Technology integration in education is one of the most popular topics in the last decades. Many countries have invested millions of dollars to equip classrooms with technological devices. As well as developed countries, Turkey has conducted several projects to provide technological devices and educational materials to classrooms. Technology has the potential to increase the quality of learning and teaching process. However, having technological devices in classroom alone will not cause the increase of the quality of education. Thus, the purpose of this study is to examine teachers' attitudes toward the use of technology in social studies teaching. Understanding social studies teachers' attitudes is essential because it is a way to figure out how they integrate technology and define barriers. The authors applied quantitative survey method and used cluster sampling to choose participants. The sample of the study consisted of 155 social studies teachers who are currently teaching at middle schools. The use of technology in social studies teaching attitude scale was used to collect data. The findings revealed that teachers have positive beliefs and attitudes toward the use of technology. Also, the findings showed that teachers who are working at private schools have significantly high attitudes than others who are teaching at public schools. Moreover, teachers who took educational technology and teaching material course and attended in-service training have more positive attitudes than others.
Universities are more than institutions only conducting research and educating students in today's world. Changing conditions in the world show that there is a need for redefining the functions of universities. This is called the third mission of universities. Starting from this perspective, this study aims to examine, first, the missions of all state and private universities in Turkey within the framework of the "third mission," one of the most important priorities of universities today. The study results show that universities in Turkey adopted the third mission understanding to a certain extent, and particularly with the influence of the Council of Higher Education (CHE). However, they should do more related to the continuing education (CE), and, partially, to the social engagement (SE) dimensions. While many of the world's leading universities include concepts such as service-learning, public engagement, or outreach in their missions and programs in order to seek integration with the societies in which they exist and with all the stakeholders with whom they cooperate, collaborate, and conduct important related activities, it is a concern regarding Turkey's future that many universities (about 23%) did not even reflect the third mission understanding in their mission statements.
Bu araştırma, bir öğretmende olması gereken toplumla bütünleşme, toplumsal liderlik, toplumsal sorumluluk gibi birtakım özellikleri kazandırmada THU dersinin önemi ve gerekliliği konusunda öğretmen adaylarının görüşlerini ortaya çıkarmak amacıyla yapılmıştır. Nitel araştırma yöntemi kullanılarak hazırlanan bu çalışmanın araştırma grubunu Samsun Ondokuz Mayıs Üniversitesi Eğitim Fakültesi ve Marmara Üniversitesi Atatürk Eğitim Fakültesi'ndeki 16 Sosyal Bilgiler öğretmen adayı oluşturmuştur. Araştırmanın sonunda Marmara Üniversitesi'ndeki 8 öğrenciden 6'sının TEMA, TEGEV, LÖSEV gibi bazı sivil toplum kuruluşlarına üyeliklerinin bulunduğu buna karşın Ondokuz Mayıs Üniversitesi öğrencilerinin ise 8 öğrenciden yalnızca 2'sinin üyeliğinin olduğu tespit edilmiştir. Bu durum Marmara Üniversitesi öğrencilerinin sivil toplum kuruluşlarına karşı daha duyarlı olduğu izlenimini verse de çalışmada bu üyeliklerin sadece kâğıt üzerinde olduğu ve öğrencilerin yapılan faaliyetlere katılımlarının olmadığı tespit edilmiştir. Bunun yanı sıra öğretmen adayları THU dersinin önemini dile getirmişler ancak günlük kaygıları, organize olma konusunda yaşanılan sıkıntıları ve KPSS, ALES gibi sınavların yarattığı kaygıları öne sürerek derste yaptıkları faaliyetleri sürdürememekten yakınmışlardır.
This paper was checked for plagiarism using iThenticate during the preview process and before publication. / Bu çalışma ön inceleme sürecinde ve yayımlanmadan önce iThenticate yazılımı ile taranmıştır.
This article describes a "Product Marketing Activity" prepared for teaching one of the concepts in the unit on global education, "Our Country and the World," which is a part of the 6th grade Social Studies teaching program in Turkey. The objective of the research was to determine the multiple perspectives with which students look at global issues related to the economy and how the proposed activity can influence the development of their skills in using communications technologies. The principal reason for making use of this activity was based on the knowledge of the importance of economic relations in the world and the fact that qualitative discussions with the students showed that this activity was one that the students found most entertaining. It is considered that designing activities for students that are supported by communications technologies may be effective in helping them gain a global perspective.
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