Research Article
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Year 2022, Volume: 9 Issue: 6, 66 - 88, 01.11.2022
https://doi.org/10.17275/per.22.129.9.6

Abstract

Supporting Institution

Sakarya Üniversitesi Bilimsel Araştırma Projeler Koordinatörlüğü

Project Number

2019-7-25-145

References

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  • Ajjan, H. & Hartshorne, R. (2008). Investigating faculty decisions to adopt Web 2.0 technologies: Theory and empirical tests. The Internet and Higher Education, 11(2), 71-80. https://doi.org/10.1016/j.iheduc.2008.05.002.
  • Altun, T. & Vural, S. (2012). Bilim ve Sanat Merkezinde görev yapan öğretmen ve yöneticilerin mesleki gelişim ve okul gelişimine yönelik görüşlerinin değerlendirilmesi [Evaluation of the views of teachers and administrators of a Science and Art Center (SAC) about professional development and school improvement]. Elektronik Sosyal Bilimler Dergisi, 11(42), 152-177. https://dergipark.org.tr/tr/pub/esosder.
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  • Bangel, N. J., Moon, S. M., & Capobianco, B. M. (2010). Preservice teachers’ perceptions and experiences in a gifted education training model. Gifted Child Quarterly, 54(3), 209-221. https://doi.org/10.1177/0016986210369257.
  • Baran, B. (2010). Experiences from the process of designing lessons with interactive whiteboard: ASSURE as a road map. Contemporary Educational Technology, 1(4), 367-380.
  • Batanero, J. M. F., Rebollo, M. M. R., & Rueda, M. M. (2019). Impact of ICT on students with high abilities. Bibliographic review (2008–2018). Computers& Education, 137, 48-58. https://doi.org/10.1016/j.compedu.2019.04.007.
  • Benny, N., & Blonder, R. (2016). Factors that promote/inhibit teaching gifted students in a regular class: Results from a professional development program for chemistry teachers. Education Research International. http://dx.doi.org/10.1155/2016/2742905.
  • Besnoy, K. (2007). Creating a personal technology improvement plan for teachers of the gifted. Gifted Child Today, 30(4), 44-49. https://journals.sagepub.com/doi/pdf/10.4219/gct-2007-491.
  • Besnoy, K. D., Dantzler, J. A., & Siders, J. A. (2012). Creating a digital ecosystem for the gifted education classroom. Journal of Advanced Academics, 23(4), 305-325. https://doi.org/10.1177/1932202X12461005.
  • Brigandi, C. B., Gilson, C. M., & Miller, M. (2019). Professional development and differentiated instruction in an elementary school pullout program: A gifted education case study. Journal for the Education of the Gifted, 42(4), 362-395. https://doi.org/10.1177/0162353219874418
  • Buckenmeyer, J. A. (2010). Beyond computers in the classroom: Factors related to technology adoption to enhance teaching and learning. Contemporary Issues in Education Research (CIER), 3(4), 27-36. https://doi.org/10.19030/cier.v3i4.194
  • Burg, B. (1992). Gifted education in Israel. Roeper Review, 14(4), 217-221. https://doi.org/10.1080/02783199209553434
  • Cetin, N. I. (2016). Effects of a teacher professional development program on science teachers' views about using computers in teaching and learning. International Journal Of Environmental And Science Education, 11(15), 8026-8039.
  • Chai, C. S., Tan, L., Deng, F., & Koh, J. H. L. (2017). Examining pre-service teachers’ design capacities for web-based 21st century new culture of learning. Australasian Journal of Educational Technology, 33(2), 129-142. https://doi.org/10.14742/ajet.3013
  • Chen, J., YunDai, D., & Zhou, Y. (2013). Enable, enhance, and transform: How technology use can improve gifted education. Roeper Review, 35(3), 166-176. https://doi.org/10.1080/02783193.2013.794892
