Improving the use of ICT through online professional development platform based on metacognitive strategies

Seferoğlu, Süleyman Sadi; Çelen, Fatma Kübra

doi:10.18844/gjit.v10i1.4747

Cited by 7 publications

(7 citation statements)

References 18 publications

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“…All these changes make it a necessity to reorganise the current education methods in accordance with the innovative structure of the age, in today's world where information is accessible at any time regardless of place and time [17]. The habits of digital natives to access and share information differ from generations (digital immigrants) who are more acquainted with technology [29]. Palfrey and Gasser [22] emphasise that there is a high probability that digital natives will prefer the Google Search engine to do research instead of the library and online communities, and instead of asking for help from a librarian.…”

Section: Introductionmentioning

confidence: 99%

University Students’ Views on the Application of Gamification in Distance Education

Özçınar

Orekhovskaya

Svintsova³

et al. 2021

Int. J. Emerg. Technol. Learn.

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The COVID-19 affecting the whole world has also affected education. Education has changed from face-to-face education to distance education. In distance education, it is the most basic duty of teachers to increase students’ participation in the lesson, motivate their learning and increase their motivation. Gamification, which is one of the new learning approaches that has come to the fore in the education process, can be used for active learning activities in this model. This study was aimed to determine university students’ views on gamified education. In this context, gamification activities were used in the teaching process. In this study, the qualitative research method was used. The study group of the research consists of 30 second-grade students studying at North Cyprus and some Russian Universities, in the Faculty of Education, Department of Preschool Education. The application was carried out within the scope of the computer I course in the 2020–2021 fall semester. The interview form developed by the researchers was used as a data collection tool within the scope of the research. In preparing the interview questions, the final form of the questions was given by taking the opinions of four experts. Content analysis was used in the study of the data. The findings obtained as a result of the research are given in detail in the findings and results section.

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Section: Introductionmentioning

confidence: 99%

University Students’ Views on the Application of Gamification in Distance Education

Özçınar

Orekhovskaya

Svintsova³

et al. 2021

Int. J. Emerg. Technol. Learn.

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“…The need to enhance the professional competence of a pre-service geography teacher has prompted the search for effective teaching methods (Joao Mimoso, Bravo & Gomes, 2018;Seferoglu & Celen, 2020). Interactive teaching is among them, which refers to "a means of elevating students' higher order skills, and empowering them as independent thinkers" (Wassermann, 2017, p. 7).…”

Section: Introductionmentioning

confidence: 99%

The effectiveness of interactive teaching methods in the professional training of pre-service geography teachers

Ferizat

Kuat²

2021

CJES

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The pre-service training of competent geography teachers requires searching for effective teaching methods to increase their professional competence. The study aims to determine the effectiveness of interactive teaching methods for teaching geography during the pre-service teacher training. The ideas of transactional analysis and interactionism underlay the interactive teacher training of 260 students from Kazakh universities. The survey revealed interactive teaching methods positively influence the readiness of pre-service teachers to enhance their professional competence. This research confirms the importance of using interactive teaching methods to promote students’ engagement and cooperation during the pre-service teacher training. Keywords: pre-service teacher training; professional competence; pre-service geography teacher; interactive teaching methods; methods for teaching geography;

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“…With the introduction of technology into the educational environments, the teaching processes carried out in classroom environments began to be carried out with technology support [41]. Technology-supported educational environments aim to design instructional materials suitable for different learner characteristics.…”

Section: Introductionmentioning

confidence: 99%

The Views of Special Education Department Students on the Use of Assistive Technologies in Special Education

Genc

Babieva

Zarembo

et al. 2021

Int. J. Emerg. Technol. Learn.

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Assistive technologies are an important factor for individuals with special needs to benefit from educational services. The aim of this research is to determine the opinions and thoughts of special education students on the use of technologies. The study group of the research consisted of 41 teacher candidates studying in Cyprus and Russian universities in the special education department in their classes in the fall semester of the 2020–2021 academic year. With regard to the collection of research data, it aims to determine students’ views with the ‘Personal Information Form’ developed by the researchers to determine the demographic characteristics of the research group and the ‘Semi-Structured Interview Form’ prepared by the researchers. The descriptive analysis method was used in the analysis of the data obtained from the interview questions. As a result of the research, special education teacher candidates’ use of the assistive technologies is given in detail in the results section.

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Improving the use of ICT through online professional development platform based on metacognitive strategies

Cited by 7 publications

References 18 publications

University Students’ Views on the Application of Gamification in Distance Education

University Students’ Views on the Application of Gamification in Distance Education

The effectiveness of interactive teaching methods in the professional training of pre-service geography teachers

The Views of Special Education Department Students on the Use of Assistive Technologies in Special Education

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