Technology-supported global education: A mixed method study

Abstract

The purpose of this study was to investigate the effects of using communication technologies in teaching of attainments related to global education in social studies course on students’ academic success, knowledge retention and their opinions on teaching practice. The research was carried out on the 6th grade students in a secondary school in the province of Samsun. In the research, exploratory order model, one of the mixed method research designs, was used. There were 44 students in the experimental group and 41 students in the control group. “Academic achievement test" was used for data collection. The second phase of the study was designed as a case study and a semi-structured interview form was used to collect data. The interview form prepared for 10 students in the experimental group was applied. One-factor ANOVA was used for the repeated measures of the relationship between pre-test, post-test and retention scores of the experimental and control groups to determine the retention of the program in learning. Descriptive analysis method was used in the analysis of qualitative data. At the end of the research, it was found that the technology supported teaching program applied to the experimental group was more effective in increasing students' academic achievement and learning retention compared to the teaching application in the control group which was not supported by communication technologies and where teacher-centered teaching -straight expression method- was used.

Education Development Tendencies in the Region (Based on Bashkortostan Republic Materials)

“…Many studies are devoted to the effectiveness of modern technologies in education and the impact of these technologies on people's future lives. In a study by Turkish scholars on the impact of the use of communication technologies in teaching, it is noted that "the training program with technological support used in the experimental group is more effective in increasing student achievement and maintaining learning compared to a study group application that is not supported by communication technology and where teaching was teacher-oriented -a direct expression method" [2]. A study by other Turkish scholars notes that "mobile learning, science education, science education, and e-learning were the most frequently used keywords in articles over the past six years" [3].…”

Educational Potential as a Basis for Increasing the Country’s Competitiveness

“…According to Belgian scholars, "in digital learning, educational support consists of two factors: information support and process management." At the same time, they found that "leadership of the process positively determines social participation, and information support is negatively related to social participation" [14].…”