  • Chikasanda, V. K. M., Otrel-Cass, K., Williams, J., & Jones, A. (2013). Enhancing teachers’ technological pedagogical knowledge and practices: A professional development model for technology teachers in Malawi. International Journal of Technology and Design Education, 23(3), 597-622. https://doi.org/10.1007/s10798-012-9206-8
  • Gustafson, K. L., Branch R. M., & Maribe R. (2002). Survey of Instructional Development Models (3rd ed.). ERIC Clearinghouse on Information Technology mode, Syracuse, NY. https://files.eric.ed.gov/fulltext/ED477517.pdf
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  • Hutchison, A., & Woodward, L. (2018). Examining the technology integration planning cycle model of professional development to support teachers’ instructional practices. Teachers College Record, 120(10), 1-44.
  • Jones, W. M., & Dexter, S. (2014). How teachers learn: The roles of formal, informal, and independent learning. Educational Technology Research and Development, 62(3), 367-384. https://doi.org/10.1007/s11423-014-9337-6.
  • Kahveci, M. (2010). Students' perceptions to use technology for learning: Measurement integrity of the modified fennema-sherman attitudes scales. Turkish Online Journal of Educational Technology-TOJET, 9(1), 185-201. (EJ875782) ERIC. https://eric.ed.gov/?id=EJ875782
  • Kim, D., & Downey, S. (2016). Examining the use of the ASSURE model by K–12 teachers. Computers in the Schools, 33(3), 153-168. https://doi.org/10.1080/07380569.2016.1203208
  • Kontaş, H. & Yağcı, E. (2016). BİLSEM öğretmenlerinin program geliştirme ihtiyaçlarına ilişkin geliştirilen programın etkililiği. [The effectiveness of the in-service training program developed based on the needs of the teachers of science and art centers in the area of curriculum development] Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 16(3), 902-923. https://dergipark.org.tr/en/download/article-file/229546.
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  • Lindvall, J., Helenius, O., & Wiberg, M. (2018). Critical features of professional development programs: Comparing content focus and impact of two large-scale programs. Teaching and Teacher Education, 70, 121-131. https://doi.org/10.1016/j.tate.2017.11.013
  • Lavonen, J., Juuti, K., Aksela, M., & Meisalo, V. (2006). A professional development project for improving the use of information and communication technologies in science teaching. Technology, Pedagogy and Education, 15(2), 159-174. https://doi.org/10.1080/14759390600769144
  • Lee, J. & Jin, S. (2015).Teachers recognition on enhancing ICT related capabilities of gifted students. Journal of Gifted/Talented Education, 25(2), 261–277. https:// doi.org/10.9722/JGTE.2015.25.2.261
  • Lemons, G. (2011). Diverse perspectives of creativity testing: Controversial issues when used for inclusion into gifted programs. Journal for the Education of the Gifted, 34(5), 742-772. https://doi.org/10.1177/0162353211417221.
  • Little, C. A. & Housand, B. C. (2011). Avenues to professional learning online: Technology tips and tools for professional development in gifted education. Gifted Child Today, 34(4), 18-27. https://doi.org/10.1177/1076217511415383
  • Liu, M., Horton, L., Olmanson, J., & Toprac, P. (2011). A study of learning and motivation in a new media enriched environment for middle school science. Educational Technology Research and Development, 59(2), 249-265. https://doi.org/10.1007/s11423-011-9192-7
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What do Science Teachers Expect from a Technology-Based Professional Development Program?: Reflections from a Pilot Study

