You are here

Eğitim bilimleri bölümü öğretim elemanlarının bilişim teknolojisi kullanım becerilerinin geliştirilmesi

Developing information technology skills of academic staff at the department of educational sciences

Journal Name:

Publication Year:

DOI: 
10.15285/ebd.34757
Abstract (2. Language): 
Purpose of this study is to investigate the efficacy of the in-service training course which promotes the instructional use of the tablet PCs. Since the teaching team of educational science department delivering teaching certificate classes, it is very important lecturers to have technology related knowledge, skills and to practice by exhibiting a model. The tablet PC training program was offered as a part of the infrastructure project, initiated by BAPKO. Participants of the study include the academic staff in the Department of Educational Sciences, Marmara University. Open ended questionnaire developed by researchers is used to collect research data. The findings of the study show that the in-service training caters to the needs which pertain to implementation. On the other hand, the findings of the study indicate that the in-service training program is limited in satisfying the needs of the academic staff.
Abstract (Original Language): 
Bu çalışma, öğretim elemanlarının bilişim teknolojisi kullanım becerilerinin geliştirilmesine yönelik Marmara Üniversitesi BAPKO birimine sunulan altyapı projesi kapsamında öğretim elemanlarına verilen eğitim teknolojilerinin kullanımına yönelik eğitimin verimliliğini incelemeyi amaçlamaktadır. Öğretmenlik formasyon derslerini yürüttükleri için Eğitim Bilimleri Bölümü öğretim elemanlarının bilişim teknolojisi kullanma becerileri kazanmaları ve uygulamaları geleceğin öğretmenlerine model olmaları bakımından çok önemlidir. Tarama modelinde gerçekleştirilen araştırmanın çalışma grubunu Marmara Üniversitesi Eğitim Bilimleri Bölümünde görev yapmakta olan öğretim elemanları oluşturmaktadır. Araştırmanın verileri araştırmacılar tarafından geliştirilen ve 7 açık uçlu sorudan oluşan anket aracılığıyla toplanmıştır. Tarama modeline göre tasarlanmış olan bu araştırmada betimsel analiz yöntemi kullanılmıştır. Sonuçlar ise frekans ve yüzdelerle sunulmuştur. Mevcut çalışmada öğretim elemanlarının tablet yardımıyla akıllı tahta kullanımına yönelik aldıkları eğitimin en çok uygulamaya yönelik ihtiyaçlarına cevap verdiği görülürken öğretim elemanlarının sorunlarını gidermeye yönelik olan ihtiyaçlarına verilen cevap minimum düzeyde kalmıştır.
207
222

REFERENCES

References: 

