Classroom Teacher Candidates' Definitions and Beliefs about Technology Integration
The purpose of this paper is to present teacher candidates- beliefs about technology integration in their field of study, which is classroom teaching in this case. The study was conducted among the first year students in college of education in Turkey. This study is based on both quantitative and qualitative data. For the quantitative data- Likert scale was used and for the qualitative data pattern matching was employed. The primary findings showed that students defined educational technology as technologies that improve learning with their visual, easily accessible, and productive features. They also believe these technologies could affect their future students- learning positively.
[1] A. Baytak, "Reforms for technology integration into education". Bilisim
Teknolojileri Isiginda Egitim Kongresi, (2009Ankara, Turkey
[2] Milli Egitim Bakanligi, meb.gov.tr 2006.
[3] R. B. Kozma "Technology and Classroom Practices: An International
Study" Journal of Research on Technology in Education 2003: Volume
36 Number 1(p1-14)
[4] D.K Cohen. Educational technology and school organization. In R. S.
Nickerson & P. Zodhiates (Eds.), Technology in education: Looking
toward 2020 (pp. 231-264). Hillsdale, NJ: Erlbaum 1988.
[5] N.R Council National Science Education Standards.Washington D.C.
1988
[6] M. Mistler-Jackson, N. B. Songer. Student Motivation and Internet
Technology: 2000
[7] J.E. Susskind. "PowerPoint-s power in the classroom: enhancing
students- self-efficacy and attitudes" Computers & Education 2005. 45,
2, P. 203-215
[8] L. Chan-Lin, J. Hong, J. Horng, S. Chang, & H. Chu,. "Factors
influencing technology integration in teaching: a Taiwanese perspective"
Innovations in Education and Teaching International. 43, 1, 2006, pp.
57-6.
[9] K. S. Ivers, (). Changing teachers- perceptions and the use of technology
in the classroom. the American Educational Research Association, 2002
New Orleans, LA, Retrieved September 20, 2006, from ERIC Database.
[10] K.W. Schoepp, "Technology Integration Barriers in a Technology-Rich
Environment: A CBAM Perspective". 2004 A master thesis. Retrieved
September 25, 2006, from ERIC Database.
[11] M. Kuo. "Learner to Teacher: EFL Student Teachers' Perceptions on
Internet-Assisted Language Learning and Teaching".
[12] L. Ji-Eun, K. Kyoung-Tae "Elementary school teacher candidates
perceptions of good problems" IUMPST: The Journal, Vol 1 (Content
Knowledge), September 2005.
[13] R. K. Yin. Case study research, design and methods (3rd ed). Newbury
Park: Sage Publications. 2003
[1] A. Baytak, "Reforms for technology integration into education". Bilisim
Teknolojileri Isiginda Egitim Kongresi, (2009Ankara, Turkey
[2] Milli Egitim Bakanligi, meb.gov.tr 2006.
[3] R. B. Kozma "Technology and Classroom Practices: An International
Study" Journal of Research on Technology in Education 2003: Volume
36 Number 1(p1-14)
[4] D.K Cohen. Educational technology and school organization. In R. S.
Nickerson & P. Zodhiates (Eds.), Technology in education: Looking
toward 2020 (pp. 231-264). Hillsdale, NJ: Erlbaum 1988.
[5] N.R Council National Science Education Standards.Washington D.C.
1988
[6] M. Mistler-Jackson, N. B. Songer. Student Motivation and Internet
Technology: 2000
[7] J.E. Susskind. "PowerPoint-s power in the classroom: enhancing
students- self-efficacy and attitudes" Computers & Education 2005. 45,
2, P. 203-215
[8] L. Chan-Lin, J. Hong, J. Horng, S. Chang, & H. Chu,. "Factors
influencing technology integration in teaching: a Taiwanese perspective"
Innovations in Education and Teaching International. 43, 1, 2006, pp.
57-6.
[9] K. S. Ivers, (). Changing teachers- perceptions and the use of technology
in the classroom. the American Educational Research Association, 2002
New Orleans, LA, Retrieved September 20, 2006, from ERIC Database.
[10] K.W. Schoepp, "Technology Integration Barriers in a Technology-Rich
Environment: A CBAM Perspective". 2004 A master thesis. Retrieved
September 25, 2006, from ERIC Database.
[11] M. Kuo. "Learner to Teacher: EFL Student Teachers' Perceptions on
Internet-Assisted Language Learning and Teaching".
[12] L. Ji-Eun, K. Kyoung-Tae "Elementary school teacher candidates
perceptions of good problems" IUMPST: The Journal, Vol 1 (Content
Knowledge), September 2005.
[13] R. K. Yin. Case study research, design and methods (3rd ed). Newbury
Park: Sage Publications. 2003
@article{"International Journal of Business, Human and Social Sciences:53892", author = "Ahmet Baytak and Cenk Akbıyık", title = "Classroom Teacher Candidates' Definitions and Beliefs about Technology Integration", abstract = "The purpose of this paper is to present teacher candidates- beliefs about technology integration in their field of study, which is classroom teaching in this case. The study was conducted among the first year students in college of education in Turkey. This study is based on both quantitative and qualitative data. For the quantitative data- Likert scale was used and for the qualitative data pattern matching was employed. The primary findings showed that students defined educational technology as technologies that improve learning with their visual, easily accessible, and productive features. They also believe these technologies could affect their future students- learning positively.
", keywords = "Educational technology, classroom teacher candidates, technology integration, teacher education.", volume = "4", number = "6", pages = "820-4", }