Year 2022, Volume: 9 Issue: 6, 66 - 88, 01.11.2022
https://doi.org/10.17275/per.22.129.9.6

Abstract

This study aimed to reveal science teachers’ expectations from a technology-based professional development program and designate the said program accordingly. The case study was carried out with 12 science teachers of gifted students. In order to identify the needs of the teachers for effective technology integration in the classes, interviews were conducted. The interviews unearthed that the use of technology in classes was mainly at a basic level, and resorted to with a view to providing visualization, make presentations, or web-search. The teachers declared that they would like to attend technology-based training programs to improve their technology competencies. After determing the teachers’ needs, the researchers developed a technology-based professional development program based on the ASSURE model and implemented the pilot study. After the pilot study, the participants put forth that the program was beneficial for enriching classes with technology in various ways. It is thought that the dissemination of this training by making extensive applications to teachers in different fields will contribute to the development of their technological competencies and help overcome the difficulties in the use of technology. In order to enhance the technological competence of teachers, technology-based trainings need to be designed and thereupon overcoming the barriers to technology usage can be made possible. It is recommended to carry out studies to evaluate teachers' technological abilities and efficiencies in other ways and pursue them according to their developmental characteristics.

Project Number

2019-7-25-145

References

  • Ağaoğlu, O. & Metin, N. (2015). A survey study on the 4th – 8th graders in the science and arts centers who play violent PC games comparing to their school only peer group. Journal of Gifted Education Research, 3(2), 11-25. http://uyad.beun.edu.tr
  • Ajjan, H. & Hartshorne, R. (2008). Investigating faculty decisions to adopt Web 2.0 technologies: Theory and empirical tests. The Internet and Higher Education, 11(2), 71-80. https://doi.org/10.1016/j.iheduc.2008.05.002.
  • Altun, T. & Vural, S. (2012). Bilim ve Sanat Merkezinde görev yapan öğretmen ve yöneticilerin mesleki gelişim ve okul gelişimine yönelik görüşlerinin değerlendirilmesi [Evaluation of the views of teachers and administrators of a Science and Art Center (SAC) about professional development and school improvement]. Elektronik Sosyal Bilimler Dergisi, 11(42), 152-177. https://dergipark.org.tr/tr/pub/esosder.
  • Bangel, N. J., Enersen, D., Capobianco, B. & Moon, S. M. (2006). Professional development of preservice teachers: Teaching in the super saturday program. Journal for the Education of the Gifted, 29(3), 339-361. https://doi.org/10.1177/016235320602900305.
  • Bangel, N. J., Moon, S. M., & Capobianco, B. M. (2010). Preservice teachers’ perceptions and experiences in a gifted education training model. Gifted Child Quarterly, 54(3), 209-221. https://doi.org/10.1177/0016986210369257.
  • Baran, B. (2010). Experiences from the process of designing lessons with interactive whiteboard: ASSURE as a road map. Contemporary Educational Technology, 1(4), 367-380.
  • Batanero, J. M. F., Rebollo, M. M. R., & Rueda, M. M. (2019). Impact of ICT on students with high abilities. Bibliographic review (2008–2018). Computers& Education, 137, 48-58. https://doi.org/10.1016/j.compedu.2019.04.007.
  • Benny, N., & Blonder, R. (2016). Factors that promote/inhibit teaching gifted students in a regular class: Results from a professional development program for chemistry teachers. Education Research International. http://dx.doi.org/10.1155/2016/2742905.
  • Besnoy, K. (2007). Creating a personal technology improvement plan for teachers of the gifted. Gifted Child Today, 30(4), 44-49. https://journals.sagepub.com/doi/pdf/10.4219/gct-2007-491.
  • Besnoy, K. D., Dantzler, J. A., & Siders, J. A. (2012). Creating a digital ecosystem for the gifted education classroom. Journal of Advanced Academics, 23(4), 305-325. https://doi.org/10.1177/1932202X12461005.
  • Brigandi, C. B., Gilson, C. M., & Miller, M. (2019). Professional development and differentiated instruction in an elementary school pullout program: A gifted education case study. Journal for the Education of the Gifted, 42(4), 362-395. https://doi.org/10.1177/0162353219874418
  • Buckenmeyer, J. A. (2010). Beyond computers in the classroom: Factors related to technology adoption to enhance teaching and learning. Contemporary Issues in Education Research (CIER), 3(4), 27-36. https://doi.org/10.19030/cier.v3i4.194
  • Burg, B. (1992). Gifted education in Israel. Roeper Review, 14(4), 217-221. https://doi.org/10.1080/02783199209553434
  • Cetin, N. I. (2016). Effects of a teacher professional development program on science teachers' views about using computers in teaching and learning. International Journal Of Environmental And Science Education, 11(15), 8026-8039.
  • Chai, C. S., Tan, L., Deng, F., & Koh, J. H. L. (2017). Examining pre-service teachers’ design capacities for web-based 21st century new culture of learning. Australasian Journal of Educational Technology, 33(2), 129-142. https://doi.org/10.14742/ajet.3013
  • Chen, J., YunDai, D., & Zhou, Y. (2013). Enable, enhance, and transform: How technology use can improve gifted education. Roeper Review, 35(3), 166-176. https://doi.org/10.1080/02783193.2013.794892
  • Chikasanda, V. K. M., Otrel-Cass, K., Williams, J., & Jones, A. (2013). Enhancing teachers’ technological pedagogical knowledge and practices: A professional development model for technology teachers in Malawi. International Journal of Technology and Design Education, 23(3), 597-622. https://doi.org/10.1007/s10798-012-9206-8
