A Content Analysis on Articles Using Augmented Reality Technology and Infographic in Education

Biçen, Hüseyin; Demi̇r, Burak

doi:10.18662/po/11.1sup1/121

Cited by 14 publications

(12 citation statements)

References 5 publications

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“…When the research methods used in articles containing school administrators' views on technology are analyzed, it is seen that quantitative research has a maximum of 39 %. (Bicen and Demir, 2020) analyzed the content of the articles in which Augmented Reality in Education and Infographics were used and examined the methods used in the articles, and determined that quantitative researches were used more intensively in the articles as supporting the results obtained in this research. (Rovshenov, 2020) in the study in conducted the content analysis of the studies conducted with programming education, determined that 60% quantitative research was used more intensively, supporting the results obtained in this study.…”

Section: Conclusion and Discussionmentioning

confidence: 65%

Okul Yöneticilerinin Eğitimde Teknoloji Kullanımına İlişkin Görüşlerinin Değerlendirilmesi: İçerik Analizi

Öznacar¹,

Debeş²,

Yucesoy³

2020

OPUS Uluslararası Toplum Araştırmaları Dergisi

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In this research, the studies of school administrators examining the thoughts about technological integrations in the field of education and training; how it is distributed according to the types of research and data collection tools used according to the number of institutions and their distribution. The main purpose of the study is to examine school administrators' views on the use of technology in education through different variables. The content studies of the school administrators conducted in our country, published between 2008 and 2020 on the use of technology in education were examined. The data were obtained from studies in which school administrators had opinions on technology. These studies 39% of these studies are quantitative, 35% qualitative and 26% are mixed-method studies. In accordance with the data obtained, distributions for different variables are categorized. This current study was designed with content analysis research pattern from qualitative research approaches and according to the findings of the study, it was classified according to teachers' technology-oriented analysis in education, the subjects and year of the articles. According to the index it was scanned, the tags were created in excel tables and their characteristics such as article type, method, data collection tools, data analysis were determined and classified as graphics and tables. Analysis of graphics and tables, comparison and interpretation of the results were made.

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Section: Conclusion and Discussionmentioning

confidence: 65%

Okul Yöneticilerinin Eğitimde Teknoloji Kullanımına İlişkin Görüşlerinin Değerlendirilmesi: İçerik Analizi

Öznacar¹,

Debeş²,

Yucesoy³

2020

OPUS Uluslararası Toplum Araştırmaları Dergisi

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“…With the rapid developments in technology, different areas of education have emerged as in many other fields. The increasing reality in education has led to the emergence of different areas of education as in many other areas in parallel with developments such as the use of social media (Bicen and Demir, 2020;Nacak, Baglama, Demir, 2020). One of them is lifelong learning.…”

Section: Education Management and Lifelong Learningmentioning

confidence: 99%

The Need of Adult Education and Training Administration in Lifelong Learning

Demir

2020

Mediterranean Journal of Social & Behavioral Research

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Lifelong learning is the constant updating of a person's knowledge, skills and competencies throughout his life. Undoubtedly, life-longlearning and adulteducation are not only vocational-technical but also socially andculturally necessary, since life change and renewal are not one-dimensional. In the global world, where knowledge and skills are rapidly deteriorating and insufficient, everyone has the right and the need to renew and develop themselves by continuously benefiting from lifelong learning and adult education services. It is seen that the LLL cannot achieve its goals and the target scannot be achieved. According to the results of the International Evaluation of Adult Competencies Program; A large majority of adults lack the skills required by the era, levels of education in Turkey can not it be effective in skills training, skills biggest difference between men andwomen in Turkey. These results are valid between the ages of thirty-sixty-five. In addition to this, starting from MEB, the graduates of the LLL and continuing education centers, who are mainly engineers, operators or other fields, are chaired / headed. It is not uncommon for the graduates of the Education administration departments of the Education Faculties to take part in the administration of the secenters. The aim of our study is to reveal the contribution of the graduates of Education administration, who will work in LLL centers, to the system. Therefore, this research is a qualitative research usingthe "document analysis" method. For this purpose, the literature related to LLL and Educationadministration has been scannedand it is planned to reveal possible results by reaching the data.

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“…Of course, education has experienced changes until it reaches today's level, but these changes have emerged as a result of developments in technology and other fields (Ayas, 2013). It can be said that the quality of education has increased with the increase in the number of tools and materials in the learning environment together with the changes in the educational content with the technological developments (Uras & Kurşunoğlu, 2019;Bicen & Demir, 2020). With technology being a part of human life, it is inevitable that it reaches the field of education.…”

Section: Introductionmentioning

confidence: 99%

Pre-Service Teachers' Readiness Levels for Mobile Learning

Biçen

Demi̇r

Serttaş

2021

BRAIN

Self Cite

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The purpose of this research is to determine how active the students are participating in the mobile learning process, as well as how active the distance education mobile learning and technological tools are in education due to the Covid-19 epidemic in today's world. determination. With this, the Mobile Learning Readiness Scale adapted by Şata, Çorbacı and Koyuncu (2019) was used in this study. The scale consists of three dimensions: optimism towards mobile learning, self-directed learning and self-efficacy. The participants of the study, on the other hand, consist of 25 Primary Education students and 42 Special Education students who are continuing their education life in the Northern Cyprus. It was concluded that their readiness for mobile learning was high.

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A Content Analysis on Articles Using Augmented Reality Technology and Infographic in Education

Cited by 14 publications

References 5 publications

Okul Yöneticilerinin Eğitimde Teknoloji Kullanımına İlişkin Görüşlerinin Değerlendirilmesi: İçerik Analizi

Okul Yöneticilerinin Eğitimde Teknoloji Kullanımına İlişkin Görüşlerinin Değerlendirilmesi: İçerik Analizi

The Need of Adult Education and Training Administration in Lifelong Learning

Pre-Service Teachers' Readiness Levels for Mobile Learning

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