In this study, it is aimed to developing an online professional development practice to support teachers’ use of ICT. The study was conducted as an action research. Within the scope of action research, the data collection/analysis process, the situation and problems have been identified and the action/implementation plan has been developed. Within the scope of the action/implementation plan, the process of structuring the professional development programme and the development of the online learning environment was carried out. The study group consists of teachers with different ICT usage competency levels, professional experiences and branches. The data were collected through different data collection tools, which were personal information form, semi-structured interview forms and valid and reliable scales. As a result of the study, it was determined that the online professional development practice contributed positively to teachers’ use of ICT and the use of meta cognitive learning strategies. In this context, an online professional development model has been proposed that can support the use of ICT in the teaching–learning process in the context of developing ICT knowledge and skills, using meta cognitive learning strategies, and awareness of new technologies.
Keywords: Online learning, ICT, professional development, metacognition, technology use.
It was determined that Technological Pedagogical Content Knowledge Model (TPACK) is the mostly utilized model in researches on the integration of information and communication technologies into teaching and learning processes. Model suggests that technological knowledge, pedagogical knowledge and content knowledge have a direct and positive effect on TPACK. Thus, the purpose of the study is to evaluate the model and the process with a critical perspective by examining the researches based on TPACK in the integration process. In this regard, articles published between the years of 2003-2013 and based on TPACK framework for the integration of technology in education are searched with a descriptive review in the Web of Science database. As a result of the descriptive review, 75 research articles have been reached. The articles were analyzed in terms of year, country, journal, context, method, study group and the sample size, technological innovations used and research results by content analysis method. As a result, it was determined that there were contradictory findings regarding the elements in the model and interaction of these elements in the literature. It was taught that rather than repetition of researches regarding to explaining the integration process with reference to this model, making different modelling studies which focus on the individual and system interaction can make more contribution to both the literature and the implementation.
In this chapter, the purpose is to present the existing problems and suggestions for the solution of these problems by examining the current situation related to the professional development practices for developing ICT competencies of teachers. According to the results of the research, professional development practices included various problems such as lack of training content in accordance with needs and expectations, lack of quality of materials used, the necessity of the participation process, etc. Expected qualifications related to professional development programs are working with activities that support the teaching process, cooperation with colleagues, supporting theoretical knowledge with practical activities, expert support in the process of professional development, compliance with personal interests and needs. Based on the findings, the professional development programs should be structured in accordance with related criteria such as content, active learning, duration, joint participation, compliance with individual needs, colleague collaboration, and expert support.
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