  • Gustafson, K. L., Branch R. M., & Maribe R. (2002). Survey of Instructional Development Models (3rd ed.). ERIC Clearinghouse on Information Technology mode, Syracuse, NY. https://files.eric.ed.gov/fulltext/ED477517.pdf
  • Heinich, R., Molenda, M., Russell, J. D., & Smaldino, S. E. (1999). Instructional Media and Technologies for Learning (6th ed.). Upper Saddle River, NJ: Merrill.
  • Hutchison, A., & Woodward, L. (2018). Examining the technology integration planning cycle model of professional development to support teachers’ instructional practices. Teachers College Record, 120(10), 1-44.
  • Jones, W. M., & Dexter, S. (2014). How teachers learn: The roles of formal, informal, and independent learning. Educational Technology Research and Development, 62(3), 367-384. https://doi.org/10.1007/s11423-014-9337-6.
  • Kahveci, M. (2010). Students' perceptions to use technology for learning: Measurement integrity of the modified fennema-sherman attitudes scales. Turkish Online Journal of Educational Technology-TOJET, 9(1), 185-201. (EJ875782) ERIC. https://eric.ed.gov/?id=EJ875782
  • Kim, D., & Downey, S. (2016). Examining the use of the ASSURE model by K–12 teachers. Computers in the Schools, 33(3), 153-168. https://doi.org/10.1080/07380569.2016.1203208
  • Kontaş, H. & Yağcı, E. (2016). BİLSEM öğretmenlerinin program geliştirme ihtiyaçlarına ilişkin geliştirilen programın etkililiği. [The effectiveness of the in-service training program developed based on the needs of the teachers of science and art centers in the area of curriculum development] Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 16(3), 902-923. https://dergipark.org.tr/en/download/article-file/229546.
  • Lambert, J. L., & Lane, S. C. (2004, September). Technology integration expertise among middle school teachers. In Proceedings of the Human Factors and Ergonomics Society Annual Meeting (Vol. 48, No. 3, ss. 463-467). Sage CA: Los Angeles, CA: SAGE.
  • Lindvall, J., Helenius, O., & Wiberg, M. (2018). Critical features of professional development programs: Comparing content focus and impact of two large-scale programs. Teaching and Teacher Education, 70, 121-131. https://doi.org/10.1016/j.tate.2017.11.013
  • Lavonen, J., Juuti, K., Aksela, M., & Meisalo, V. (2006). A professional development project for improving the use of information and communication technologies in science teaching. Technology, Pedagogy and Education, 15(2), 159-174. https://doi.org/10.1080/14759390600769144
  • Lee, J. & Jin, S. (2015).Teachers recognition on enhancing ICT related capabilities of gifted students. Journal of Gifted/Talented Education, 25(2), 261–277. https:// doi.org/10.9722/JGTE.2015.25.2.261
  • Lemons, G. (2011). Diverse perspectives of creativity testing: Controversial issues when used for inclusion into gifted programs. Journal for the Education of the Gifted, 34(5), 742-772. https://doi.org/10.1177/0162353211417221.
  • Little, C. A. & Housand, B. C. (2011). Avenues to professional learning online: Technology tips and tools for professional development in gifted education. Gifted Child Today, 34(4), 18-27. https://doi.org/10.1177/1076217511415383
  • Liu, M., Horton, L., Olmanson, J., & Toprac, P. (2011). A study of learning and motivation in a new media enriched environment for middle school science. Educational Technology Research and Development, 59(2), 249-265. https://doi.org/10.1007/s11423-011-9192-7
  • Liu, M., Toprac, P., & Yuen, T. (2009). What factors make a multimedia learning environment engaging: A case study. Cognitive effects of multimedia learning (pp. 173-192). IGI Global.
  • Loucks‐Horsley, S., & Matsumoto, C. (1999). Research on professional development for teachers of mathematics and science: The state of the scene. School Science and Mathematics, 99(5), https://doi.org/10.1111/j.1949-8594.1999.tb17484.x.
  • Martin, S., Diaz, G., Sancristobal, E., Gil, R., Castro, M., & Peire, J. (2011). New technology trends in education: Seven years of forecasts and convergence. Computers & Education, 57(3), 1893-1906. https://doi.org/10.1016/j.compedu.2011.04.003
  • Matthews, D. J., & Foster, J. F. (2005). A dynamic scaffolding model of teacher development: The gifted education consultant as catalyst for change. Gifted Child Quarterly, 49(3), 222-230. https://doi.org/10.1177/001698620504900304
  • McGuire, M. S. (2012). Technology as a tool: Uses in differentiated curriculum and instruction for gifted learners. (Publication No. 3551714) [Doctoral dissertation, University Of Southern Calıfornia]. ProQuest Dissertations Publishing.
  • Mohammadi, M., & Moradi, K. (2017). Exploring change in EFL teachers' perceptions of professional development. Journal of Teacher Education for Sustainability, 19(1), 22-42.
  • MoNE (2016). Bilim ve sanat merkezleri yönergesi. Millî Eğitim Bakanlığı Tebliğler Dergisi. https://orgm.meb.gov.tr/meb_iys_dosyalar /2017_01/02031535_tebligler_dergisi.pdf.
  • Öngöz, S. & Aksoy, D. A. (2015). Özel yetenekli öğrenciler bilişim teknolojileri dersinden ne bekliyorlar? [What do gifted students expect from information technologies courses?] Journal of Education & Special Education Technology, 1(1), 34-47.
  • Pan, S. C., & Franklin, T. (2011). In-Service Teachers' Self-Efficacy, Professional Development, and Web 2.0 Tools for Integration. New Horizons in Education, 59(3), 28-40.
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There are 66 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Articles
Authors

Şule Elmalı 0000-0002-5203-6246

Fatime Balkan Kıyıcı 0000-0002-4407-8307

Project Number 2019-7-25-145
Publication Date November 1, 2022
Acceptance Date August 23, 2022
Published in Issue Year 2022 Volume: 9 Issue: 6

Cite

APA Elmalı, Ş., & Balkan Kıyıcı, F. (2022). What do Science Teachers Expect from a Technology-Based Professional Development Program?: Reflections from a Pilot Study. Participatory Educational Research, 9(6), 66-88. https://doi.org/10.17275/per.22.129.9.6