Caffarella, R. S. & Zinn, L. F. (1999). Professional development for faculty: A conceptual framework of
barriers and supports. Innovative Higher Education, 23(4), 241-254.
Camblin, L. D. & Steger, J. A. (2000). Rethinking faculty development. Higher Education, 39(1), 1-18.
Cranton, P. (1994). Self-directed and transformative instructional development. The Journal of Higher
Education, 726-744.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use and user acceptance of information
technology. MIS Quarterly, 319-340.
Drouin, M., Vartanian, L. R. & Birk, S. (2014). A community of practice model for ıntroducing mobile
tablets to university faculty. Innovative Higher Education, 39(3), 231-245.
Enriquez, A. G. (2010). Enhancing student performance using tablet computers. College Teaching, 58, 77-84.
Glenn, A. D. (1997). Technology and the continuing education of classroom teachers. Peabody Journal of
Education, 72(1), 122-128.
Groves, M. M. & Zemel, P. C. (2000). Instructional technology adoption in higher education: An action
research case study. International Journal of Instructional Media, 27(1), 54-61.
Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of
mechanics test data for introductory physics courses. American journal of Physics, 66(1), 64-74.
Hixon, E. & Buckenmeyer, J. (2009). Revisiting technology integration in schools: Implications for
professional development. Computers in the Schools, 26(2), 130-146.
Hogue, R. J. (2013). Considerations for a professional development program to support iPads in higher
education teaching. Ubiquitous Learning: An International Journal, 5(1), 25-35.
Keengwe, J., Kidd, T. & Kyei-Blankson, L. (2009). Faculty and technology: Implications for faculty training
and technology leadership. Journal of Science Education and Technology, 18(1), 23-28.
Karasar, N. (2013). Bilimsel araştırma yöntemleri (25. baskı). Ankara: Nobel Yayınları
Kim, S. H., Mims, C. ve Holmes, K. P. (2006). An introduction to current trends and benefits of mobile
wireless technology use in higher education. AACE Journal, 14(1), 77-100.
Kundi, G. M., & Nawaz, A. (2014). From e-learning 1.0 to e-learning 2.0: Threats & opportunities for higher
education institutions in the developing countries. European Journal of Sustainable Development,
3(1), 145-160. Doi: 10.14207/ejsd.2014.v3n1p145.
Moser, F. Z. (2007). Faculty adoption of educational technology. EDUCAUSE Quarterly, 30(1), 66.
Musarrat, M. & Williams, B. (2013). Enablers and barriers to academic’s acceptance of technology: can
“ındividual differences” make a difference? Electric Dreams: Proceedings Ascilite, 607-611.
Padgett, D. L. & Conceao-Runlee, S. (2000). Designing a faculty development program on technology: If you
build it, will they come? Journal of Social Work Education, 36(2).
Panel on Educational Technology. (1997). Report to the President on the use of technology to strengthen K-12
education in the United States. Washington, D.C.: President’s Committee of Advisors on Science
and Technology.
Parker, D. R. (1997). Increasing faculty use of technology in teaching and teacher education. Journal of
Technology and Teacher Education, 5, 105-116.
Perlman, R. L., Christner, J., Ross, P. T. & Lypson, M. L. (2014). A successful faculty development program
for implementing a sociocultural e-Portfolio assessment tool. Academic Medicine, 89(2), 257-262.
Prince, M. & Felder, R. (2007). The many faces of inductive teaching and learning. Journal of College Science
Teaching, 36(5), 14.
Richards, D. (2011). Leadership for learning in higher education: the student perspective. Educational
Management Administration & Leadership, 1–25
Ayşen BAKİOĞLU • İsmail KARSANTIK
222
Rienties, B., Brouwer, N. & Lygo-Baker, S. (2013). The effects of online professional development on higher
education teachers’ beliefs and intentions towards learning facilitation and technology. Teaching
and Teacher Education, 29, 122-131.
Rogers, D. L. (2000). A paradigm shift: Technology integration for higher education in the new
millennium. AACE Journal, 1(13), 19-33.
Skinner, B. F. (1960). Teaching machines. The Review of Economics and Statistics, 189-191.
Smerdon, B., Cronen, S., Lanahan, L., Anderson, J., Iannotti, N. & Angeles, J. (2000). Teachers’ Tools for the
21st century: A report on teachers’ use of technology. Statistical Analysis Report.
Steinweg, S. B., Williams, S. C. & Stapleton, J. N. (2010). Faculty use of tablet PCs in teacher education and
K-12 settings. TechTrends, 54(3), 54-61.
Stensaker, B., Maassen, P., Borgan, M., Oftebro, M. & Karseth, B. (2007). Use, updating and integration of
ICT in higher education: Linking purpose, people and pedagogy. Higher Education, 54(3), 417-
433.
Tront, J. G. (2007). Facilitating pedagogical practices through a large-scale tablet PC deployment. IEEE
Computer, 40(9), 62-68.
Van Oostveen, R., Muirhead, W. & Goodman, W. M. (2011). Tablet PCs and reconceptualizing learning with
technology: a case study in higher education. Interactive Technology and Smart Education, 8(2),
78-93.
Weaver, A. & Prey, J. (2007). Guest editors’ introduction: Tablet PC technology-the next
generation. Computer, 40(9), 32-33.
Weber, E. K. (2013). An analysis of faculty development levels of use outcomes at one higher education
institution. (Unpublished dissertation), University of Dayton.

Thank you for copying data from http://www.arastirmax.com