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2017, Cilt 7, Sayı 2, Sayfa(lar) 369-377
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DOI: 10.5961/jhes.2017.214
Situated Learning Based Educational Technology Instruction: Preservice Teachers’ Experiences
Sevda KÜÇÜK
İstanbul University, Hasan Ali Yücel Faculty of Education, Department of Computer Education and Instructional Technology, İstanbul, Turkey
Keywords: Educational technology instruction, Preservice teachers, Situated learning, Technology integration

The aim of this study is to reveal preservice teachers’ experiences toward situated learning based educational technology instruction. This research is a case study and data was collected through a semi structured interview form. The focus group interviews were conducted with 11 groups (33 female, 3 male) which were selected randomly from 65 sophomore preservice teachers who studied at Istanbul University Science Education department. Based on the content analysis of data, “Course Outcome Attainments” and “Project Process” themes were revealed. It was determined that preservice teachers felt themselves like a teacher in the implementation process. They gained experience using educational technology tools with their practical applications, and increased their self confidence. It was revealed that some of the preservice teachers felt frustrated due to ill-structured tasks in the beginning, but in later times this issue was eliminated thanks to group work. They were satisfied with this method because they were able to work freely. It was also determined that communication and interaction level was high between students thanks to group work. A fun learning process took place and groups created quality judgment criterias based on consensus among all group members and then they tried to developed quality materials. The results can be a pathfinder for situated learning based educational technology instruction implementations.

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