Research Article
Nuri Kara, Kursat Cagiltay
CONT ED TECHNOLOGY, Volume 8, Issue 2, pp. 119-141
ABSTRACT
The purpose of this study is to understand in-service preschool teachers’ thoughts about technology and technology use in early educational settings. Semi-structured interviews were conducted with 18 in-service preschool teachers. These teachers were selected from public and private preschools. Convenient sampling was applied because teachers who were eager to attend the study were selected. Content analysis technique was used to analyze the data. Based on the content analysis, eleven main themes as to technology related views and practices of in-service preschool teachers emerged. Findings of the study indicated that the majority of in-service teachers had positive views about appropriate technology use in preschool education. Findings also showed that early educational settings need to be equipped with adequate technologies. Moreover, in-service preschool teachers emphasized that they expect to be supported by the preschool curriculum and several programs aiming at enhancing their technology use skills. Lastly, teachers were aware of not only the advantages of technology but also the potential disadvantages. Results of the study may help instructional designers, researchers and practitioners better integrate new technologies into preschool education.
Keywords: preschool education, preschool teachers, technology use, children, in-service teachers
Research Article
Arwa Ahmad Abdo Qasem, Gandla Viswanathappa
CONT ED TECHNOLOGY, Volume 7, Issue 3, pp. 264-276
ABSTRACT
A theoretical framework has emerged recently to guide research in the teachers’ use of ICT and it is the technological pedagogical content knowledge (TPACK). Early research indicates that Blended learning is increasingly being adopted at all levels of educational system. It is considered as a way to foster engaging in interactive learning experiences. The purpose of this article was to determine the levels of ICT knowledge on e-course design through blended learning approach among science teachers of secondary schools in Yemen. The study was conducted on the sample of 60 science teacher trainees in Ibb city. The ICT knowledge scale was used based on TPACK. To analyze the data t-test was used. The findings in this study indicated that TPACK has provided a valuable tool for assessing teacher knowledge in the area of technology integration, the teachers’ ICT knowledge was above average in two groups, and there is significant difference between experimental and control groups on ICT knowledge scale. Recommendations are made for future research on online collaboration activities to raise awareness of factors related to online group work and to determine the in-service training needs of teachers on ICT use to follow-up support and to ensure successful utilization of new technologies.
Keywords: Blended learning, Technological pedagogical content knowledge (TPACK), Professional development, ICT integration, In-service teachers