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F ethi A hmet I nan The University of Memphis Soner Yildirim Ercan Kiraz

A DISCUSSION AND ANALYSIS OF PRESERVICE TEACHERS’ ATTITUDES TOWARD AN ONLINE SUPPORTED TEACHER CREDENTIAL COURSE. F ethi A hmet I nan The University of Memphis Soner Yildirim Ercan Kiraz Middle East Technical University. Introduction Literature Review Research Method Findings

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F ethi A hmet I nan The University of Memphis Soner Yildirim Ercan Kiraz

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  1. A DISCUSSION AND ANALYSIS OF PRESERVICE TEACHERS’ ATTITUDES TOWARD AN ONLINE SUPPORTED TEACHER CREDENTIAL COURSE Fethi Ahmet Inan The University of Memphis Soner Yildirim Ercan Kiraz Middle East Technical University

  2. Introduction • Literature Review • Research Method • Findings • Conclusion

  3. 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

  4. 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

  5. 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.

  6. 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?

  7. Participants

  8. Teachers Attitude Scale • Teachers Competency Scale • Website“Announcements,” “Assignments,” “Lecture notes,” “Grades,” “Uploads,” ”Syllabus,” “Forum,” “Password,” and “Help”

  9. * Ratings were made on a 5-point scale (1 = not competent, 5 = very competent)

  10. * 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.

  11. 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

  12. Recommendations • 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

  13. A DISCUSSION AND ANALYSIS OF PRESERVICE TEACHERS’ ATTITUDES TOWARD AN ONLINE SUPPORTED TEACHER CREDENTIAL COURSE 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

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