Eğitim Psikolojisi ve Öğretim Teknolojileri
Özet
Bu kitap bölümünde öğretim teknolojilerini kavramsal ve kuramsal anlamda özetleyen bir çerçeve sunularak, öğretmen ve öğretmen adayları için öğretim teknolojilerinin öğrenme sürecindeki rolüne ilişkin bilinç oluşturulması hedeflenmiştir. Öğretim teknolojilerinin ne olduğunun yanı sıra ne olmadığı da vurgulanmaya çalışılmıştır. Öğretim teknolojilerinin bilişsel psikolojiyle olan ilişkisine, öğretim tasarımının önemine ve ADDIE ile ARCS motivasyon modellerine yer verilmiştir. Eğitimde teknoloji entegrasyonunun dayandığı kuram, model ve standartlara değinilerek pratiğe yönelik önerilerde bulunulmuştur. Ayrıca öğrenme ortamını zenginleştirmeye yönelik dijital içerik geliştirme sürecinde dikkate alınacak çoklu ortam tasarım ilkeleri üzerinde durulmuştur. Son olarak yenilikçi yaklaşımlar ve dijital ortamlara da yer verilerek eğitimcilerin güncel teknolojilerden en iyi şekilde yararlanmalarının önemi vurgulanmıştır.
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Referanslar
AECT. (2008). Definition. In A. Januszewski & M. Molenda (Eds.), Educational technology: A definition with commentary (pp. 1-14). New York: Routledge.
Alsswey, A., & Al-Samarraie, H. (2019). M-learning adoption in the Arab gulf countries: A systematic review of factors and challenges. Education and Information Technologies, 24 (5), 3163–3176. Doi: 10.1007/s10639-019-09923-1
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Baukal, C. E., Ausburn, F. B., & Ausburn, L. J. (2013). A proposed multimedia cone of abstraction: Updating a classic instructional design theory. i-manager’s Journal of Educational Technology, 9 (4), 15-24.
Bowman, M. A., Vongkulluksn, V. W., Jiang, Z., & Xie, K. (2020). Teachers’ exposure to professional development and the quality of their instructional technology use: The mediating role of teachers’ value and ability beliefs. Journal of Research on Technology in Education, 54 (2), 188–204. Doi: 10.1080/15391523.2020.1830895
Branch, R.M., & Kopcha, T. J. (2014). Instructional design models. In J. Spector, M. Merrill, J. Elen, M. Bishop (Eds.) Handbook of research on educational communications and technology (pp. 77-87). New York: Springer. Doi: 10.1007/978-1-4614-3185-5_7
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Chang, S., Hsu, T., Kuo, W., & Jong, M. S. (2020). Effects of applying a VR‐based two‐tier test strategy to promote elementary students’ learning performance in a Geology class. British Journal of Educational Technology, 51 (1), 148–165. Doi: 10.1111/bjet.12790
Chen, G. D., Chang, C. K., & Wang, C. Y. (2008). Ubiquitous learning website: Scaffold learners by mobile devices with information-aware techniques. Computers & Education, 50 (1), 77–90. Doi: 10.1016/J.COMPEDU.2006.03.004
Chiang, F. K., Zhu, G., Wang, Q., Cui, Z., Cai, S., & Yu, S. (2016). Research and trends in mobile learning from 1976 to 2013: A content analysis of patents in selected databases. British Journal of Educational Technology, 47, 1006–1019. Doi: 10.1111/bjet.12311
Chiu, T. K., Xia, Q., Zhou, X., Chai, C. S., & Cheng, M. (2023). Systematic literature review on opportunities, challenges, and future research recommendations of artificial intelligence in education. Computers and Education: Artificial Intelligence, 4, 100118. Doi: 10.1016/j.caeai.2022.100118
CIT. (1970). To improve learning: A report to the president and congress of the United States. US Government Printing Office.
