Cenk Akbiyik

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Bilgisayar Öğretmenlerinin Bakiş Açisiyla Yönetici ve Öğretmen Beklentileri

Bilgi ve iletisim teknolojilerinin egitim ogretim ortamlarinda etkili kullanimini saglamak bilgis... more Bilgi ve iletisim teknolojilerinin egitim ogretim ortamlarinda etkili kullanimini saglamak bilgisayar ogretmenlerinin gorevleri arasindadir. Bu calismada ilkogretim okullarinda calisan bilgisayar ogretmenlerinin calisma ortamlarinda karsilastiklari degisik durumlar belirlenmeye calisilmistir. Bu baglamda bilgisayar ogretmenlerinin karsilastigi yonetici ve ogretmen beklentileri incelenmistir. Calisma grubu Turkiye’nin degislik illerinde gorev yapan 121 bilgisayar ogretmeninden olusmaktadir. Arastirmada, veri toplama araci olarak bir anket kullanilmistir. Veriler ortalama, yuzde ve frekans kullanilarak cozumlenmistir. Arastirma sonuclarina gore okul yoneticilerinin ve ogretmenlerin bilgisayar ogretmenlerinden beklentileri egitim ogretim disi etkinliklerde yogunlasmaktadir.

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About Computer Use in Learning / Teaching Process

In today’s world technology has been part of everyday life. Education is the field where technolo... more In today’s world technology has been part of everyday life. Education is the field where technological applications are most applicable. Research claims that training offered to teachers in the use of computers positively change their teaching behaviors and their use of computers. The purpose of this study is to explore the self-reported perceptions of a selected group of teachers and teacher candidates on the use of computers in learning/teaching process through the survey method. The study group consists of 51 teachers, and 56 teacher candidates. In analyzing data percentages, frequencies, and means were used. Findings indicate that while teachers prefer to take in-service training courses to learn about computers, teacher candidates learn about computers through trail-error and through getting help from friends. Findings also show that teacher candidates use IT more frequently than teachers.

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Parents' Perception over Use of ICT in Education

Technics Technologies Education Management

The purpose of this study is to investigate parents' perceptions over use of ICT in education... more The purpose of this study is to investigate parents' perceptions over use of ICT in education and use of ICT by their children. As part of the case study, 93 parents from a private high school were accessed. A questionnaire consisting of 57 rating type and open-ended questions was the data source for this research. The results showed that parents had neutral attitudes towards use of ICT in education but they were against to unrestricted use of ICT by their children. Because they had deep concerns and worries regarding the internet, time spent it. front of a computer, and computer games, they were more in favor of having their children's use of ICT under certain rules and conditions. In addition, it was found that the parents had doubts and concerns regarding ICT integration and delivery of instruction through ICT.

İlköğretim Öğretmenlerinin Bilgisayara Yönelik Öz-Yeterlik Algıları Üzerine Bir Çalışma

Bu çalışmada Elmadağ ilçesi ilköğretim öğretmenlerinin bilgisayar öz-yeterlik algıları incelenmiş... more Bu çalışmada Elmadağ ilçesi ilköğretim öğretmenlerinin bilgisayar öz-yeterlik algıları incelenmiş ve bilgisayar öz-yeterlik algılarının branş, mesleki kıdem, bilgisayar kullanımı ve kullanılan programlar gibi değişkenlere göre farklılık gösterip göstermediği araştırılmıştır. Çalışma grubu 4 ilköğretim okulunda görev yapan 51 öğretmenden oluşmaktadır. Araştırmada, veri toplama aracı olarak araştırmacılar tarafından geliştirilen bir anket ve Aşkar ile Umay (2001) tarafından geliştirilen "Bilgisayar Öz-yeterlik Algısı" ölçeği kullanılmıştır. Çalışmada, öğretmenlerin öz-yeterlik algılarının orta düzeyde olduğu anlaşılmıştır. Bulgulara göre öz-yeterlik algısı düşük olan öğretmenler bilgisayar kullanmayı büyük bir çoğunlukla okullarında sunulan bir kurs aracılığıyla öğrenirken öz-yeterlik algısı yüksek olan öğretmenler bilgisayar kullanmayı çoğunlukla deneme-yanılma yoluyla öğrenmişlerdir. Bu sonuçlara bakılarak bilgisayarın etkili bir şekilde kullanımını sağlamak amacıyla öğretmenler için uygun ortamların yaratılması gerektiği söylenebilir.

