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IN WHAT WAYS DO PRESERVICE TEACHERS UTILIZED AN WEB-BASED LEARNING SUPPORT SYSTEM?. F ethi A hmet I nan The University of Memphis finan@memphis.edu Soner Yildirim Middle East Technical University soner@metu.edu Ercan Kiraz Middle East Technical University ekiraz@metu.edu.
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IN WHAT WAYS DO PRESERVICE TEACHERS UTILIZED AN WEB-BASED LEARNING SUPPORT SYSTEM? Fethi Ahmet Inan The University of Memphis finan@memphis.edu Soner Yildirim Middle East Technical University soner@metu.edu Ercan Kiraz Middle East Technical University ekiraz@metu.edu
Introduction • Literature Review • Research Method • Findings • Conclusion
Biggest obstacle to using technology in education is the lack of adequate teacher training • A computer literacy course became a required course for all preservice teachers in Turkey • One computer literacy course is not of a high value unless computers are integrated into the whole teacher education program
To describe preservice teachers’ computer competency and attitudes toward computers. • To examine changes in preservice teacher attitudes toward computers due to participation in a web-supported teacher credential course • To explore how preservice teachers perceived and utilized the Online Learning Support System
The first attempt on development and utilization of an online supplementary tool in preservice teacher education in Turkey. • The findings of this study will assist other researches and developers in their development and utilization of web based systems.
Principles of Preservice Teacher Education • Integrate technology in to the entire teacher preparation curriculum • Introduce technology in context • Students should experience innovative technology-supported learning environments in their teacher education program.
What are the preservice teachers’ attitudes toward computers and computer competency levels before using the OLSS? • Is there a relationship between preservice teachers computer competency and their attitudes toward computers? • Is there a difference in attitudes of preservice teachers toward computers before and after completing the course?
What are the students’ perceptions on factors affecting the usage of the web site? • What are the students’ perceptions on usage of the utilities of the web site? • What are the students’ suggestions about the effective use of the utilities of the web site?
Teachers Attitude Scale • Teachers Competency Scale • Interview guide • Website“Announcements,” “Assignments,” “Lecture notes,” “Grades,” “Uploads,” ”Syllabus,” “Forum,” “Password,” and “Help”
* Ratings were made on a 5-point scale (1 = not competent, 5 = very competent)
* Ratings were made on a 5-point scale (1 = strongly disagree, 5 = strongly agree) ** High score represents a low level of perception on these items.
Findings • The relationship between students’ competency scores and attitudes score was found to be positive and statistically significant, r (38) = .55, p < .001 • Difference in attitudes of students toward learning with computers before and after completing the course were not significant,F (1, 34) = .009, p = .92
FactorsAffectingWeb Site Usage • Demonstration of the web site • Accessibility to computer • Reading from computer screen • Facilitation of the web site • Usability of the web site • Privacy of users
Utilization of the Web Site • Announcement • Assignment • Forum • Lecture Notes • Grades
Students’ Suggestions • Colorized lecture notes • Types of lecture notes (ppt, summary etc.) • Additional web site addresses • Additional assessment tools • Immediate feedback • Privacy of communication • More facilitation by instructor • More social & entertaining environment
Implication for Practice • Provide a wide range of pre and post-instructional activities & course materials • Provide efficient facilitation of the web site • Keep designing of the web site simple and consistent • Provide demonstration of the web site at the beginning of the semester • Provide privacy in terms of feedback, grading and communication
Implication for Practice • Faculties of education should be provided with continuous support and aid • Faculties of teacher education programs should demonstrate their competency and willingness to use technology in their teaching. • Prospective students should be given an opportunity to practice what they have learned. • Prospective teachers should be provided with flexible computer laboratories • Technology should be infused to entire preservice teacher education program.
Implication for Research • Various teacher credential courses • Increased sample size • Students of various departments • Long-term study
IN WHAT WAYS DO PRESERVICE TEACHERS UTILIZED AN WEB-BASED LEARNING SUPPORT SYSTEM? Fethi Ahmet Inan The University of Memphis finan@memphis.edu Soner Yildirim Middle East Technical University soner@metu.edu Ercan Kiraz Middle East Technical University ekiraz@metu.edu