

Dijital eşitsizlik sorunu; toplumun farklı kesimlerinin bilgi ve iletişim teknolojilerine erişim oranlarındaki fark olarak tanımlanmaktadır. Bu sorun, bilgi toplumuna ve e-devlet hizmetlerine geçiş sürecindeki en büyük engellerden biridir. Bu çalışmada, dijital eşitsizlik sorunu, bu sorunun azaltılmasının önemi ve e-devlete geçiş sürecine etkisi betimlenmekte, Türkiye’de ki dijital eşitsizlik sorunu ve Global dijital eşitsizlik konusunda uluslararası alanda yapılan çalışmalar üzerinde durulmaktadır.

Candidate teachers have several beliefs related to their knowledge, learning and teaching. The purpose of this study is to analyze the beliefs of candidate teachers about knowledge, learning and teaching. Candidate teachers were assigned a scale and from the answers "belief points" were obtained based on their attitudes about these three dependent variables. It is investigated whether or not there is a significant difference in candidate teachers' belief points about knowledge, learning and teaching. In addition, this research aims to show to what extent they have these beliefs and predictive among these belief dimensions regardless of variable identification. The relational descriptive method is used in this study. The study was conducted on the 297 primary school candidate teachers selected as subjects of the research in the last year of their education. It is found out that the belief of teaching needs to be constructivist and learning depends on process and efforts are indirectly predicted by the belief on the relativity of knowledge. Similarly, traditional beliefs on teaching are directly and indirectly predicted by the belief that learning depends on effort and ability and the belief in objective and ultimate knowledge. Consequently, it is determined that individuals' beliefs on knowledge, learning and teaching are highly interdependent.

Individuals act different in virtual environment than real life. The primary purpose of this study is to investigate the prospective teachers' likelihood of performing unethical behaviors in the real and virtual environments. Prospective teachers are surveyed online and their perceptions have been collected for various scenarios. Findings revealed that prospective teachers are more likely to perform unethical behaviors in virtual environment than real life. Results also revealed that men and more internet users regardless of their gender are more likely to perform unethical behaviors in virtual environment than women and less internet users. Future research should investigate the driving forces to perform unethical behaviors in virtual environment.

The popularity of the computer games are increasing every day. Spending time in front of the computers with almost no physical activity causes many health related problems. Recent technologies such as Kinect sensors may have the potential to reduce the physical side effects of the computer games. Nevertheless, the physical and emotional effects of playing computer games with the Kinect on users are still not clear. The effects of playing computer games with and without Kinect were compared in the study with 21 prospective teachers studying at the Education Faculty located in Zonguldak, Turkey in 2014. The mixed method research design was used to explore the research questions. The game playing motivation scale, self-reported muscular activity figure and structured interview questions were used to collect data. Besides t-test, descriptive analyses of the qualitative and quantitative data were conducted for analysis. Findings revealed that using the games with Kinect sensors improved users' motivation and muscular activity. Also the Kinect has changed game players' opinions on games. Further research should investigate the correlation between the motivation and emotional effects of the Kinect use on computer game players.