ethanporcaro/eric-fulltext-meta huggingface dataset:
Teacher Training on Special Education in Turkey
Author: Cavkaytar, Atilla
Date: 2006-07-00
Type: Journal Articles
Subjects: Foreign Countries,Disabilities,Special Education Teachers,Special Needs Students,Special Education,Teaching Methods,Preservice Teacher Education,Graduate Study,Teacher Competencies,Teaching Skills,Educational Technology

The important issue of special education services is the special education teachers who have been trained on instruction strategies for children with special needs. Special education teachers have been trained in short term in-service education programs and certificate programs in Turkey until 1983, after 1983 special education teachers are being trained by the universities in the undergraduate programs. There are ten undergraduate programs on special education in the universities for different special education categories in Turkey. The programs consist of 143-144 credit hours of courses offered in eight semesters. A minor program is also included in these programs. However, universities have master and doctorate programs on special education for professionals who have graduated teacher training program on special education and related with special education support programs.
Students' Preferences on Computer Using and a Survey on Variables Impacting the Preferences
Author: Ilban, M. Oguzhan
Date: 2006-07-00
Type: Journal Articles
Subjects: Preferences,Student Attitudes,Vocational Education,Postsecondary Education,Computer Uses in Education,Questionnaires,Internet,Computer Mediated Communication,Barriers,Foreign Countries,Correlation,Gender Differences,Ownership,Statistical Analysis,Instructional Program Divisions,Likert Scales

The aim of this study is to find out the preferences of students at Balikesir University, Gonen Vocational School of Higher Education on computer using and whether there is a difference on the variables to set the preferences. According to the findings from questionnaires, the students at Gonen Vocational School of Higher Education use computers to access the Internet and to communicate with other people through the Internet. They do not prefer to use the computer for improving themselves on such objectives as to learn a foreign language, to study and to prepare a project for academic reasons. Among the factors not to use a computer, however, are shown the obstacles like they do not own a computer, the economic conditions and lack of time. By means of the study we have found that there is a meaningful relation between the students' preferences to use a computer and the variables like gender, grades and own a computer.
The Effect of Computer Assisted and Computer Based Teaching Methods on Computer Course Success and Computer Using Attitudes of Students
Author: Tosun, Nilgün
Date: 2006-07-00
Type: Journal Articles
Subjects: Computer Assisted Instruction,Educational Technology,Teaching Methods,Experimental Groups,Control Groups,Elementary School Teachers,Teacher Education Programs,Preservice Teachers,Foreign Countries,Comparative Analysis,Student Surveys

The purpose of this research was to investigate the effects of the computer-assisted and computer-based instructional methods on students achievement at computer classes and on their attitudes towards using computers. The study, which was completed in 6 weeks, were carried out with 94 sophomores studying in formal education program of Primary Teaching Department of Education Faculty at Trakya University. The participants were distributed into experimental and control groups by pre-test post-test control group design. A computer attitude scale, a level-designation test and a practice test were used to collect the data. To evaluate the data, t test was used in the program of SPSS 12.00. According to the study results, the students receiving computer-assisted instruction during their computer classes showed higher success on the practice test than the students taking classes with computer-based instructional methods. Additionally, a considerable difference has not been seen in the attitude of the students towards using computers from the other standpoints of the study.
Software Mapping Assessment Tool Documenting Behavioral Content in Computer Interaction: Examples of Mapped Problems with &quot;Kid Pix&quot; Program
Author: Bayram, Servet
Date: 2005-04-00
Type: Journal Articles
Subjects: Computer Software,Concept Mapping,Technology Uses in Education,Elementary School Science,Elementary School Mathematics,Teaching Methods,Student Evaluation,Evaluation Methods,Worksheets,Science Instruction,Mathematics Instruction

The purpose of software mapping is to delineate a method for software menu, tool, and palette use in the construction of elementary school science and mathematics curriculum activities. With this method, software &quot;maps&quot; were created for traversing science and math curriculum problems and activities using software. The other purpose of the software mapping efforts is to delineate a method for student assessment in the classroom. Software mapping is an approach to assessment documenting behavioral content in computer interaction. Examples of mapped problems are presented, analyzed, and discussed in this paper.
Science, Technology &amp; Literacy
Author: Balkan Kiyici, Fatime
Date: 2007-04-00
Type: Journal Articles
Subjects: Technological Advancement,Science and Society,Information Literacy,Information Technology,Computer Literacy,Foreign Countries,Educational Technology,Science Instruction

