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Öğe Can social networks and E-portfolio be used together for enhancing learning effects and attitudes?(2013) Bariş M.F.; Tosun N.As the choices that information technologies offer has increased, efficiency of these at education, the area and time it covers increases, as well. E-portfolio and social networks are the latest choices that informational technologies offer. In this study, both technologies have been used at education and results have been analyzed. For that purpose, there has been integrated an e-portfolio application prepared by the researcher on Facebook, which is one of the most popular social networks of the present-day and has been made available the use of for students. The study in which there has been used Isman Instructional Design Model has been used was carried out with 10th grade students studying at Tekirdag Technical and Industrial Vocational High School in the 2nd term of 2010-2011 academic year and it lasted for 18 weeks. Personal Information Questionnaire, Academic Success Test and Attitude Scale towards E-Portfolio Process have been used as data collection tools. It's observed that the averages of doing homework given for education and level of interest towards this homework have been fairly low, the interest of students towards the homework on e-portfolio application has been found as high. It has shown that e-portfolio application is a process in which students revel in participating. Although students have been abstained at the beginning of the application, creating original products, developing the skills of using technologies and having low grade anxiety has caused change of students' viewpoints towards the application positively. SPSS 17.0 packaged software has been used for the statistical analysis while evaluating the data obtained from the research. © The Turkish Online Journal of Educational Technology.Öğe Challenges encountered by in-service k12 teachers at the beginning of the covid-19 pandemic period: The case of turkey(Ozgen Korkmaz, 2021) Tosun N.; Mıhcı C.; Bayzan Ş.The aim of this study is to describe the negative experiences encountered by in-service K12 teachers in Turkey with respect to distance education practices applied urgently and compulsorily during the COVID-19 pandemic period. Analyses have been carried out on responses of teachers in order to determine the factors affecting them, so as to illustrate an example and to try to understand the impacts of decisions taken by the Turkish Ministry of National Education during the initial stages of the pandemic. The study follows a descriptive survey model and employs quota sampling based on the first level Nomenclature of Territorial Units for Statistics of Turkey. 1071 teachers participated in the study on a voluntary basis during the 30 March-1 June 2020 period by filling out a questionnaire form developed by the researchers. Quantitative and qualitative analyses of data were carried out via SPSS 24 and NVIVO 10 software, respectively. Findings indicate the most prominent problems reported by teachers are the lack of internet/device access by students as well as lack of experience of teachers with distance education. Analyses of problem frequency based on demographics have revealed that female teachers were more likely to suffer from the lack of IT skills. Teachers in the age group of 41+, who belong to generation X, also tend to experience more problems due to the lack of IT skills in comparison with their younger peers. Moreover, issues such as internet and infrastructure inadequacies experienced in rural regions, low participation rate of students in the online courses, indifference of parents, and failure of teachers to be sufficiently active in the system, were considered as problems by the teachers; and solution suggestions have been presented accordingly. © 2021, Ozgen Korkmaz. All rights reserved.Öğe AN EVALUATION OF TEACHERS’ VIEWS ON OPEN EDUCATIONAL RESOURCES(Anadolu Universitesi, 2024) Tosun N.; Altintas S.The objective of this study is to determine the ways in-service teachers in Turkiye make use of open educational resources and their opinions on using them. For this purpose, the explanatory sequential design has been employed. 588 teachers have participated in the quantitative part of the study; and ten have participated in the qualitative part on a voluntary basis. Data collection instruments have been (a) a personal information form developed by the researchers comprised of 16 questions and (b) a semi-structured interview form with 3 questions. The personal information form has been administered online to participants via social media. Whereas the interviews have been conducted using Zoom teleconferencing software. According to the findings, more than half of the teachers are knowledgeable on the matter of open educational resources and information resources consist of social media. It has been determined that female teachers make greater use of open educational resources than males. It has been established that the most significant affordance of open educational resources is the way it saves time and space for teachers, whereas lack of time and knowledge are the primary obstacles against using open educational resources. Additionally, the opinions of teachers show a demand from their employing organizations towards activities for raising awareness towards the matter of open educational resources and it has been shown that they wish to be encouraged on this matter. It has also been expressed that they expect quantitative and qualitative improvement of the resources provided by the Ministry of National Education, as well as support and cooperation on the use of open educational resources. © (2024), (Anadolu Universitesi). All Rights Reserved.Öğe Implementation of web 2.0-supported flipped learning in the learning management systems course: An experience from Turkey(University of Malaya, 2018) Tosun N.Due to rapidly developing technology, the learning needs of the new generation have begun to vary, leading to an equally rapid renewal in learning and instruction. Renewal has emerged in the form of hardware and software integrated into education and the testing of new methods and models. Flipped learning is one of the new methods that have become popular especially in recent years. The model, which reverses traditional learning and instruction processes, is based on learning that can take place both, at home and in the classroom. Short videos and class notes prepared by the instructor to facilitate learning are shared with students through an online platform. In the classroom, individual and group activities are carried out to monitor learning and are focused on the areas that students are lacking in. Just as in flipped learning, Internet technologies are