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Sempozyum: 6th Internatıonal Computer and Instructıonal Technologies Symposium
Does The Variation in The Curriculum and Experience Affects Science Teachers` Technology Usage?
Associate Professor Ömür AKDEMİR
Bülent Ecevit University
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Sempozyum: 6th Internatıonal Computer and Instructıonal Technologies Symposium
Does The Variation in The Curriculum and Experience Affects Science Teachers` Technology Usage?
Associate Professor Ömür AKDEMİR
Bülent Ecevit University
Abstract :

The impact of technological interventions has infl uenced all aspects of individuals’ lives. Technologybased courses have been integrated into the elementary and higher education curriculum to educate young generations as technology-savvy individuals. Towards this end, educators in Turkey should have a lot of responsibility to educate future’s technology-savvy individuals. Computers are everywhere today but without a sound background in computers, they will not be used in education eff ectively. Therefore particular attention should be given to educate teachers who will educate the young Turkish generations as individuals possessing necessary skills and knowledge to use technology. The present education system in Turkey permits only graduates of Faculty of Education and graduates of Faculty of Art and Sciences who also completed either one-year non-thesis program or a two-semester pedagogical formation certificate program after graduation to work as science teachers at the private and public schools.

Courses off ered in the Faculty of Art and Sciences and the Faculty of Education have diff erences in educating prospective teachers as technology-savvy individuals. Variations in the curriculum for the technology-based courses can possibly have eff ects on computer competency of graduates. It is crucial to investigate such possibility since standard curriculum is used nationwide for all graduates of Faculty of Education in Turkey. Another likely factor that can aff ect the technology use of individuals is the age, which is tightly connected with the teaching experience (Mellor, Parr & Hood, 2001). Organizing an in-service training for all science teachers working nationwide can be problematic and expensive in order to improve science teachers’ knowledge and skills to use technology. Type of faculty that science teachers graduated from and their age are potential variables to identify science teachers who will possibly need an in-service training for the technology.

However, the question still remains whether types of faculty graduated from and the level of teaching experience are determining factors for the technology use of science teachers. This study is built based on the premise that variations in the curriculum and age possibly generate diff erences in the technology use of Turkish science teachers. The non-experimental comparative research method was employed to investigate the research questions. The results indicated that graduates of Faculty of Arts and Sciences use technology more than graduates of Faculty of Education. Findings also showed that novice science teachers utilize technology more than expert science teachers regardless of the faculty that they graduated from.

Improving the knowledge and skills of science teachers to use technology can help to reduce the possible resistance to integrate technology into the teaching and learning process. Results of this study showed that curriculum of Faculty of Education should be revised to integrate more technology-oriented courses to reduce the gap. Also more in-service training programs should be organized for expert science teachers to improve their knowledge and skills in technology and consequently their use of technology.

Keywords : technology usage, science education, teacher education, curriculum
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