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ELEŞTİREL DÜŞÜNME EĞİLİMLERİ ve AKADEMİK BAŞARI

Bu araştırmanın amacı yüksek eleştirel düşünme 'eğilimlerine sahip öğrencilerle düşük eleştirel d... more Bu araştırmanın amacı yüksek eleştirel düşünme 'eğilimlerine sahip öğrencilerle düşük eleştirel düşünme eğilimlerine sahip öğrenciler arasındaki akademik haşarı farkını incelemektir. Bu amaçla, (1) yüksek eleştirel düşünme eğilimlerine sahip grup ile düşük eleştirel düşünme eğilimlerine sahip grup arasındaki genel akademik başarı farkı, (2) yüksek eleştirel düşünme eğilimlerine sahip grupla düşük eleştirel düşünme eğilimlerine sahip grup arasındaki Matematik dersi akademik başarı farkı, (3) yüksek eleştirel düşünme eğilimlerine sahip grupla düşük eleştirel düşünme eğilimlerine sahip grup arasındaki fen grubu (Fizik, Kimya ve Biyoloji) dersleri akademik başarı farkları, (4) yüksek eleştirel düşünme eğilimlerine sahip grupla düşük eleştirel düşünme eğilimlerine sahip grup arasındaki dil grubu (Türk Dili ve Edebiyatı ve İngilizce) dersleri akademik başarı farkları ve (5) yüksek eleştirel düşünme eğilimlerine sahip grupla düşük eleştirel düşünme eğilimlerine sahip grup arasındaki sosyal grubu (Tarih ve Coğrafya) dersleri akademik başarı farkları incelenmiştir. Araştırma, seçkisiz yöntemle belirlenen 71 dokuzuncu sınıf öğrencisi üzerinde yürütülmüştür. Veriler, Akbıyık (2002) tarafından geliştirilen "Eleştirel Düşünme Eğilimleri Ölçeği" ile toplanmıştır. Ölçeğin iç tutarlılık anlamındaki güvenirliği, Cronbach Alfa katsayısı ile 0.87'dir. Öğrenciler, Eleştirel Düşünme Eğilimleri Ölçeği puanlarına göre alt ve üst gruplara ayrılmışlardır. Akademik başarının belirlenmesi için 1. Dönem karne notları kullanılmış, akademik başarı farklarının anlamlı olup olmadığı ilişkisiz örneklemler için t testi kullanılarak belirlenmiştir. Araştırmanın sonunda yüksek eleştirel düşünme eğilimlerine sahip grupla düşük eleştirel düşünme eğilimlerine sahip grup arasında, genel akademik başarı, Matematik dersi akademik başarısı, fen grubu dersleri (Fizik, Kimya ve Biyoloji) akademik başarıları ve sosyal grubu dersleri (Tarih ve Coğrafya) akademik başarıları yönünden birinci grup lehine istatistiksel olarak anlamlı farklar bulunmuştur. Dil grubu derslerinden Türk Dili ve Edebiyatı dersi akademik başarısı yönünden birinci grup lehine istatistiksel olarak anlamlı bir farkın bulunmasına karşın gruplar arasındaki İngilizce dersi akademik başarısı farkı istatistiksel olarak anlamlı değildir. Anahtar sözcükler: Düşünme becerileri, eleştirel düşünme, eleştirel düşünme eğilimleri ABSTRACT The purpose of this research was to study the difference between academic achievements of students who have high critical thinking dispositions and of students who have low critical thinking dispositions. To do that; (1) the difference between general academic achievements of students who have high critical thinking dispositions and of students who have low critical thinking dispositions, (2) the difference between Mathematics lesson academic achievements of students who have high critical thinking dispositions and of students who have low critical thinking dispositions (3) the difference between science group (Physics, Chemistry, and Biology) lessons academic achievements of students who have high critical thinking dispositions and of students who have low critical thinking dispositions, (4) the difference between language group (between Turkish Literature and English) lessons' academic achievements of students who have high critical thinking dispositions and of students who have low critical thinking dispositions, and (5) the difference between social group (History and Geography) lessons academic achievements of students who have high critical thinking dispositions and of students who have low critical thinking dispositions were examined. Research was conducted with 71 ninth grade students who were selected randomly. Data was collected through "Critical Thinking Dispositions Inventory" which was developed by Akbıyık (2002). Reliability of the inventory was obtained by Cronbach Alpha coefficient as 0.87. Fall Semester GPAs of the students were used to determine academic achievement. Students were grouped by their Critical Thinking Dispositions Inventory scores. Students who have high critical thinking dispositions were included in first group and students who have low critical thinking dispositions were included in second group. t-Testsfor independent samples were used to assess differences of academic achievements between two groups. A significant difference was found between two groups in favor of the first group in terms of general achievement, Mathematics, science group (Physics, Chemistry, and Biology), and social group (History and Geography) lessons academic achievements. A significant difference was also found between two groups in favor of first group in terms of Turkish Literature lesson's academic achievements. On the other hand, the difference of two groups' English lesson academic achievement scores was not found to be statistically meaningful.

