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Browsing İlköğretim Bölümü by Subject "Educational technology."
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Item Pre-service mathematics teachers TPACK development in a computer-assisted mathematics instruction course(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2014., 2014.) Erdoğan, Nazmi.; Ader, Engin.In Turkey there is a policy to integrate technology into education. Classrooms have been equipped with interactive white boards, internet networks, and tablet computers. In this process, it is essential for pre-service teachers to know how to use technology for educational purposes. The aim of this thesis is to investigate pre-service mathematics teachers‟ technological, pedagogical, and content knowledge (TPACK) development in a computer assisted mathematics course. The need to train pre-service teachers as capable of using technology for teaching makes this research important. This research was based on collection and analysis of both quantitative and qualitative data. Qualitative part of this research was a case study. Quantitative data were collected from 29 pre-service teachers with a TPACK Survey. Qualitative data were collected from 6 pre-service teachers by interviewing and observing throughout the course. Findings from this research show that it is possible for a university course to develop pre-service teachers‟ TPACK and this development is related to given technology, various personal factors of pre-service teachers, group work among them, and the structure of the course. This thesis presents recommendations regarding content specific technology related courses and collaboration among pre-service teachers in these courses in order to support their TPACK development.Item Teacher engagement in online professional development follow-up: The role of the workplace and ICT familiarity(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2017., 2017.) Güneş, Canan.; Özel, Serkan.The aim of this study is to examine factors that affect primary school teachers’ participation in an online forum that was set as a follow-up support platform of a professional development workshop about Information and Communication Technology (ICT) use in education. A purposeful sample of 89 primary school teachers participated. The study followed a sequential explanatory mixed design with a quantitative initial phase and a qualitative follow-up that allowed expansion and elaboration on the results of the quantitative phase. The quantitative phase was a prediction study that was conducted via logistic regression. The qualitative phase was a phenomenology conducted via content analysis of classroom observation notes and individual interviews that followed a hierarchical focusing method. Quantitative findings revealed that teachers’ perceived workplace conditions and teachers’ prior forum experience predicted online participation significantly, whereas teachers’ attitudes towards ICT use in education, gender, work experience, and computer competence did not significantly predict online participation. The identified key themes that emerged from the data about teachers’ perceptions of the factors that affect online participation were as follows: (a) teachers’ need to use ICT applications introduced in the workshop, (b) teachers’ reactions to ICT-related problems, (c) training for online forum use, (d) others’ posts on the online forum, and (e) lack of time.Item The effect of mathematics online review sessions through a webcast system on fifth-grade students’ mathematics achievement(Thesis (M.A.) - Bogazici University. Institute for Graduate Studies in the Social Sciences, 2015., 2015.) Sülün Taş, Aysun.; Özel, Serkan.The present study investigated the effect of mathematics review webcasts on students' mathematics performance depending on the type of webcast access and use (no access, access but not use, access with moderate use, and access with extensive use) controlling for differences in the mathematics background. Moreover, (a) the relationship between students’ webcast use and their mathematics attitudes, (b) students’ perceptions of webcasts for their learning, and (c) students’ habits for using webcast system were examined. A purposive sample of 110 fifth-grade students was recruited from two middle schools which were using interactive white boards (IWB) in mathematics classes. This quasi-experimental research design employed seven instruments. Results indicated the following four major findings. First, planned comparisons ANCOVA results showed that there is a statistically significant difference between no access and access groups on their mathematics performance (p < .005). Next, there was a statistically significant positive correlation between webcast use and mathematics attitude, (r (56) = .326, p = .014). Third, students with webcast access reported that they found mathematics webcast system beneficial, engaging, and easy to use and they generally used mathematics webcasts for review, exam preparation, studying homework, and making up missing lessons. Last, students generally used watched more webcasts after mathematics classes, before mathematics exams and after motivational tools.