Scientific information and new developments influence human lives making every human endeavor systematic. These developments in science and technology lead to educating literate individuals in terms of science and technology, or individuals who can think creatively and deliver their ideas freely. More specifically, individuals in today's world should be educated in a way that they are able to differentiate causes and effects, analyze ideas and solve problems efficiently. In order to educate such individuals, the society needs to have a sound grasp of the notions of technology and literacy along with the interrelationship between these notions. Thus, developments in science and technology influence our lives in a gradually increasing way, which leads the society to equip future generations with working knowledge of science and technology issues.
Developing Learning Style Inventory for Effective Instructional Design
Author: Güven, Bülent
Date: 2007-04-00
Type: Journal Articles
Subjects: Cognitive Style,Instructional Design,Individualized Instruction,Interest Inventories,Test Items,Item Analysis,Test Reliability,Test Validity,Test Construction,Psychometrics,Factor Analysis,Grade 5,Foreign Countries,Likert Scales

In the process of education, instead of classifying students according to their insufficiency, teachers should try to get to know them and determine their cognitive, sensorial, and kinetic characteristics. This study on improving learning style inventory, which aims to help classroom teachers determine students' attributes in individualized educational activities in elementary schools, the first step in obligatory education, originated from the need mentioned. The study involved four stages: determining the questions for the style inventory, preparing the trial inventory, applying the inventory, and determining validity and reliability. In the scope of the study of the reliability and validity, place was determined as fifth class students who studied in the centre of the city of Çanakkale. The study sample were fifth class students who numbered the same as the number of the result when we multiply the question number in the inventory by the step number in the degree scale. All the data obtained at the end of the analysis were analyzed using SPSS. As a result of the analysis, 8 factors were determined. The 27-question inventory was formed from the limitations of which the factor burdens were determined. A bibliography is included.
Examining the Characteristics of Literacy Practices in a Technology-Rich Sixth Grade Classroom
Author: Eryaman, Mustafa Yunus
Date: 2007-04-00
Type: Journal Articles
Subjects: Grade 6,Conflict,Literacy,Technology Integration,Science Instruction,Computer Uses in Education,Teaching Methods,Semiotics,At Risk Students,Pragmatics,Cooperation,Information Literacy

The technological revolution and transformation in schools transforms the practices of literacy and poses tremendous challenges to literacy educators and researchers to rethink their basic tenets, to integrate technology and literacy in creative and productive ways. The aims of this study are to examine the characteristics of literacy practices in a technology-rich sixth grade science classroom, and to analyze the new patterns of literacy that appear within the classroom from three theoretical stances, described by Bruce (1997) as Oppositional, Utilitarian, and Transactional (Bruce, 1997). The goal of this analysis is to understand how the technological revolution changes the understanding of &quot;literacy&quot; and &quot;being literate,&quot; and what educators may encounter as classrooms become more technologically rich.
Critical Thinking Dispositions of the Turkish Teacher Candidates
Author: Çubukcu, Zühal
Date: 2006-10-00
Type: Journal Articles
Subjects: Critical Thinking,Beliefs,Student Teacher Attitudes,Preservice Teachers,Cognitive Processes,Interest Inventories,Likert Scales,Predictor Variables,Intellectual Disciplines,Metacognition,Emotional Intelligence,Foreign Countries,Cognitive Tests

Critical thinking can be explained as an effective, organized and functional cognitive process to understand our own thoughts and other people's opinions and to improve our dispositions to express ourselves. Critical thinking is a process and also dispositions about deciding what to do or believe logically. In addition it provides the possibility of using of their knowledge and talent. The aim of this study is to determine critical thinking dispositions of Turkish teacher candidates who are in the faculty of Education. When the findings regarding students' critical thinking dispositions are considered, critical thinking dimensions of Open-mindedness and Analyticity are the highest two. Low critical thinking dimensions are Inquisitiveness and Systematicity.
Faculty Adoption of Online Technology in Higher Education
Author: Baltaci-Goktalay, Sehnaz
Date: 2006-10-00
Type: Journal Articles
Subjects: Higher Education,College Faculty,Technology Integration,Online Courses,Online Systems,Performance Factors,Teacher Attitudes,Adoption (Ideas),Faculty Development,Technological Advancement,Instructional Innovation,Educational Technology,Educational Practices

As technology becomes ubiquitous in classrooms, faculty will be asked to utilize new technologies in their instruction. Some will accept new ways to teach with technology while others resist. This paper aims to explore the factors that influence faculty to adopt online technology and faculty's concern about the adoption. The focus is on adoption and diffusion of online technology related to faculty development efforts that may help them effectively integrate online technology in their instruction.
An Assessment of Secondary School Teachers Uses of ICT's: Implications for Further Development of ICT's Use in Nigerian Secondary Schools
Author: Tella, Adeyinka
Date: 2007-07-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Teachers,Technology Uses in Education,Teacher Surveys,Teacher Attitudes,Secondary Schools,Teaching Models,Developing Nations,Vocational Education,Teaching Methods,Information Technology,Professional Development

