The Turkish Educational Planning Experience in a Comparative Perspective

Aypay, Ahmet; Işik, Halil

doi:10.1177/105678790601500407

Cited by 4 publications

(4 citation statements)

References 14 publications

(17 reference statements)

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“…As a matter of fact, Aydoğmuş and Karadağ (2020) stated in their research that year 4 pre-service teachers' proficiency in using information and communication technologies is at a better level than first year students. Research results showing that information and communication technologies increase student achievement, improve students' high -level thinking skills, and increase quality and equality of opportunity in education (Aypay, 2010;Hernandez Ramos, 2005;Herzig, 2004;Sanchez et al, 2011) show that this competence should be gained by pre-service teachers from the first year through trainings based on practices. For this reason, it is thought that pre-service teachers will gain technological competence in their courses such as computer-assisted teaching, instructional technologies, and material design that they will take in the coming years.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Pre-Service Elementary Teachers’ Experiences in Researching and Evaluating Scientists and Sharing Their Findings

AYDIN-CERAN

KÖSE²

2023

International Journal of Educational Research Review

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This research aimed to reveal the experiences of the pre-service elementary teachers’ researching and evaluating scientists and sharing their findings through original posters. The research was designed in a phenomenological pattern, one of the qualitative research methods. The research included 28 pre-service elementary teachers who were in the second term of their undergraduate education. A three-month application process was carried out to provide pre-service elementary teachers with experience in researching and evaluating scientists, and sharing their findings, and to interpret their experiences. In the research, a semi-structured interview form, an observation form, video recordings and photographs, and posters prepared by pre-service teachers were used as data collection tools. The obtained data were analyzed by the content analysis method. The research showed that before the research and evaluation process, pre-service elementary teachers generally had superficial knowledge about scientists. The qualities of scientists that attract the participants’ attention were as follows: scientists’ dedication, creativity, hard work despite all the difficulties, and approaching life from a different perspective. Emphasizing the contributions of the experience to the pre-service teachers in terms of individual and social gain and benefits for the future students is another result. It was determined that pre-service teachers frequently referred to non-scientific sources such as web pages and blogs as much as scientific sources. The experience they gained made the teacher candidates feel pride and happiness and increased their professional self-confidence. The results are discussed based on the pre-service elementary teachers’ awareness of science and scientists and their gaining experience in this activity.

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Section: Conclusion and Discussionmentioning

confidence: 99%

Pre-Service Elementary Teachers’ Experiences in Researching and Evaluating Scientists and Sharing Their Findings

AYDIN-CERAN

KÖSE²

2023

International Journal of Educational Research Review

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“…However, some pre-service teachers may lack confidence and competence in using technology, which can be detrimental to the success of technology integration. Several studies (Al-Senaidi et al, 2009;Aypay, Celik, Aypay, & Sever, 2012;Gilakjani, 2017;Liu & Szabo, 2009;Nim Park & Son, 2009) have explored the factors that influence pre-service English language teachers' adoption and use of technology in teaching, including their attitudes and perceptions towards technology, their cultural differences, and their perceived ease of use and usefulness of technology. They revealed that the pre-service teachers perceived technology as useful and had a favorable attitude towards the use of technology in education.…”

Section: Literature Reviewmentioning

confidence: 99%

Technology Acceptance among English Pre-service Teachers: A Path Analysis Approach

Sudsuang¹,

Köhler²

2023

ELT

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Incorporating technology in English language teaching practices has the potential to generate more lively and captivating learning experiences for learners. The challenge lies in adequately equipping pre-service English language teachers with the skills to seamlessly incorporate technology in their teaching methods and improve students' academic performance, despite their favorable perception of its usefulness. The study aimed to shed light on the factors that contribute to pre-service teachers' acceptance of technology and to determine the applicability of the Technology Acceptance Model in the context of English language Teaching (ELT). For this study, the framework developed by Teo (2009) was utilized. The participants were 286 English pre-service teachers. The study identified 21 pairs of factors that positively and significantly affect technology acceptance, with Perceived Usefulness having the highest correlation coefficient and Facilitating Conditions having the lowest.   The path analysis of the technology acceptance model revealed that while the model was a good fit for this study, there were two non-significant paths. Perceived Ease of Use and Perceived Usefulness were found to directly affect technology acceptance, while Technological Complexity and Facilitating Conditions had indirect effects through Perceived Ease of Use and Perceived Usefulness. The results of this study showed that interventions to improve technology acceptance amongst pre-service teachers should take into account direct and indirect factors.

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“…They found that PU was the most effective variable, followed by PEU. A vast majority of research investigated the structural relationships between TAM constructs and technological complexity, social norms, computer self-efficacy, and facilitation conditions (Baydas & Goktas, 2017;Huang & Teo, 2019;Aypay et al, 2012;Kabakçı-Yurdakul et al, 2014;Lee et al, 2010;Teo, 2009). Granić and Marangunić (2019) addressed the gap of incorporating new external variables into the TAM and studying with larger samples in their review study.…”

Section: Literature Reviewmentioning

confidence: 99%

Extending Technology Acceptance Model with Scientific Epistemological and Science Teaching Efficacy Beliefs: A Study with Preservice Teachers

Kartal

KIZILTEPE

Kartal

2022

Journal of Education in Science, Environment and Health

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The technology acceptance model (TAM) is a widely used framework to investigate factors influencing technology use in education. TAM refers to a person's technology-related attitudes and beliefs influencing intention to use and actual use of technology and seeks predictors of behaviors whether to accept or reject using technology. There are various external variables extended to TAM to increase the predictivity of the model and the generalizability of findings. However, what is not yet clear is the impact of teacher-related variables such as teaching efficacy and epistemological beliefs on teachers' technology acceptance and behavioral intention. This study examined 710 preservice teachers' technology acceptance using an extended-TAM with scientific epistemological and science teaching efficacy beliefs. Data were collected through a self-reported measurement tool. Structural equation modeling was used to analyze data. Results revealed that the research model explained 59% of the variance in behavioral intention, and perceived usefulness is the most prominent determinant of behavioral intention. The subdimension of scientific epistemological beliefs, justification, is the strongest determinant in influencing TAM constructs among the external variables (epistemological and science teaching efficacy beliefs). Science teaching efficacy beliefs had small effects on technology acceptance constructs. Recommendations were made based on the findings.

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The Turkish Educational Planning Experience in a Comparative Perspective

Cited by 4 publications

References 14 publications

Pre-Service Elementary Teachers’ Experiences in Researching and Evaluating Scientists and Sharing Their Findings

Pre-Service Elementary Teachers’ Experiences in Researching and Evaluating Scientists and Sharing Their Findings

Technology Acceptance among English Pre-service Teachers: A Path Analysis Approach

Extending Technology Acceptance Model with Scientific Epistemological and Science Teaching Efficacy Beliefs: A Study with Preservice Teachers

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