Search results for author:"Evrim+Baran"
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Iowa State University
Journal of Computing in Higher Education Vol. 28, No. 1 (2016) pp. 45–71
A growing and increasingly important area of research in higher education is the investigation of how different forms of support and training programs facilitate faculty adoption of technology into pedagogical practices. This study explored the...
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 774–778
Usability testing is a keystone activity for user-centered design. Although user centered design has been studied and practiced in the literature on adult computer products, the works on addressing the need to include the user in the design of...
The transformation of online teaching practice: Tracing successful online teaching in higher education
(2011) pp. 1–205
This dissertation was an in-depth investigation of successful online teaching in the context of higher education. It is presented in nontraditional dissertation format as approved by the Department of Curriculum and Instruction, Iowa State...
Journal of Educational Technology & Society Vol. 17, No. 4 pp. 17–32
Mobile devices have become attractive learning devices for education. While the majority of the existing research has focused primarily on the value of mobile learning for students, researchers have recently started exploring its potentials within...
EdMedia: World Conference on Educational Media and Technology 2014 (Jun 23, 2014) pp. 1851–1857
This paper presents a case study on a technology integration training designed for vocational instructors. Curriculum design procedure was followed in the study to develop training with the aim of meeting the instructors’ needs for technology...
Journal of Technology and Teacher Education Vol. 28, No. 2 (2020) pp. 365–372
Teacher education programs all around the world are challenged with the emergency transition to remote teaching due to the COVID-19 pandemic. Human-centered design can help generate creative solutions to the pedagogical problems that teacher...
Society for Information Technology & Teacher Education International Conference 2007 (Mar 26, 2007) pp. 1909–1914
This paper is a report of findings of a study which was conducted to understand students' perceptions and attitudes towards an alternative instructional method namely: video-case based instruction which was applied in three sessions of "Introduction ...
The Effects of Video-cases on Students’ Perceptions of the Characteristics and Skills of a “Good Teacher”
Society for Information Technology & Teacher Education International Conference 2007 (Mar 26, 2007) pp. 1388–1393
This paper is a report of findings of a study which was conducted to understand the effects of video-cases on students' perceptions of the characteristics and skills of a good teacher. Results demonstrated that students who were treated with video...
Putting technological, pedagogical, and content knowledge (TPACK) in action: An integrated TPACK-design-based learning (DBL) approach
Australasian Journal of Educational Technology Vol. 32, No. 2 (Jun 11, 2016)
Design-based learning (DBL) has been considered a useful approach in teacher education because of its emphasis on the investigation of technology integration problems in design processes. Despite recent interest in understanding how technological,...
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 386–390
There is an increasing interest in developing and sharing open educational resources (OER) in higher education worldwide. Building on the same premise, open pedagogy emerged as a pedagogical approach to empower learners in the co-creation of the...
TechTrends: Linking Research and Practice to Improve Learning Vol. 58, No. 5 (September 2014) pp. 95–101
The quality of online programs in higher education is strongly correlated with how the professional development approaches respond to the needs of online teachers. These approaches are critical in helping online teachers adopt online pedagogical...
Distance Education Vol. 30, No. 3 (November 2009) pp. 339–361
This study explored student-led facilitation strategies used to overcome the challenges of instructor-dominated facilitation, enhance the sense of learning community, and encourage student participation in online discussions. It presents a series of ...
Internet and Higher Education Vol. 12, No. 1 (January 2009) pp. 45–52
This study examined how global learning teams utilized technology in a virtual collaboration to solve complex problems. The study offers an in-depth explanation of why and how the learning teams used technology to support computer-mediated...
International Journal of Mobile and Blended Learning Vol. 10, No. 2 (April 2018) pp. 36–49
Mobile technologies offer new affordances for teacher observation in teacher education programs, albeit under-examined in contrast to video technologies. The purpose of this article is to investigate the integration of mobile technologies into...
Turkish Online Journal of Educational Technology - TOJET Vol. 10, No. 4 (October 2011) pp. 370–377
TPACK (technological pedagogical content knowledge) has emerged as a clear and useful construct for researchers working to understand technology integration in learning and teaching. Whereas first generation TPACK work focused upon explaining and...
Society for Information Technology & Teacher Education International Conference 2019 (Mar 18, 2019) pp. 1540–1545
Flipped learning has been on the rise in higher education and is growingly used in learning environments in engineering contexts. This case study aimed to examine students’ problem-solving processes and readiness for a flipped learning model in the...
Annual Meeting of the American Educational Research Association 2009 (April 2009)
The purpose of this case study is to understand ways to plan, organize and facilitate experiences in which experts who are geographically dispersed act as effective consultants. Graduate students enrolled in an advanced course in instructional...
Transforming Online Teaching Practice: Critical Analysis of the Literature on the Roles and Competencies of Online Teachers
Distance Education Vol. 32, No. 3 (2011) pp. 421–439
Understanding what is lacking in the online teaching literature is critical to helping researchers and practitioners develop programs and support mechanisms for online teachers in higher education. This review formulates a critique of the standards- ...
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 409–411
The purpose of this paper is to present a theory-based needs analysis approach, a crucial part of any instructional design process, in establishing an online Master of Science (MS) program in Plant Breeding at a large Midwestern university. In this...
Paths to Exemplary Online Teaching: A Look at Teacher Roles, Competencies and Exemplary Online Teaching
World Conference on Educational Media and Technology 2011 (Jun 27, 2011) pp. 2853–2860
The rapid growth of online education in higher education is calling for the research on the knowledge, skills and competencies required for successful online teaching. However, teaching approaches tend to organize teachers’ roles without making...