Coban, M., Bolat, Y. I., & Goksu, I. (2022). The potential of immersive virtual reality to enhance learning: A meta-analysis. Educational Research Review, 36, 100452. Doi: 10.1016/j.edurev.2022.100452
Correia, A. P., Liu, C., & Xu, F. (2020). Evaluating videoconferencing systems for the quality of the educational experience. Distance Education, 41 (4), 429–452. Doi:10.1080/01587919.2020.1821607
Crompton, H., & Sykora, C. (2021). Developing instructional technology standards for educators: A design-based research study. Computers and Education Open, 2, 100044. Doi: 10.1016/j.caeo.2021.100044
Çoban, M., & Goksu, İ. (2022). Using virtual reality learning environments to motivate and socialize undergraduates in distance learning. Participatory Educational Research, 9 (2), 199-218.
Dale, E. (1969). Audiovisual methods in teaching (Third edit.). New York: Dryden Press.
Dalgarno, B. (2001). Interpretations of constructivism and consequences for computer assisted learning. British Journal of Educational Technology, 32 (2), 183-194.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13 (3), 319-340. Doi: 10.2307/249008
Davis, F. D. (1993). User acceptance of information technology: System characteristics, user perceptions and behavioral impacts. International Journal of Man-Machine Studies, 38 (3), 475-487.
Demirel, Ö. (2007). Öğretme sanatı. Ankara: Pegem Akademi.
Dewey, J. (1930). Democracy and education. Mass., USA: Macmillan Company.
Dugger, W. E. (1988). Technology-the discipline. Technology Teacher, 48 (1), 3-6.
Ely, D. P. (1963). The changing role of the audio visual process in education: a definition and a glossary of related terms. National Education Association. https://files.eric.ed.gov/fulltext/ED016409.pdf
Gedik, N. (2016). Karma öğrenme. İçinde K. Çağıltay & Y. Göktaş (Ed.), Öğretim Teknolojilerinin temelleri: Teoriler, araştırmalar, eğilimler (ss. 499-520). Ankara: Pegem Akademi.
Göksu, I. (2021). Bibliometric mapping of mobile learning. Telematics and Informatics, 56, 101491. Doi: 10.1016/j.tele.2020.101491
Göksu, İ. (2022). Dijital oyunlarda güvenlik. İçinde Ş. Sağıroğlu, H. İ Bülbül, A. Kılıç, M. Küçükali, Ş Bayzan, & Y. Samur (Ed.), Dijital oyunlar-1: Araçlar, metodolojiler, uygulamalar ve öneriler (ss. 541–578). Ankara: Nobel Akademik Yayıncılık.
Göksu, I., & Bolat, Y. I. (2021). Does the ARCS motivational model affect students’ achievement and motivation? A meta‐analysis. Review of Education, 9 (1), 27-52. Doi: 10.1002/rev3.3231
Göksu, İ., Ergün, N., Özkan, Z., & Sakız, H. (2021). Distance education amid a pandemic: Which psycho‐demographic variables affect students in higher education? Journal of Computer Assisted Learning, 37 (6), 1539-1552. Doi: 10.1111/jcal.12544
Göksu, İ., & Koçak, Ö. (2020). Öğretmen adaylarının öğretim teknolojilerine yönelik metaforik algıları. Journal of Instructional Technologies and Teacher Education, 9 (2), 125-143.
Göksu, İ., Özcan, K. V., Çakır, R., & Göktaş, Y. (2014). Türkiye’de öğretim tasarımı modelleriyle ilgili yapılmış çalışmalar. İlköğretim Online, 13 (2), 694‐709.
Göksu, I., Özcan, K. V., Çakir, R., & Göktas, Y. (2017). Content analysis of research trends in instructional design models: 1999-2014. Journal of Learning Design, 10 (2), 85-109.
Hansen, R., & Froelich, M. (1994). Defining technology and technological education: A crisis, or cause for celebration? International Journal of Technology and Design Education, 4, 179–207. Doi: 10.1007/BF01204546
Holmberg, K., & Huvila, I. (2008). Learning together apart: Distance education in a virtual world. First Monday, 13 (10). Doi: 10.5210/fm.v13i10.2178
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