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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 [email protected] Soner Yildirim Middle East Technical University [email protected] Ercan Kiraz Middle East Technical University [email protected]

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IN WHAT WAYS DO PRESERVICE TEACHERS UTILIZED AN WEB-BASED LEARNING SUPPORT SYSTEM?

Fethi Ahmet Inan

The University of Memphis

[email protected]

Soner Yildirim

Middle East Technical

University

[email protected]

Ercan Kiraz

Middle East Technical

University

[email protected]


  • 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 lack of adequate teacher training 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



Principles of Preservice Teacher Education online supplementary tool in preservice teacher education in Turkey.

  • 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?



Participants the usage of the web site?


  • Teachers Attitude Scale the usage of the web site?

  • 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 = strongly disagree, 5 = strongly agree) ** High score represents a low level of perception on these items.


Findings disagree, 5 = strongly agree)

  • 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


Factors disagree, 5 = strongly agree) AffectingWeb 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 disagree, 5 = strongly agree)

  • Announcement

  • Assignment

  • Forum

  • Lecture Notes

  • Grades


Students disagree, 5 = strongly agree) ’ 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 disagree, 5 = strongly agree)

  • 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 disagree, 5 = strongly agree)

  • 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 disagree, 5 = strongly agree)

  • 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

[email protected]

Soner Yildirim

Middle East Technical

University

[email protected]

Ercan Kiraz

Middle East Technical

University

[email protected]


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