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Prof. Dr. Yüksel Göktaş
Makale

Teachers’ ICT Usage: A Comparison of 2005 and 2011

Baydaş, Ö., Gedik. N., & Goktas, Y. (2013). Teachers’ ICT usage: A comparison of 2005 and 2011 [Öğretmenlerin BT’yi kullanma eğilimleri: 2005-2011 yıllarının karşılaştırılması]. Hacettepe University Journal of Education, 28(3), 41-54.

Özet
Teachers’ ICT Usage: A Comparison of 2005 and 2011

This study was designed to investigate how primary education teachers in Turkey use ICT, and what changes in that usage have occurred in classroom education from 2005 to 2011. A comparative design was employed to investigate and analyze the changes between 2005 and 2011, and a survey method was used for data collection purposes. Data were collected from 1373 teachers, from 52 primary schools, in 39 provinces in 2011. Within the context of PhD thesis coordinated in 2005, 1429 teacher took place chosen with convenience sample method. The findings reveal that the most frequently used ICT tools were the computer, the projector, and the printer. The most frequently used software was word processor software, Web browsers, and presentation programs. The significant changes in the use of ICT software between 2005 and 2011 involved presentation programs, instructional games, and animation programs,. A significant increase was also found in the use of hardware, specifically “projectors” and “computers”. In conclusion, there was a slight improvement in the integration of ICT into schools by primary school teachers from 2005 to 2011.

Makale

Social presence and motivation in a three-dimensional virtual world: An explanatory study

Yilmaz, R. M., Topu, F. B., Goktas Y. & Coban, M. (2013). Social presence and motivation in a three-dimensional virtual world: An explanatory study. Australasian Journal of Educational Technology, 29(6), 823-839. http://ascilite.org.au/ajet/submission/index.php/AJET/article/view/425

Özet ve Tam Metin
Social presence and motivation in a three-dimensional virtual world: An explanatory study

Three-dimensional (3-D) virtual worlds differ from other learning environments in their similarity to real life, providing opportunities for more effective communication and interaction. With these features, 3-D virtual worlds possess considerable potential to enhance learning opportunities. For effective learning, the users’ motivation levels and social presence are important. In this study, the motivation and social presence levels of 42 prospective teachers were measured as they engaged in an Open Simulator 3-D virtual world. Related factors affecting motivation and social presence levels were also examined. An explanatory mixed method design was used in this study. Interviews and three different questionnaires were employed. The quantitative results show that the motivation and social presence levels of the participants were high. The qualitative results also revealed several pertinent factors that are related to motivation and social presence. These factors, which include the particular environment and participant satisfaction, clearly affected motivation while the participants were learning new information. Other factors, such as being relaxed, effective communications, and not feeling lonely in the environment affected the social presence measures. Lastly, the participants perceived the environment as warm and sociable. The results suggest that these factors should be taken into account when 3-D virtual learning environments are being designed.

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Makale

Eğitim Teknolojisi Araştırmalarında Araştırma Problemlerinin Belirlenmesini Etkileyen Unsurlar

Bahçekapılı, E., Bahçekapılı, T., Fiş-Erümit, S., Göktaş, Y., & Sözbilir, M. (2013). Eğitim teknolojisi araştırmalarında problemlerin belirlenme süreci [The factors affecting research problems definition in educational technology research]. Educational Sciences: Theory & Practice, 13(4), 2317-2335. http://www.edam.com.tr/kuyeb/pdf/tr/0f26231704b7339c975027b31bd9adf4lirtr.pdf

Özet ve Tam Metin
Eğitim Teknolojisi Araştırmalarında Araştırma Problemlerinin Belirlenmesini Etkileyen Unsurlar

Bilimsel araştırmalara konu olan problemler belirli bir sürecin ardından oluşturulmaktadır. Konunun belirlenmesiyle başlayan bu süreç, çeşitli aşamaların ardından özel bir araştırma sorusuna veya hipotezine dönüşmektedir. Bu çalışmada, eğitim teknolojisi alanındaki araştırmacıların araştırma problemlerini belirleme süreçlerinin incelenmesi amaçlanmaktadır. Bu amaçla, araştırmacıların araştırma problemlerini belirlerken hangi öğelerden faydalandıkları, nelerden etkilendikleri ve araştırma problemlerini nasıl sınırlandırdıkları incelenmiştir. Çalışma, nitel araştırma desenlerinden durum çalışması olarak yürütülmüş ve veriler eğitim teknolojisi alanında çalışan araştırmacılarla gerçekleştirilen yarı yapılandırılmış görüşmeler yoluyla toplanmıştır. Araştırmanın çalışma grubunu üç farklı üniversitede doktora yapmakta ve doktorasını bitirmiş olan toplamda on akademisyen oluşturmaktadır. Araştırmanın verileri içerik analizine tabi tutulmuştur. Elde edilen bulgular, araştırma problemlerini belirleme sürecine yönelik “Kaynaklar, Etkenler ve Problemi Sınırlandırma” olmak üzere üç ana tema altında sunulmuştur. Sonuç olarak her üç temaya ilişkin ortak faktörler; alan yazın, bireysel faktörler ve akademik paylaşım olarak belirlenmiştir. Ayrıca çalışılacak olan konunun içeriğinin hem problemin sınırlandırılmasında, hem de problemin oluşturulmasında etkili olduğu görülmüştür. Bu doğrultuda elde edilen sonuçların, eğitim teknolojisi alanında çalışan araştırmacılara yol göstereceği düşünülmektedir.

