Browsing by Author "Usluel, YK"

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    Predicting technology integration based on a conceptual framework for ICT use in education
    Uslu, NA; Usluel, YK
    The purpose of this study is twofold: (1) to propose a conceptual framework for classifying ICT use in education and (2) to develop and test a structural model including both teacher- and school-related factors, to explain technology integration. A conceptual framework has been developed in order to classify use of ICT (information and communications technologies) in education with an instrumentalist perspective. Indicators of technology integration have been clearly identified and associated with the constructs in the framework. Access, technical support, administrative support and professional development support are examined under school-related variables, while teachers' beliefs and ICT competencies are investigated under teacher variables. A model based on these variables has been proposed and tested through structural equation modelling. Data was collected from 403 teachers working in primary and secondary schools. Results have indicated that factors in the model explained 70% of the variance in the technology integration that showed that the substantial amount of variance was predicted.
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    A PROPOSAL FOR DESIGNING STRATEGIES AND CONTENT IN A PROFESSIONAL DEVELOPMENT PROGRAM ON ICT INTEGRATION
    Uslu, NA; Usluel, YK
    This study aimed to explore new educational approaches to empower teachers' ICT competencies, beliefs and intentions to use ICT effectively in their classrooms. Thus, a professional development (PD) program on ICT integration was developed. PD content was based on educational use of ICT rather than basic ICT competencies. PD strategy was based on the assumption of using ICT was to teach ICT. Concrete tasks were given to teachers in order to study on real life examples. Also teacher attitudes and reflections were shared such as how can new technologies could be used in education. Finally, teachers prepared plans for integrating ICT on specific topics with colleagues. PD program was carried out on Moodle as PD media and in the school computer laboratory as PD site with a combination of face to face and online environments. Teachers' reflections regarding ICT competencies, beliefs and intention were collected after the PD course ended in order to evaluate the PD process. Data was collected from 15 teachers working in a secondary school in the capital city of Turkey through semi structured interview, documents and focus group interviews. As a result of data analysis, teachers expressed that there is a positive change in their competencies, belief and intention to establish ICT integration. The results suggested that PD design was useful in enhancing teachers' competencies, beliefs and intentions, but only as a starting point. Recommendations for effective strategies and content were discussed while acknowledging the limitations of the current study.
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    A systematic review study on educational robotics and robots
    Uslu, NA; Yavuz, GÖ; Usluel, YK
    This study, which systematically examines educational robotics and robots (ERR), has two purposes. (1) Classifying the research on the ERR to identify research trends and gaps, (2) Summarizing the experimental findings related to ERR and to interpret them according to the claims in the literature. A mixed method combining systematic mapping and systematic review were used in the study. Ninety-three articles published in Social Sciences Citation Index (SSCI) indexed journals and meeting the specified criteria were analyzed using a systematic mapping process. The results showed that 40 out of 93 articles did not include any learning theory. Thirty-two experimental studies were analyzed within the scope of the systematic review. The empirical findings supporting some of the claims about ERR are summarized and the research gaps in the claims that need to be supported by theoretical and pedagogical approaches are revealed.