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Seferoğlu, S. S., & Akbıyık, C. (2009). Principals' and teachers’ expectations: computer teachers’ perspective [in Turkish]. Journal of Uludag University Faculty of Education, 22(2), 497-514

Akbıyık, C., & Seferoğlu, S. S. (2009). Computer teachers’ perceptions of students’ expectations and discipline problems observed in classes [in Turkish]. Cukurova University Journal of Faculty of Education, 3(36), 39-52

A study of students’ use of written language in online chatting

Akbıyık, C., & Seferoğlu, S. S. (2012). Instructing ICT lessons in primary schools: Teachers’ opinions and applications [in Turkish]. Educational Sciences: Theory & Practice, 12(1), 405-424

Educational Sciences: Theory and Practice

İlköğretim Bilişim Teknolojileri Dersinin İşlenişi: Öğretmen Görüş ve Uygulamaları Son yıllarda t... more İlköğretim Bilişim Teknolojileri Dersinin İşlenişi: Öğretmen Görüş ve Uygulamaları Son yıllarda toplumsal yaşamın her alanını etkileyen bir konumda olan bilgi ve iletişim teknolojilerinin etkili bir şekilde kullanılabilmesi için bu konuyla ilgili temel bilgi ve becerilere sahip olmak bir zorunluluk halini almıştır. Genç kuşağın bu teknolojileri etkili ve bilinçli bir şekilde kullanabilmesinin sağlanması amacıyla okullarda Bilişim Teknolojileri dersi sunulmaktadır. Ancak bu dersin nasıl işlendiği ve yeterince etkili olup olmadığı konusunda belirsizlikler bulunmaktadır. Bu çalışmanın amacı, ilköğretim bilişim teknolojileri derslerinde öğretmenlerin hangi yöntem ve teknikler uyguladıklarını ve hangi materyalleri kullandıklarını inceleyerek bu dersin işlenişiyle ilgili durumu ortaya çıkarmaktır. Bu amaçla Türkiye'nin değişik bölgelerindeki ilköğretim okullarında çalışan 51 bilişim teknolojileri öğretmeninden görüş alınmıştır. Araştırmacılar tarafından geliştirilen kişisel bilgi form...

Society, 15(3), 298–309. A Comparison of Demonstration and Tutorials in Photo Editing Instruction

Throughout this study, tutorial and demonstration methods in photo editing instruction were compa... more Throughout this study, tutorial and demonstration methods in photo editing instruction were compared. The instruction method was the independent variable of the study while cognitive load, state anxiety level, student performance, student achievement, and task duration were dependent variables. The research was conducted with 62 undergraduate students. The students in the tutorial group fulfilled the tasks following tutorials. Those in the demonstration group were first given a demonstration, and then were asked to perform the tasks. Results indicated that students from the demonstration group showed significantly better task performance and had significantly lower state anxiety levels than did the students in the tutorial group. Both groups were found to be equal in regard to achievement test scores, recall test scores, and task duration. Students tended to feel more anxious during the more difficult tasks. Both cognitive load and state anxiety levels were found to have lengthening...

A Study on Primary School Teachers ’ Perceived Computer Self-Efficacy

ÖZ Bu çalışmada Elmadağ ilçesi ilköğretim öğretmenlerinin bilgisayar öz-yeterlik algıları incelen... more ÖZ Bu çalışmada Elmadağ ilçesi ilköğretim öğretmenlerinin bilgisayar öz-yeterlik algıları incelenmiş ve bilgisayar öz-yeterlik algılarının branş, mesleki kıdem, bilgisayar kullanımı ve kullanılan programlar gibi değişkenlere göre farklılık gösterip göstermediği araştırılmıştır. Çalışma grubu 4 ilköğretim okulunda görev yapan 51 öğretmenden oluşmaktadır. Araştırmada, veri toplama aracı olarak araştırmacılar tarafından geliştirilen bir anket ve Aşkar ile Umay (2001) tarafından geliştirilen “Bilgisayar Öz-yeterlik Algısı ” ölçeği kullanılmıştır. Çalışmada, öğretmenlerin öz-yeterlik algılarının orta düzeyde olduğu anlaşılmıştır. Bulgulara göre öz-yeterlik algısı düşük olan öğretmenler bilgisayar kullanmayı büyük bir çoğunlukla okullarında sunulan bir kurs aracılığıyla öğrenirken öz-yeterlik algısı yüksek olan öğretmenler bilgisayar kullanmayı çoğunlukla deneme-yanılma yoluyla öğrenmişlerdir. Bu sonuçlara bakılarak bilgisayarın etkili bir şekilde kullanımını sağlamak amacıyla öğretmenler...