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 1002–1006
This proposal introduces the case of Learning Design Solutions to demonstrate the link between entrepreneurship and teacher education. This organization aims at creating a context within which student members can develop entrepreneurial skills and...
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 5313–5317
The purpose of this study is to examine preservice teachers' development of and the complex interplay between teachnology, pedagogy and content knowledge (TPACK) with respect to teacher knowledge and practice. A longitudinal study has been designed...
International Journal of Education in Mathematics, Science and Technology Vol. 4, No. 1 (2016) pp. 9–19
Recent reports call for reformed education policies in Turkey in accordance with the need to develop students' knowledge and skills about STEM education and improving STEM workforce in the country. This research implemented an integrated out-of...
British Journal of Educational Technology Vol. 50, No. 1 (January 2019) pp. 357–370
The purpose of this study was to examine preservice teachers' perceptions of the support their teacher education programs provide for developing their technological pedagogical content knowledge (TPACK). The research was conducted with 215...
A comprehensive investigation of TPACK within pre-service teachers\u2019 ICT profiles: Mind the gap!
Australasian Journal of Educational Technology Vol. 33, No. 3 (Jul 24, 2017)
This study aims to identify profiles of pre-service teachers in order to explore their readiness to integrate technology in education. The assumption is that pre-service teacher characteristics such as technological pedagogical content knowledge ...
EdMedia: World Conference on Educational Media and Technology 2014 (Jun 23, 2014) pp. 1536–1541
Recent research on technological pedagogical content knowledge (TPACK) calls for the investigation of TPACK in action. This study examined how TPACK is put into action in workshops conducted as part of a graduate course that was designed with the...
Society for Information Technology & Teacher Education International Conference 2020 (Apr 07, 2020) pp. 1044–1045
Extended Reality applications like VR and AR can make the process of explaining complicated concepts less challenging by adding interactive audio and visual elements in instruction. Pre-service teacher education preparation programs should follow a...
Topics: X Realities and Learning
World Conference on Educational Media and Technology 2007 (Jun 25, 2007) pp. 1769–1778
This paper describes an online collaborative learning project between graduate students from two different higher education institutions in two different countries: US and Denmark. The purpose of this case study was to understand how online...
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 4152–4159
Teachers’ understanding of Technological Pedagogical Content Knowledge is critical in accomplishing successful technology integration in teaching. This study investigated how in-service teachers’ beliefs about teaching and technology changed as a...
Technological Pedagogical Content Knowledge (TPACK): The Development and Validation of an Assessment Instrument for Preservice Teachers
Journal of Research on Technology in Education Vol. 42, No. 2 (2009) pp. 123–149
Based in Shulman's idea of Pedagogical Content Knowledge, Technological Pedagogical Content Knowledge (TPACK) has emerged as a useful frame for describing and understanding the goals for technology use in preservice teacher education. This paper...
Teacher educators as gatekeepers: Preparing the next generation of teachers for technology integration in education
British Journal of Educational Technology Vol. 50, No. 3 (May 2019) pp. 1189–1209
This study aims at investigating the profiles of teacher educators in order to explore their ability to prepare preservice teachers for technology integration in education. Specifically, the current study examines whether teacher educators can be...
Examining Preservice Teachers' Development of Technological Pedagogical Content Knowledge in an Introductory Instructional Technology Course
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 4145–4151
Grounded in Schulman’s idea of Pedagogical Content Knowledge (1986), Technological Pedagogical Content Knowledge (TPACK) has emerged as a useful frame for describing and understanding the goals for technology use in preservice teacher education. The ...
Evrim Baran; Ann Thompson; Hsueh-Hua Chuang; Shu Ju Diana Tai; Wei Wang; Li-Shan Eva Tao; Ayse Gul Kara
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 1771–1775
This symposium reports the research on faculty technology mentoring through the case studies where gradate students (mentors) worked with the faculty members (mentees) on various technology integration projects. Faculty Mentoring Program originated...
Joke Voogt; Ann Thompson; Punya Mishra; Petra Fisser; Ghaida Allayar; Douglas Agyei; Matthew Koehler; Tae Seob Shin; Leigh Graves Wolf; Mike DeSchryver; Denise Schmidt; Evrim Baran
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 3940–3943
This symposium reports about research on professional development strategies that prepare pre-service teacher education students from various countries to become TPACK competent. All strategies have in common that they use a design approach to...
Joke Voogt; Teemu Valtonen; Erkko Sointu; Sini Kontkanen; Jari Kukkonen; Susanna Pöntinen; Jo Tondeur; Fazilat Siddiq; Ronny Scherer; Evrim Baran; Anneke Smits; Roland Bruijn; Henk La Roi; Floor van Renssen; Heleen Vellekoop; Lieke van Velze; Lin Zhang; Josh Rosenberg
Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2499–2502
This contribution presents and discusses factors that affect (future) teachers uses of technology in their teaching in Finland, the Netherlands, Belgium and China. The contributions provide insights in teachers’ Technological Pedagogical Content...
Joke Voogt; Tae Shin; Punya Mishra; Matt Koehler; Denise Schmidt; Evrim Baran; Ann Thompson; Wei Wang; Ghaida Alayyar; Petra Fisser; Douglas Agyei; Bart Ormel; Chantal Velthuis; Jo Tondeur; David Gibson
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 4422–4426
Technological Pedagogical Content Knowledge (TPACK) has emerged as a useful conceptual framework for understanding the teachers’ knowledge base needed for effectively teaching with technology. The symposium aims to further our thinking about TPACK...