Yazar "Celik, Ismail" seçeneğine göre listele

Listeleniyor 1 - 4 / 4
  • Küçük Resim Yok
    Öğe
    CASE STUDIES FOR EUCATORS BASED ON TPACK FRAMEWORK
    (Information Age Publishing-Iap, 2015) Celik, Ismail; Sahin, Ismail; Kiray, S. Ahmet; Simsek, Harun
    In this chapter, 15 case studies based on the Technological Pedagogical and Content Knowledge (TPACK) framework will be provided. Cases are collected as a part of a research project enumerated 113K302 funded by the Scientific and Technological Research Council of Turkey (TUBITAK). They are the results of the observations made by student teachers regarding actual teachers' usage of the technology within the TPACK framework. This work contributes to the evaluation process of the technology integration and teacher education through observations. Pre-service teacher-centered approach used in this work has the potential to constitute an economic model for evaluating technology integration based on the TPACK model. Comprehensive analyzes of technology integration using case-study method within a theoretical up-to-date framework provided by the TPACK model differentiates it from other studies. The observations of the pre-service teachers on the integration of technology within the TPACK framework may contribute to schools, educators, and the educational system as a whole. Moreover, a significant increase in readers' TPACK-related awareness is also expected.
  • Küçük Resim Yok
    Öğe
    Metaphors of High School Students about the Concept of Interactive Whiteboard
    (Necmettin Erbakan Univ, 2015) Akturk, Ahmet Oguz; Mihci, Sinem; Celik, Ismail
    The primary aim of this phenomenographic study is to discover the perceptions of high school students regarding the concept of Interactive Whiteboard through metaphors. Phenomenography, which is a qualitative research method, was used in the study. The research group of the study consisted of a total of 162 students studying at the 9th, 10th, 11th and 12th grades of the information technologies department of an Anatolian high school of commerce. In order to collect the research data, each student in the research group was asked to complete the gaps in the sentence Interactive Whiteboard is like.; because. Content analysis techniques were employed for the analysis of the data in order to group the metaphors created by the students based on their common features. As the result of the analysis of the collected data, it was found out that the participants created 41valid metaphors. These metaphors were classified under 6 conceptual categories in terms of their characteristics. In conclusion, it was determined that the students had highly positive perceptions about Interactive Whiteboard. However, it was observed that some of the students perceived Interactive Whiteboard as an unnecessary device.
  • Küçük Resim Yok
    Öğe
    A Model for Understanding Educational Facebook Use
    (Modestum Ltd, 2015) Celik, Ismail; Yurt, Eyup; Sahin, Ismail
    There are numerous types and variations of social networking web sites, such as MySpace, FB, Hi5, and Cyworld. Of these networks, the most commonly used is FB. Because of the widespread use of FB by youth, its effects on student achievement has recently become one of the most important issues that are curious for families. Therefore, it has become necessary to study the use of social networking sites for educational purposes and their related variables. In the present study, the variables that affect the educational use of FB and the relationships among these variables are examined and presented through a model. In the current study, data are collected from undergraduate students in the College of Education at an Anatolian university in Turkey. The participants consist of 1,066 undergraduates-65% are female (n = 691) and 35% male (n = 375). The result shows that knowledge of these variables enables us to largely understand the educational use of FB by individuals. In conclusion, it was seen that students who use FB for educational purposes more have higher GPAs. These students use FB more frequently but they spend less time on it. Also, they have fewer FB friends than students who have low GPAs.
  • Küçük Resim Yok
    Öğe
    Reliability and Validity Study of the Mobile Learning Adoption Scale Developed Based on the Diffusion of Innovations Theory
    (Necmettin Erbakan Univ, 2014) Celik, Ismail; Sahin, Ismail; Aydin, Mustafa
    In this study, a mobile learning adoption scale (MLAS) was developed on the basis of Rogers' (2003) Diffusion of Innovations Theory. The scale that was developed consists of four sections. These sections are as follows: Stages in the innovation-decision process, Types of m-learning decision, Innovativeness level and attributes of m-learning. There is one question at the level of classification regarding the investigated characteristics of the participants in the first three sections of the scale. The last section of the scale is composed of 18 items and 5 sub-dimensions in the 7-item Likert type. MLAS was developed in three stages. In the first stage, a detailed review of literature was performed and an item pool was formed. In the second stage, explanatory factor analysis was performed to determine the factor structure of the scale while confirmatory factor analysis was performed to test whether the factors formed confirmed the theory or not. In the final stage of the study, the reliability of the scale was determined through item, test-retest reliability and internal consistency (Cronbach Alpha) analyses. In conclusion, the scale developed within the scope of this study was shown to yield valid and reliable scores.