also a powerful tool for instructors in traditional learning. Thanks to the wide variety of Web 2.0 technologies that the new generation are familiar with, they are easily integrated into education. This study aims to encourage the integration of Web 2.0-supported flipped learning in the Learning Management Systems course and provide the views of students regarding the model. With this objective in mind, a content analysis through qualitative approach with an 11-week application was carried out with 55 third-year students in the Department of Computer and Instructional Technologies Education under the Faculty of Education at Trakya University, Edirne, Turkey. During the application, two Web 2.0 tools, Padlet and Facebook, were used to support instruction. At the end of the semester, students were asked to fill out a Course Evaluation Form which was prepared by the researcher and consisted of 6 open-ended questions. According to the result, majority of the students expressed positive views on the use of Padlet and Facebook in classroom. Findings indicated that flipped learning help students in sharing ideas and information with peers. Moreover, flipped learning generates an active teaching- learning environment which allows students to come to class with preparations on the lesson. The findings have been discussed through evaluation within the context of Technology Acceptance Model. © 2018, University of Malaya. All rights reserved.Öğe A study on reading printed books or e-books: Reasons for student-teachers preferences(2014) Tosun N.This study tried to determine the preferences of student-teachers on reading printed books or e-books and the reasons for these preferences. Reading printed books and e-books preferences of students are discussed in terms of gender and department variables. 258 student-teachers who are studying in Computer Education and Instructional Technologies (CEIT), Music Education (ME), Preschool Education (PE), Primary School Education (PSE), Social Sciences Education (SSE) and Turkish Language Education (TLE) departments participated in the research voluntarily. The students were asked five survey questions. To evaluate the data percentage, mean, standard deviation and chi-square test were used. According to the answers given to the questions prepared by the researcher, only 20.9% of the students currently read e-books. The rate of e-books reading students is higher in CEIT and Social Sciences Education divisions than the other divisions. In another finding of the study, male students read e-books more than female students. The reading rate of students who prefer reading e-books to printed books is 96.5%, if the hardware and software requirements are met. This choice is analyzed in terms of divisions; CEIT students prefer reading e-books to printed books less than the students of other divisions. Same choice is analyzed in terms of gender; the rate of preferring to read e-books in female students is higher than male students. The reasons for students preferring to read printed books to e-books are: 25.6% "to protect my eye health" and 25.2% "I like holding the book in my hands" are the most given answers. These two responses were given mostly by the students of Primary School Education division. Also, the rate of students who prefer printed books and give "to protect my eye health" as a reason is higher in CEIT division than other departments. "I understand better when I read the book in my hand" preference reason is higher in CEIT students with a rate of 5.5% than students in other departments. The response of "I do not have the technology to read e-books" is 1.6% and "I understand better when I read the book in my hand" response rate is 1.2%. In a further finding of the study, the preference reason "I like holding the book in my hands" as expressed by female students is 30.1%. This rate is 14.6% in male students. © The Turkish Online Journal of Educational Technology.Öğe Urgent And Compulsory Move To Distance Education Upon Covid-19: A General Evaluation(T.C. Milli Egitim Bakanligi, 2020) Eken Ö.; Tosun N.; Tuzcu Eken D.In today’s globalized world, societies are connected to each other with economic, social, political and technological reasons. As a result of this close-knit situation, all kinds of material and cultural exchanges between countries have increased. This exchange and overflowing beyond national borders is not always positive. The Covid-19 outbreak in recent days is an example of this. The intensity of inter-country travels for various reasons, the contacts within the scope of this density have unfortunately accelerated the spread of Covid-19 disease at the international level, and countries have found themselves in the grip of this disease before they realize what is happening. It has been inevitable for this disease, which is derived in Wuhan, to spread all over the world and to be declared as a pandemic by the World Health Organization. As a result, life has started to be unusual for everyone, and the entire sector and system operations have undergone a rapid change. This change has showed itself in education systems as the remote execution of learning and teaching is based on information technologies. Although initially small, the number of countries that interrupt education for a long time has increased day by day. In this descriptive study where general survey method has been used, the effects of Covid-19 outbreak on education in Turkey and in the World, and distance education approaches adopted by countries have been investigated. © 2020, Milli Egitim. All Rights Reserved.Öğe Using information and communication technologies in school improvement(2011) Tosun N.; Bariş M.F.Advances in information and communication technologies, shortly called as ICT, require educators to present a more efficient and modern education by using these technologies. Therefore; the role of ICT in the development of education has been a popular research subject nowadays. Even not only education content but it has started to be dwelt on how to develop education documents, education management, school libraries and an entire education institute via ICT as well. In this study, using facilities of ICT in the improvement of a school has been examined. In addition, the materials and equipment necessary for the use of ICT, teaching staff that are capable of using these technologies and difficulties that are met during practices have been discussed. It has been tried to determine what it takes to deal with these hardships. Within the scope of the research, it has been dwelt on how some European countries tackle and practice this subject through data and samples collected in the commonsubject study visit to the Estonia, Kohtla-Jarve, in 13-17 October 2008. © The Turkish Online Journal of Educational Technology.