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A Comparison of Demonstration and Tutorials in Photo Editing Instruction

J. Educ. Technol. Soc., 2012

Okul Öncesi Yönetici ve Öğretmenlerin Düşünme Becerilerinin Öğretimine Yönelik Algilari: Bir Durum Çalişmasi * Perceptions of Pre-School Administrators and Teachers on Thinking Skills Instruction: A Case Study

Pre-school years are the most critical period of development in an individual's life. The cur... more Pre-school years are the most critical period of development in an individual's life. The current study has aimed to seek an answer to the question of "what are pre-school teachers' and administrators' perceptions towards thinking skills instruction?". The study was planned and carried out as a qualitative case study. Seven pre- school teachers and three administrators working in Yozgat city center were selected as the case. The study group was determined by maximum diversity sampling, a purposive sampling technique. Collected data was analyzed using content analysis. According to the findings, though participants think that thinking skills instruction can be given during pre-school years, a systematic thinking skills instruction has not been administered in these institutions. Participants are likely to perceive the term thinking skills instruction as teaching problem solving and creative thinking. They stress the importance of parents and child's environm...

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Okul Öncesi Yönetici ve Öğretmenlerin Düşünme Becerilerinin Öğretimine Yönelik Algıları: Bir Durum Çalışması

Hacettepe Universitesi Egitim Fakultesi Dergisi-hacettepe University Journal of Education, 2014

Pre-school years are the most critical period of development in an individual’s life. The current... more Pre-school years are the most critical period of development in an individual’s life. The current study has aimed to seek an answer to the question of “what are pre-school teachers’ and administrators’ perceptions towards thinking skills instruction?”. The study was planned and carried out as a qualitative case study. Seven preschool teachers and three administrators working in Yozgat city center were selected as the case. The study group was determined by maximum diversity sampling, a purposive sampling technique. Collected data was analyzed using content analysis. According to the findings, though participants think that thinking skills instruction can be given during pre-school years, a systematic thinking skills instruction has not been administered in these institutions. Participants are likely to perceive the term thinking skills instruction as teaching problem solving and creative thinking. They stress the importance of parents and child’s environment on such an education. Pa...

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Curriculum Ideologies: Re-exploring Prospective Teachers’ Perspectives

Curriculum ideologies are personal beliefs about what educational institutions should teach, for ... more Curriculum ideologies are personal beliefs about what educational institutions should teach, for what ends, and for what reasons. This survey type study aims to investigate pre-service teachers’ curriculum ideologies. The participants consist of 242 senior pre-service teachers enrolled in various teacher preparation programs at the college of education in a mid-size university. The obtained data were analyzed using frequencies, percentages, and arithmetic means. In conclusion, data analysis revealed that teacher candidates’ perspectives show weak child centered and strong social characteristics. In general, the social reconstruction ideology is dominant among them. Pre-service teachers see the mission of schools as being the construction of a better society indicating that they perceive society as fragile and problematic.

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Beşinci Sınıf Öğrencilerinin Televizyon Reklamlarına Yönelik Alımlamalarının Eleştirel Düşünme Düzeylerine Göre Karşılaştırılması / A Comparison of Reception of 5th Grade Students on Television Commercials With Respect To Their Critical Thinking Levels

In today’s free market conditions, commercials have become the most important financial source of... more In today’s free market conditions, commercials have become the most important financial source of income for media sector. With television commercials almost a magical discourse was aimed to be created in order to sell certain services and products. We will not be mistaken if we suggest child viewers whose interpretation and analysis skills were not adequately developed, are the most open individuals to media messages. Within the content of this study, fifth grade students' receptions on television commercials were investigated taking into account the differences among their levels of critical thinking. The study was planned and carried out as a qualitative reception analysis. Based on the findings of the study, there are major or minor significant differences among receptions of the students with low and high levels of critical thinking. The students with high levels of critical thinking are more successful in realizing, analysing, and making connections compared with the low c...