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Makale

Öğretmen Adaylarının Özsaygı ve Duygusal Zekâ Düzeylerinin Problemli İnternet Kullanımıyla İlişkisi

Reisoğlu, İ., Gedik, N., & Goktas, Y. (2013). Öğretmen adaylarının özsaygı ve duygusal zekâ düzeylerinin problemli internet kullanımıyla ilişkisi [Relationship between pre-service teachers’ levels of self-esteem, emotional intelligence and problematic Internet use]. Education & Science, 38(170), 152-167.

Özet ve Tam Metin
Öğretmen Adaylarının Özsaygı ve Duygusal Zekâ Düzeylerinin Problemli İnternet Kullanımıyla İlişkisi

The purpose of this study was to discover whether there is a significant relationship between problematic Internet use and the emotional intelligence, sub-categories of emotional intelligence, and self-esteem of pre-service teachers in Turkey. The correlation research method was used, and data were collected by means of a questionnaire that included The Internet Cognitive Status Scale, the Rosenberg Self-Esteem Scale, the Bar-On EQ-i Emotional Intelligence Scale, and a demographic information form. The questionnaire was sent to 2200 pre-service teachers from eleven universities in Turkey. A total of 470 students were identified as students who exhibited problematic Internet use. The results revealed a weak correlation between problematic Internet use and self-esteem, and between problematic Internet use and emotional intelligence. The results indicate that self-esteem and emotional intelligence are not predictors of problematic Internet use.

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Makale

Trends in Turkish Education Studies

Varışoğlu, B., Şahin, A., & Goktas, Y. (2013). Trends in Turkish Education Studies.
Educational Sciences: Theory & Practice, 13(3), 1767-1781.

Özet ve Tam Metin
Trends in Turkish Education Studies

The purpose of this study was to determine trends in the subject areas, methods, data collection tools, data analysis methods, and sample types used in recent studies on Turkish education, published in journals from 2000-2011. A total of 558 articles from 44 journals were selected from databases by the purposive sampling method and examined using the “Turkish Education Publication Classification Form” (TEPCF). The method used in the study was content analysis. The data was analysed using the SPSS 16.0 program. The findings were that “survey” studies were the most common with regard to method, “quantitative research” methods were most commonly used, data were mostly gathered by “document and questionnaire,” and “descriptive analysis” was the most commonly used data analysis method. Also, “Elementary school” students were the most commonly used sample group, the sizes of samples most commonly ranged between 31-100 participants, and “convenience sampling” was the most common sampling technique. Regarding Turkish education research areas, studies with titles referring to “mixed skills areas” which covered more than one skill and studies on “reading education” formed the majority.

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Makale

Enablers and barriers to the use of ICT in primary schools in Turkey: A comparative study of 2005–2011

Goktas, Y., Gedik. N., & Baydas, O. (2013). Enablers and barriers to the use of
ICT in primary schools in Turkey: A comparative study of 2005–2011. Computers &
Education, 68, 211–222.

Özet ve Tam Metin
Enablers and barriers to the use of ICT in primary schools in Turkey: A comparative study of 2005–2011

The purpose of this study was to reveal barriers encountered by Turkish primary school teachers in the integration of ICT, to propose potential enablers to overcome those barriers, and to compare the current status of ICT integration (in 2011) with the status of ICT integration in 2005. Part of the data for this comparison was gathered in 2005 as part of a doctoral study by Goktas (2006). A survey design was used to investigate the barriers and enablers. Data were collected from 1373 teachers from 52 schools in 39 provinces. The results indicate that ‘lack of hardware’, ‘lack of appropriate software materials’, ‘limitations of hardware’, ‘lack of in-service training’, and ‘lack of technical support’ were the most important barriers. The highest ranked enablers were ‘allocation of more budget’, ‘allocation of specific units for peer support’, ‘allocation of support offices and personnel for teachers’, and ‘offering higher quality pre-service training for ICT’. Other leading enablers were ‘supporting teachers to enable effective ICT use’, ‘having technology plans’, ‘offering higher quality and more quantity of in-service training’, and ‘designing appropriate course content/instructional programs’. Analysis of an independent t-test revealed that most barriers showed significant differences and most enablers showed moderate or low differences between teachers’ perceptions of their situation in 2005 and in 2011.

