“…Teachers also stated that they had a positive effect on the professional development and teaching processes of the training. This finding is similar to the results of literature research (Gröschner et al, 2018;Hsu & Kuan, 2013;Shevchenko & Kryzhanovskyi, 2018). On the other hand, teachers stated that using ICT-based educational materials that they developed during the in-service training activities had positive effects both in their education and before, during and after the teaching process in many different directions and ways.…”
Section: Discussionsupporting
confidence: 89%
“…In order to use ICTs more effectively in the education process, few studies have been conducted which include professional development or in-service training activities carried out by teachers and academicians. Besides revealing the current situation in these studies, it is also possible to see the studies referring to semiexperimental and experimental (Al Salami, Makela, & de Miranda, 2017;Gröschner, Schindler, Holzberger, Alles, & Seidel, 2018;Jimenez & O'Shanahan, 2016;Shevchenko & Kryzhanovskyi, 2018) or design-based researches (Brown, 2017;Wang, Hsu, Reeves, & Coster, 2014) in order to overcome possible problems and obstacles.…”
Section: Teacher Practices With Ictsmentioning
confidence: 99%
“…On the other hand, in many in-service training activities carried out by both the MoNE and its affiliated institutions, as well as private sector representatives and academicians, technological tools and applications were mostly introduced to teachers and a few activities were carried out on how to develop an educational material using these technologies (Atman Uslu, 2013;Mumcu, 2011;Mumcu & Usluel, 2010) and these activities were limited to the samples of the applications. On the other hand, it is frequently mentioned in the literature researches that in order to be able to use ICTs more effectively in education process and in the elimination of obstacles arising from the teacher, there is a need for in-service training which includes features such as informing new teaching methods, gaining knowledge and skills in professional sense, developing self-confidence and developing positive attitude (Al Salami et al, 2017;Atman Uslu, 2013;Gröschner et al, 2018;Koh et al, 2017;Mumcu, 2011;Tondeur et al, 2012;Shevchenko & Kryzhanovskyi, 2018). The main aim of the research carried out in this context is to determine the needs of teachers for the use of information and communication technologies in preparing the ICT-based educational material which is a part of the learning and teaching process.…”
The preparation of ICT-Based materials is an integral part of teachers' daily learning and teaching processes. The aim of the study is to work with in-service teachers and a) determine their needs pertaining to ICT use, b) develop an in-service training program for improving their skills in terms of preparing ICT-based educational material c) to implement this program and d) to examine any improvement of teacher skills in this regard. The study has been conducted as action research and was carried out with a study group of 16 teachers. Findings obtained in the study revealed that teachers' scores on the TPACK-deep scale increased significantly compared to the pre-study. It was also shown that the in-service training activity that was carried out increased the knowledge and skills of teachers about current technologies that can be used in the learning-teaching process, as well as increasing their self-confidence and self-efficacy for developing ICT-based educational material. As they adopted the use of ICT-based educational materials prepared within the scope of in-service training during school courses, teachers have also been shown to report that students’ interest, desire to participate, curiosity and excitement and motivation towards the lesson had increased. On the other hand, teachers who teach lessons with ICT-based educational materials stated that they felt their selves more useful in lessons, their performance increased, and that such materials facilitated the teaching in crowded classrooms.