Eleştirel düşünme ve öğretimi

Hacettepe Universitesi Egitim Fakultesi Dergisi-hacettepe University Journal of Education, 2006

ÖZET: Bilgi toplumu ögrencilerinin, ögretmenin sundugu uyancıyı edilgen olarak işleyen bireyler o... more ÖZET: Bilgi toplumu ögrencilerinin, ögretmenin sundugu uyancıyı edilgen olarak işleyen bireyler olarak yetiştirilmesi yerine, ögrenme sürecine etkin olarak katılan bireyler olarak yetiştirilmeleri gerekmektedir. Bilgiyi seçme, örgütleme ve kullanma davranışları bakımından eleştirel düşünme becerilerini kazanmış bireylerle bu becerileri yeterince kazanamamış bireyler arasında önemli farklılıklar bulunmaktadır. Alan yazın, eleştirel düşünme becerilerini kazanmış ve bu becerileri kullanan ögrendierin daha etkili biçimde ögrendiklerini onaya koymaktadır. Ögrencilerin eleştirel düşünme becerilerine sahip olmalan ve karşılaştıklan durumlarda eleştirel düşünme becerilerini kullanmalan bu nedenle giderek önem kazanmaktadır. Sahip olunan eleştirel düşünme becerilerinin uygun durumlarda kullanılması ise eleştirel düşünme egilimlerine sahip olunmasıyla olanaklı olmaktadır. Anahtar Sözcükler: düşünmebecerileri,eleştireldüşünme,eleştireldüşünmeetilimleri. ötrenme, ötretim ABSTRACT: Students of information society should be taught to be active panicipant in their own leaming instead of being trained as passive processors of stimuli presented by the teacher. Those who developed critical thinking skills significantly differ from those who didn't in terms of selecting, organizing, and using information. Literature indicates that those who have developed and used critical thinking skills leam more effectively. Therefore, it is imponant that students develop critical thinking skills and use those skills in various situations. Being able to use critical thinking skills in appropriate situations is possible only when people have critical thinking disposition.

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¿Puede la informática afectiva llevar a un uso más efectivo de las Tecnologías de la Información y de la Comunicación (TIC) en la Educación? Can affective computing lead to more effective use of ICT in Education?

Impact of technology on learning has not been answered clearly many years after the introduction ... more Impact of technology on learning has not been answered clearly many years after the introduction of ICT into classrooms. Today there are optimist and pessimist views regarding the use of ICT in education. Academic research has a position between these two opposing views. Although promising results on benefits of ICT use in education, ICT is not used in teaching in such extend as it could be appropriate according the potentials in the literature. The expected impact of ICT has not been realized mainly because massive investments in equipment and training have not been accompanied by the necessary radical organizational restructuring. The integration of ICT is a complex and multidimensional process including many dynamics such as ICT tools, teachers, students, school administration, educational programs and school culture. Another difficulty in front of this integration is the lack of interactivity and emotionality of currently used ICT. While using these devices students of today wan...

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Instructing ICT Lessons in Primary Schools: Teachers' Opinions and Applications

Kuram Ve Uygulamada Egitim Bilimleri, 2012

Regarding the use of information and communication technologies, acquiring basic knowledge and sk... more Regarding the use of information and communication technologies, acquiring basic knowledge and skills has become a necessity. Schools offer ICT lessons to young generations in order to enable them to use of ICTs effectively. But there are uncertainties about this relatively new lesson concerning effectiveness of the lesson and about how instruction of this lesson has been made. The aim of this study was to investigate how ICT lessons in primary schools are taught. In order to reach this goal, opinions of 51 computer teachers were collected through a survey questionnaire and analyzed by using both qualitative and quantitative techniques. According to the results the most frequently used methods by computer teachers were demonstration and practice, Q A Erdogan et al., 2010). This situation is valid also for Turkey. Between the years 1989 and 2009, articles on ICT instruction were just 5.2% of all the articles, published in SSCI journals, on educational technology (Sert, 2010). Through...

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Different Multimedia Presentation Types and Students' Interpretation Achievement

World Academy of Science, Engineering and Technology, International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, 2010

The main purpose of the study was to determine whether students’ interpretation achievement diffe... more The main purpose of the study was to determine whether students’ interpretation achievement differed with the use of various multimedia presentation types. Four groups of students, text only (T), audio only (A), text and audio (TA), text and image (TI), were arranged and they were presented the same story via different types of multimedia presentations. Inference achievement was measured by a critical thinking inference test. Higher mean scores for the TA group compared to the other three groups were found. Also when compared pairwise, interpretation achievement of the TA group differed significantly from scores of the T and TI groups. These differences were interpreted with the increased cognitive load. Increased cognitive load for the TA group may have invited students to put more effort into comprehending the text, thus resulting in better test scores. Findings of the study can be seen as a sign of the importance of learning situations and learning outcomes in multimedia-supporte...

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