The use of ICTs in Nigeria and African countries generally is increasing and dramatically growing. However, while there is a great deal of knowledge about how ICTs are being used in developed countries, there is not much information on how ICTs are being used by teachers in developing countries. This study examined Nigeria secondary school teachers' uses of ICTs and its implications for further development of ICTs use in Nigerian secondary schools. The study through census drawn on 700 teachers from twenty five purposefully selected private secondary schools in Ibadan, Oyo state, Nigeria. This comprised 430 males and 270 females. Their age ranged from 25-45 years with a mean age of 35 years. A modified instrument tagged Teachers ICT use survey adapted from ICT survey indicator for teachers and staff by UNESCO (2004) and ICT Teachers Survey by New Zealand Ministry of Education MINEDU (1999) were used for the collection of data. The results showed that teachers generally have access to ICTs in their various schools except e-mail and Internet because their schools are not connected. Technical support are lacking in the schools and teachers lack of expertise in using ICT was indicated as being the prominent factors hindering teachers readiness and confidence of using ICTs during lesson. Furthermore, the results show that teachers perceived ICT as being easier and very useful in teaching and learning. For continuous uses of ICTs by teachers, it was recommended among others that teacher training and professional development oriented policies should support ICT-related teaching models that encourage both students and teachers to play an active role in teaching/learning activities. And that emphasis must be placed on the pedagogy behind the use of ICTs for teaching/learning.
Attitudes of EFL Learners towards the Internet
Author: Aydin, Selami
Date: 2007-07-00
Type: Journal Articles
Subjects: Student Attitudes,English (Second Language),Second Language Learning,Socialization,Positive Attitudes,Internet,Learning Processes,Questionnaires,Foreign Countries,Access to Computers,Gender Differences,Undergraduate Students,Second Language Instruction,Educational Background,Correlation,Scores,Language Tests,Student Characteristics,Computer Attitudes,Statistical Analysis

Related literature indicates that the Internet has an important role and great potential in foreign language learning. It is also obvious that attitudes of learners affect learning process significantly. This study aimed to investigate the attitudes of foreign language learners and to find the relationship between attitudes and subject variables. A background questionnaire, a test on Internet information and a survey were administered to 115 foreign language learners. Data gathered were analyzed statistically. The results showed that EFL learners had positive attitudes towards the Internet except some items such as addiction, socialization and shopping. It was implicated that positive attitudes would contribute to foreign language learning via the Internet after overcoming some potential problems and disadvantages.
Are the Rural Schools of the Democratic Republic of Congo Ready for the $100 Laptop?
Author: Banza, Nsomwe-a-Nfunkwa
Date: 2006-10-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Rural Schools,Computer Uses in Education,Access to Computers,Information Technology,Computers,Costs,Poverty Areas,Telecommunications,Ventilation,Laptop Computers

The situation of schools in the Democratic Republic of Congo in matters concerning new information and communication technologies remains alarming. Given the primary role of these technologies in teaching and learning, as well as the concern of giving Congolese rural schools access to these tools, considering the problems of lack of electricity, telephones, ventilation, the cost of computer equipment, etc. we propose the following strategies which may facilitate the introduction, access and effective use of such educational tools. Addressing these problems and through a commitment to the use of ICT in rural schools, the new $100 Laptop, proposed by MIT, appears to be the answer to many of the issues. The cost of the laptop seems to be affordable and it can solve the issue of the lack of ICT equipment and overcome the problem of the lack of electricity, but it is not so straightforward. It is true that these laptops can help to solve the ICT problems being faced in the educational sector. However, even at the seemingly affordable cost of $100, this is still expensive in some local economies. In a country such as Congo, where teachers receive less than $100 for a monthly salary, it becomes improbable that the people or the Department of Education can afford this financial outlay.
The Effects of Computers on Kindergarten Children's Social Skills
Author: Kumtepe, Alper T.
Date: 2006-10-00
Type: Journal Articles
Subjects: Kindergarten,Computer Uses in Education,Interpersonal Competence,Children,Longitudinal Studies,Surveys,Computer Literacy,Behavior Problems,Student Behavior,Gender Differences,Scores,Racial Differences,Ethnic Groups,Access to Computers,Multivariate Analysis

