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International Journal of Instruction, v9 n2 p19-34 Jul 2016

This study adopts phenomenology approach as the research design method to investigate pre-service teachers' experiences and perceptions on using practical tools for content development. The participants are twenty-four pre-service teachers who were taking Computer II course during 2013-2014 spring semester at a public university in Turkey. During the course, they were introduced several practical tools, which we define as mostly internet-based technologies that do not require installation or having any computer programming skills. Pre-service teachers prepared contents specific to their fields for homework and projects. At the end of the semester individual interviews were conducted with the participants. Content analysis method was used to analyze the data. According to the results, they enjoyed creating contents using these tools. At the same time, they had some difficulties. Majority of the participants perceive presentation, animation, cartoon creation tools to be most beneficial to improve student learning. Some of the positive outcomes they foresee when these technologies are used in the classroom are: higher student engagement, active participation, reinforcement, deeper understanding, and development of imagination skills. It is believed that the findings of this study will contribute to the development of teacher preparation programs for effective use of technology especially for content development.

Descriptors: Preservice Teachers, Student Experience, Phenomenology, Student Teacher Attitudes, Technology Uses in Education, Educational Technology, Student Developed Materials, Content Analysis, Prior Learning, Usability, Change Strategies, Use Studies, Foreign Countries, Semi Structured Interviews

International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji[at]ogu.edu.tr; Web site: http://www.e-iji.net





Autor: Yurtseven Avci, Zeynep; Eren, Esra; Seckin Kapucu, Munise

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=3975&id=EJ1106319







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