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    ANALYSIS OF TECHNOPEDAGOGICAL KNOWLEDGE COMPETENCIES OF PROSPECTIVE TEACHERS AT EDUCATION FACULTIES
    (Iated-Int Assoc Technology Education A& Development, 2014) Saban, A.; Asikcan, M.; Kibici, V. B.; Saban, A.
    Integration of technology to education is a complex and multi-dimensional process requiring not only acquisition of up-to-date technologies but also taking various administrative, educational and institutional variables into account. In this context, it is seen that, over the recent years, integration models have shifted from being technology-oriented to being pedagogy-oriented. While technology-oriented models aim that teachers acquire knowledge and competencies in technology usage, pedagogy-oriented ones require teachers to associate their technology-usage knowledge with their pedagogical knowledge during teaching process. One of those pedagogy-oriented models about integration of technology to education is Technological Pedagogical Content Knowledge-TPACK. The aim of this study is to examine the technopedagogical education competency levels of computer, elementary and music prospective teachers. The participants of the research are 4th grade prospective teachers at Necmettin Erbakan University Ahmet Kelesoglu Education Faculty Department of Education of Computer and Teaching Technologies, Department of Elementary Teaching and Department of Music Teaching during 2013-2014 academic period. Technopedagogical Education Competency Scale, composed of 33 questions, is used as data gathering tool in the research. Results will be discussed after the research has been completed.
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    AN ANALYSIS OF VIOLA EDUCATION IN EDUCATION FACULTIES AT MUSIC DEPARTMENTS IN TURKEY
    (Iated-Int Assoc Technology Education A& Development, 2014) Kibici, V. B.; Kutluk, O.
    The main purpose of this study is to find out the attitude and thoughts of the academic staff in Music Education Departments concerning viola education. The study is of great significance in its contribution to the field of viola education to foster the development of undergraduate level students. A descriptive model was followed in the analysis of works for viola used in viola education courses. An open ended questionnaire was conducted to reveal their attitude towards viola education. The academic staff was expected to determine the inadequacies and suggest solutions via the questionnaire. In the study, it was found out that the faculty students who are the graduates of Fine Arts High Schools had technically unsatisfactory training. The academic staff claimed that although adequate training of viola teachers is essential, there is not common course for viola education in four-year-faculties. Additionally, there is an immediate need for viola education which is technically appropriate to the level of the students.