“…Teachers also stated that they had a positive effect on the professional development and teaching processes of the training. This finding is similar to the results of literature research (Gröschner et al, 2018;Hsu & Kuan, 2013;Shevchenko & Kryzhanovskyi, 2018). On the other hand, teachers stated that using ICT-based educational materials that they developed during the in-service training activities had positive effects both in their education and before, during and after the teaching process in many different directions and ways.…”
Section: Discussionsupporting
confidence: 89%
“…In order to use ICTs more effectively in the education process, few studies have been conducted which include professional development or in-service training activities carried out by teachers and academicians. Besides revealing the current situation in these studies, it is also possible to see the studies referring to semiexperimental and experimental (Al Salami, Makela, & de Miranda, 2017;Gröschner, Schindler, Holzberger, Alles, & Seidel, 2018;Jimenez & O'Shanahan, 2016;Shevchenko & Kryzhanovskyi, 2018) or design-based researches (Brown, 2017;Wang, Hsu, Reeves, & Coster, 2014) in order to overcome possible problems and obstacles.…”
Section: Teacher Practices With Ictsmentioning
confidence: 99%
“…On the other hand, in many in-service training activities carried out by both the MoNE and its affiliated institutions, as well as private sector representatives and academicians, technological tools and applications were mostly introduced to teachers and a few activities were carried out on how to develop an educational material using these technologies (Atman Uslu, 2013;Mumcu, 2011;Mumcu & Usluel, 2010) and these activities were limited to the samples of the applications. On the other hand, it is frequently mentioned in the literature researches that in order to be able to use ICTs more effectively in education process and in the elimination of obstacles arising from the teacher, there is a need for in-service training which includes features such as informing new teaching methods, gaining knowledge and skills in professional sense, developing self-confidence and developing positive attitude (Al Salami et al, 2017;Atman Uslu, 2013;Gröschner et al, 2018;Koh et al, 2017;Mumcu, 2011;Tondeur et al, 2012;Shevchenko & Kryzhanovskyi, 2018). The main aim of the research carried out in this context is to determine the needs of teachers for the use of information and communication technologies in preparing the ICT-based educational material which is a part of the learning and teaching process.…”
The preparation of ICT-Based materials is an integral part of teachers' daily learning and teaching processes. The aim of the study is to work with in-service teachers and a) determine their needs pertaining to ICT use, b) develop an in-service training program for improving their skills in terms of preparing ICT-based educational material c) to implement this program and d) to examine any improvement of teacher skills in this regard. The study has been conducted as action research and was carried out with a study group of 16 teachers. Findings obtained in the study revealed that teachers' scores on the TPACK-deep scale increased significantly compared to the pre-study. It was also shown that the in-service training activity that was carried out increased the knowledge and skills of teachers about current technologies that can be used in the learning-teaching process, as well as increasing their self-confidence and self-efficacy for developing ICT-based educational material. As they adopted the use of ICT-based educational materials prepared within the scope of in-service training during school courses, teachers have also been shown to report that students’ interest, desire to participate, curiosity and excitement and motivation towards the lesson had increased. On the other hand, teachers who teach lessons with ICT-based educational materials stated that they felt their selves more useful in lessons, their performance increased, and that such materials facilitated the teaching in crowded classrooms.
“…B. Gröschner, Schindler, Holzberger, Alles & Seidel, 2018). In der Regel handelt es sich bei den eingesetzten Videos um kurze, prägnante Ausschnitte (Videovignetten), die zumeist in Seminaren unter Akzentuierung ausgewählter Aspekte, teilweise aber auch mit Aufträgen im Selbststudium, beispielsweise über ein Learning-Management-System (z.…”
Section: Szenarien Und Digitale Entwicklungen Videos In Der Präsenzlehreunclassified
“…In addition to mastering the material, the teacher must also make a classroom atmosphere that supports interactive learning. The class atmosphere that occurs can be seen from the extent to which the teacher gives the opportunity to practice, show encouragement and attention, build cooperation or competition, and provide freedom of opinion and choice (Gröschner et al, 2018). Another thing that teachers need to do is understand various learning models that can stimulate the ability of students to learn, which is well-prepared teaching planning by the teacher to create interactive learning.…”
This research aims to determine the application of interactive and multimedia-based learning which conducted by the teachers from office administration in state vocational high school 2 Blitar. This research is qualitative research then the subjects are the teachers' expertise of administrative programs, vice principal of curriculum and students. Data collection techniques used observation, interviews, and documentation. The results of this research are (1) interactive learning have been implemented, (2) Multimedia-Based learning has been implemented, but it is needed for developing the multimedia which used for teaching process. It can be seen that the teacher conducts learning in accordance with interactive learning indicators. The implementation of the curriculum 2013 for aspects of multimedia-based learning has been carried out by teachers by implementing learning that contains multimedia-based learning indicators.
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