It was aimed in this study to determine the teacher candidates' views on the augmented reality applications in education. It is a descriptive study to identify the present situation. Survey model, one of the quantitative research methods, was used in the research. The sample group of the study is comprised of 220 teacher candidates who are studying in the 2nd Grade of 8 departments in Mersin University Faculty of Education. Consisting of 4 sections, 22 items and an open-ended question, a questionnaire was used as a data collection tool in the study to determine the views of teacher candidates about the augmented reality applications in education. The findings obtained from the analysis of the data were shown in frequency and percentage. Qualitative findings obtained from the open-ended question were classified into codes and themes through content analysis method, and frequency and percentages of codes were given. It was found in the study that the teacher candidates did not know well enough about the augmented reality applications and that those who knew them found these applications very entertaining, motivating and facilitating learning, and were also of the same mind to use them widely in education.
This study aims to determine the views of teachers, school administrative staff having educational leadership roles, and faculty members on integration of technology and the role of educational leadership for sustainable inclusive education. The study group included 38 teachers working in Mersin province, Turkey, 11 school administrative staff, and 11 faculty members working at the Education Faculty. This study was structured employing a “basic interpretive qualitative study model”. In the study, a semi-structured interview form consisting of open-ended questions was used as a data collection tool. According to the findings, the faculty members do not consider that inclusive education practices reach an adequate level of sustainability. Therefore, the participants also suggest adding a sustainable inclusive education course in teacher education programs. School administrative staff and teachers have emphasized that technological infrastructures of schools are inadequate for sustainable inclusive education practices. A majority of teachers have used technology in sustainable inclusive education practices. Overall, the participants believe that the integration of technology into sustainable inclusive education has positive effects on students such as ensuring permanent, quick, and easy learning. This study proves that different stakeholders that have a key role in providing sustainable inclusive education handle this issue from different perspectives and they have both positive and negative opinions on the sustainable inclusive education practices.
Bu çalışmada alan yazında nitelikli, yeterli sınıf öğretmeni, toplumsal bağlamda iyi sınıf öğretmeni olarak tanımlanan öğretmenlik alanına ilişkin “iyi” olma özelliğinde belirleyici olan görüşlerin incelenmesi amaçlanmıştır. Bu amaç doğrultusunda derinlemesine bilgi edinmek amacıyla araştırmada, Temel Nitel Çalışma Modeli kullanılmıştır. Araştırmanın çalışma grubunu, Mersin ilinde 4. sınıflarda öğrenim gören 31 öğrenci, bu okullarda görev yapan 16 sınıf öğretmeni ve farklı sınıflarda öğrencileri bulunan 28 öğrenci velisi oluşturmaktadır. Araştırmada, iyi sınıf öğretmeni özelliklerini belirlemek amacıyla, elverişli örneklem yöntemiyle seçilmiş öğrenci, sınıf öğretmeni ve velilerin “Sizce iyi bir sınıf öğretmeni hangi özelliklere sahip olmalıdır?” sorusunu cevaplandırmaları sağlanmıştır. Çalışmada, öğrenci, öğretmen ve velilerin tamamının yüksek katılım gösterdiği iyi sınıf öğretmenine ilişkin ortak görüşün “öğrenciyi seven” ifadesi olduğu görülmüştür. Diğer en yüksek katılım gösterilen ifade ise özellikle öğretmen ve velilerin üzerinde durduğu “donanımlı (bilgili)” ifadesi olmuştur. Sonuç olarak, öğrenciyle empati kurabilen, onlarla arkadaş olan, dersi aktif ve eğlenceli hale getiren ve öğrenmeyi artırabilmek için gerekli donanım ve bilgiye sahip öğretmen özelliklerinin, iyi sınıf öğretmeni algısında önemli oranda belirleyici olduğu sonucuna ulaşılmıştır.
Visual teaching materials have been reported to be efficient tools in the teaching-learning process (Abebe and Davidson, 2012;Bergeron et al., 1994;Yaşar and Şeremet, 2010). Visual teaching materials are often the illustrations of our oral knowledge, such as movies, computer and television screenshots, slides, photographs, and concept maps (Akgün, 2000). Visual teaching materials become assistants and guides for students in gathering attention, analyzing, and synthesizing information. A welldesigned schematic representation provides a complete and comprehensive visual that words alone cannot convey and often make the recall of the information easier.Design is the first thing to emphasize while developing teaching materials. Design is defined as the conscious effort for a meaningful order (Kılıç, 1997). At the present time, it has beenIn this research, the effects of using digitally supported concept maps on the academic success of students in science classes in primary education and their opinions toward the advantages of digitally supported concept maps were examined. The research was conducted with seventh-grade students in a state school in Turkey. This research used a quasi-experimental design with two groups employing a pre-test/ post-test. A total of 44 students participating in this study: Twenty-two students in the experiment group and 22 students in the control group. The control group of students experienced the concept maps using pencil and paper (manual) while the experiment used digital education materials. The data were analyzed through t-test to determine whether there was a significant difference between academic success points and then analyzed through content analysis. According to the results of the research, the students who experienced the digitally supported concept maps increased their academic success. These students reported that "learning takes place more easily" through this method. The results of this research show that the students got entertained and motivated much more in the environments that digitally supported concept maps were used.
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