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Makale

The reasons for non-use of social networking websites by university students

Turan, Z., Tinmaz, H., & Goktas, Y. (2013). The reasons for non-use of social
networking websites by university students. Comunicar, 41.

Özet
The reasons for non-use of social networking websites by university students

Although social networking websites (SNSs, especially Facebook) have become highly popular with youths, someuniversity students do not want to participate in such sites. This study explores the underlying reasons for high-techuniversity students’ non-use of social networking websites. The study group (n=20) consisted of 18 to 25-year-oldundergraduate students, who were selected by the purposive sampling method. Data were collected from two largestate universities in Turkey. Facebook, as one of the most popular social networking websites, was selected as astudy context. Qualitative research methods were used in the data collection and analysis processes. The primaryreasons for not using social networking websites were that they were perceived to be a waste of time, or an unne-cessary tool; that they might lead to an addiction; that they might violate privacy concerns or share unnecessary infor-mation; and that they might invoke family concerns. Additionally, the findings indicated that most of the students didnot trust virtual friendships, and did not like sharing photographs and political views online. This identification ofnon-user students’ attitudes about SNSs will help us to better understand individual perceptions and experiencesrelating to these social services

Makale

Challenges Faced by Project Competition Participants and Recommended Solutions

Demirel, T., Baydas, O., Yilmaz, R., & Goktas, Y. (2013). Challenges faced by
project competition participants and recommended solutions. Educational Sciences:
Theory & Practice. 13(2), 1305-1314.

Özet ve Tam Metin
Challenges Faced by Project Competition Participants and Recommended Solutions

The numbers of project competitions and interest in this kind of competition have been steadily increasing in
Turkey. Accordingly, it is important to determine what challenges teachers and students may face while preparing themselves for project competitions, so that recommendations may be made to overcome these challenges.
This study investigated challenges faced by secondary school students and their project advisors. The teachers’
own solutions for the difficulties that were encountered are presented at the end. Both quantitative and qualitative research approaches were used in the data collection and analysis processes. One hundred twenty-one
teachers participated in this study. The identified challenges include the students’ lack of requisite information
and skills, insufficient financial and technical support, the students’ lack of interest, and problems with cooperation from universities. The recommended solutions include improving financial and technical support, revising
education programs to be more project-based, and strengthening cooperation with universities.

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Makale

Educational technology research trends in Turkey from 1990 to 2011

Kucuk, S., Aydemir, M., Yildirim, G., Arpacik, O., & Goktas, Y. (2013). Educational technology research trends in Turkey from 1990 to 2011. Computers & Education, 68, 42-50.

Özet ve Tam Metin
Educational technology research trends in Turkey from 1990 to 2011

The purpose of this study is to examine the characteristics, methodologies, and general trends in Educational Technology articles, written by authors from Turkey, published in journals listed in the SSCI, SCI, and ERIC indexes from 1990 to 2011. A total of 1151 (SSCI:813, SCI:38, ERIC:300) articles published in 94 journals were examined via content analysis, using the ‘Educational Technology Papers Classification Form’ (ETPCF). The results show that the number of published Educational Technology studies dramatically increased in the years 2002 and 2007. “Educational environments and technology”, “distance education” and “multimedia” were the predominant subjects of the articles, though there were variations in terms of research topics and methodologies. Regarding research methodologies, quantitative studies were the most common type. Questionnaires and interviews were most commonly used as data collection tools, and the convenience sampling method was also widely used. The frequently studied sample participants were preservice teachers and other undergraduate students. In the present study, cross tabulation is used to present the findings.

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Makale

Blog-enhanced ICT courses: Examining their effects on prospective teachers’ ICT competencies and perceptions.

Goktas, Y. & Demirel, T. (2012). Blog-enhanced ICT courses: Examining their effects on prospective teachers’ ICT competencies and perceptions. Computers & Education, 58(3), 908–917.

Özet ve Tam Metin
Blog-enhanced ICT courses: Examining their effects on prospective teachers’ ICT competencies and perceptions.

Blogs are used as a technology support tool in teaching–learning processes in contemporary schools, especially in higher education. This paper examines the effects of using blogs on prospective teachers’ perceived ICT competencies and perceptions in blog-enhanced ICT courses. Both quantitative and qualitative research approaches were used in the data collection and analysis processes. The findings indicate that most of the participants perceived blogs to be an important tool that changed their ICT perceptions in a positive way and familiarized them with ICT. The participants also perceived the use of blogs as important for the acquisition of ICT competencies.

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