The purpose of the study was to examine the effects of computer use on children's social skills in kindergarten. Early Childhood Longitudinal Study-Kindergarten Class of 1998-99 (ECLS-K), conducted by National Center for Educational Statistics, was utilized to analyze differential effects of home and school computer use on kindergarten social skills gains. The sample included 12,929 kindergarten children. Results indicated that children who use computers more proficiently demonstrated less problem behaviors and better social skills, rated by their teachers.
The Role of Computers in Writing Process
Author: Ulusoy, Mustafa
Date: 2006-10-00
Type: Journal Articles
Subjects: Educational Strategies,Writing Processes,Computer Software,Writing Ability,Writing Instruction,Computer Uses in Education,Revision (Written Composition),Prewriting,Writing (Composition),Word Processing,Journal Articles

In this paper, the role of computers in writing process was investigated. Last 25 years of journals were searched to find related articles. Articles and books were classified under prewriting, composing, and revising and editing headings. The review results showed that computers can make writers' job easy in the writing process. In addition, literature results revealed that teachers, peers, instructional strategies, and computer software all together have some important roles to develop students' writing ability. Simplifying the revising process is the biggest expectation from computers.
The Effect of the Computer Assisted Teaching and 7e Model of the Constructivist Learning Methods on the Achievements and Attitudes of High School Students
Author: Gönen, Selahattin
Date: 2006-10-00
Type: Journal Articles
Subjects: Constructivism (Learning),Student Attitudes,Physics,Achievement Tests,Foreign Countries,Statistical Analysis,Teaching Methods,High School Students,Computer Assisted Instruction,Science Achievement,Private Schools,Computer Simulation,Science Instruction,Educational Technology,Scientific Concepts,Learning Processes

This study provides a comparative effect study of the Computer Assisted Teaching and the 7E model of the Constructivist Learning methods on attitudes and achievements of the students in physics classes. The experiments have been carried out in a private high school in Diyarbakir/Turkey on groups of first year students whose pre-test scores of achievements and attitudes show no statistically significant difference. One of the groups received computer assisted, and the other were given instructions based on 7E model of the constructive learning method. An achievement test consisting of 29 multi-choice questions related to subject of electrostatics has been carried out to compare the group's achievements. A statistical analysis of achievement tests showed a significant difference between the students achievements at the knowledge and comprehension levels of cognitive domain (P&lt;,05). On the other hand no difference was noted between their achievements at the application level of cognitive domain. To determine the effect of the instruction methods on the student's attitudes towards the physics course, a physics attitude scale was applied to both groups. The results have indicated that the student's attitudes towards physics learning were not affected by different instruction methods.
Determination of Misconceptions That Are Encountered by Teacher Candidates and Solution Propositions for Relieving of These Misconceptions
Author: Kesan, Cenk
Date: 2007-07-00
Type: Journal Articles
Subjects: Comprehension,Scientific Concepts,Misconceptions,Teaching Methods,Problem Solving,Preservice Teachers,Evaluation,Knowledge Level,Statistical Analysis,Foreign Countries

In order to think, to interpret and judge correctly, the humans have to comprehend what they have learned. Concepts are the abstract representatives of the classifications that are formed by objects, events, ideas and behaviors which have common specifications. (Fidan, N., 1985). Concepts reduce the complexity by simplifying the environment that people live. They help us in defining and explaining the objects in our environment. Learning concepts cannot be determined only by classifying objects or by telling the name or definition of a class of objects. Learning concepts has three steps; interpreting, translating and transition. For an individual to overcome these three steps, he has to have the ability to percept common elements objects, events, ideas and behaviors by abstracting them and has to distinguish the common and uncommon sides of these. Glover, Ronning and Bruning (Glover, A. Roning, R. R., Bruning, R. H., 1990) have divided the database needed in problem solving process into three parts as subject knowledge, general and specific strategic knowledge. The conceptual knowledge that is related to the subject of the problem constitutes the first type of knowledge. Remembering a knowledge signifies that it is known. However, this remembrance can both be by memorizing and comprehending. It is the comprehension step, which is formed by the behaviors that distinguishes a person who has comprehended, from a person who has memorized. (Alkan, H., Altun, M., 1998). As knowledge and skill is not transferred genetically and cannot be controlled by instinct, the behaviors that will be necessary in life should be designated to the person. This can be achieved by learning. The people agree that without learning life cannot be successful. While teaching new knowledge to individuals, it should be made sure that the concepts are formed correctly. In recent years, students' understanding of the scientific concepts is one of the subjects that researchers and teachers give importance to. The reason is that students have difficulties in understanding scientific concepts. Learning concepts in a non-meaningful way leads to the formation and increasing of misconceptions. Misconception is the perception of concepts by students in a different way than their scientifically accepted definitions.