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Research in Social Sciences and Technology
Published by Universitas Pamulang
ISSN : -     EISSN : 24686891     DOI : 10.46303/ressat.05.02.7
Core Subject : Education,
Education
Office address of Editor-in-Chief: Yesilova Mah. Caldiran Cad. 29/11 Etimesgut-Ankara-Turkey-- E-ISSN registered office located at Den Haag Netherlands, 2496 NL,Netherlands
Arjuna Subject : Umum - Umum
Articles 5 Documents
 1 
Search results for , issue "Vol 1 No 1 (2016): Research in Social Science and Technology" : 5 Documents clear
Virtually Ready? Pre-service teachers' perceptions of a virtual internship experience Stewart Waters; William B. Russell
Research in Social Sciences and Technology Vol 1 No 1 (2016): Research in Social Science and Technology
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.01.01.1

Abstract

The purpose of this phenomenological study was to understand the experiences of six secondary pre-service teachers that completed a semester long internship with a supervising mentor at a virtual school in the Southeastern United States. The secondary pre-service teachers in this study voluntarily chose a placement in the virtual school over a traditional classroom placement for completion of their initial licensure field experience. This study sought to examine why secondary pre-service teachers chose a virtual internship and what their experiences were like as online instructors. A total of six participants completed a sixty-minute semi-structured interview at the completion of the semester long virtual school internship. Results of the study indicated that secondary pre-service teachers' primary motivation for entering a virtual internship experience was "œconvenience". Additionally, participants felt prepared for future employment in virtual schools, but had some reservations about their prospects in a traditional classroom setting.
A Prediction for Teacher Commitment; Effects of Managerial Style, Burnout and Demographics Gokhan Demirhan; Cemil Yucel
Research in Social Sciences and Technology Vol 1 No 1 (2016): Research in Social Science and Technology
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.01.01.2

Abstract

The Purpose of this study is to determine the effects of managerial style, teacher burnout and demographics on teacher commitment. In accordance with this aim, a quantitative casual research design was implemented. Data of the research were gathered from 280 primary school teacher, by a questionnaire including managerial style, teacher burnout, teacher commitment and teacher demographics forms. For each research questions, Hierarchical Linear Regression analysis was carried out. According to the findings, task oriented behaviors of principal, emotional exhaustion level of the teacher, self-inadequacy feelings of teacher, marital status and work time spending at the same school predicts teacher commitment significantly. On the other hand, human orientation, isolation level from work environment, physical burnout level, vocational burnout level, gender, professional experience, educational level and working status variables does not predicts teacher commitment.
Innovation and Education Bulent Tarman
Research in Social Sciences and Technology Vol 1 No 1 (2016): Research in Social Science and Technology
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.01.01.4

Abstract

We are living in a world that is changing rapidly and becoming more globalized. Especially the changes in the areas of science, technology and economy are becoming effective in the areas like education and health that are closely related to human life. We are experiencing a quick process named "globalization" that changes economic, social and political structures of the world and that no one can predict the outcome. These changes create new opportunities while opening new challenging areas. In order for countries to compete with each other, they need to be creative in all areas and they also need to be reformist to cope with domestic, national and global problems. In this study, the innovations in the area of education throughout the world will be examined and the place of Turkey compared to other countries in educational innovations will be analyzed. Also the concept of "˜Charter Schools" as acceleration in educational innovation in the United State of America, who is the leader in terms of innovation in the World, will be analyzed. This study will also analyze the Charter Schools in the USA and discuss whether the concept can be implemented in Turkey and bring dynamism to education or increase the quality of education. While looking for the answers of these questions, the researcher conducted a literature review and also used the data he gathered while staying in the USA for nine years for pursuing his MA and PhD degrees.
Turkish Pre-Service Teachers' Experiences with Contemporary Technology Games and Perceptions About Teaching with Instructional Games Ummugulsum Korkmaz; Zeynep Yurtseven Avci
Research in Social Sciences and Technology Vol 1 No 1 (2016): Research in Social Science and Technology
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.01.01.5

Abstract

The present study investigates pre-service teachers' experience about playing technology games and their opinions about using contemporary technology to play games as an instructional tool. The participants are 272 pre-service teachers from a university in Middle Anatolia. The present study used mixed methods. The data was collected through an online survey that was created by the authors. The survey contains demographic questions about the participants` gender, major, whether they play technology games or not, and questions about which technology games they play, their opinions about using technology (IWBs and tablets) to play games for instruction, and for which instructional purposes they plan using technology to play games. Following research questions were investigated for the current study: 1. Whether pre-service teachers play technology games or not? If yes, which technology games they play? 2. Whether pre-service teachers plan to use interactive white boards and tablets that were distributed by the government under FATIH project to play technology games for educational purposes? 3. Whether pre-teachers' opinions about using the IWBs and tablets to play instructional games associated with their gender and playing technology games? 4. For which instructional purposes pre-service teachers plan to use IWBs and tablets to play instructional games? For the second and third questions descriptive statistics and crosstabs were conducted. For the first and fourth questions content analysis was applied. Fifty-four percent (n=148) of the pre-service teachers agreed to use the IWBs and tablets to play technology games for educational purposes while 46% (n=124) did not. There is no statistically significant association between gender and plans using the IWBs and tablets to play instructional games. There was a statistically significant association between who Playing Technology Games and Plans Using IWBs and Tablets to Play Instructional Games. Pre-service teachers who play technology games reported higher scores than the ones who do not play technology games. The participants suggested that using IWBs and tablets to play games would make learning fun and easy. The study has implications for teacher education and K-12 education policy. The present study also adds to the knowledge of whether the Y-generation pre-service teachers find the recent technology games useful for education or not.
Teachers' Attitudes Toward the Use of Technology in Social Studies Teaching Emin Kilinc; Seray Kilinc; Mehmet Melik Kaya; Enis Harun Başer; Hafize Er Türküresin; Alper Kesten
Research in Social Sciences and Technology Vol 1 No 1 (2016): Research in Social Science and Technology
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.01.01.3

Abstract

Technology integration in education is one of the most popular topics in the last decades. Many countries have invested millions of dollars to equip classrooms with technological devices. As well as developed countries, Turkey has conducted several projects to provide technological devices and educational materials to classrooms. Technology has the potential to increase the quality of learning and teaching process. However, having technological devices in classroom alone will not cause the increase of the quality of education. Thus, the purpose of this study is to examine teachers' attitudes toward the use of technology in social studies teaching. Understanding social studies teachers' attitudes is essential because it is a way to figure out how they integrate technology and define barriers. The authors applied quantitative survey method and used cluster sampling to choose participants. The sample of the study consisted of 155 social studies teachers who are currently teaching at middle schools. The use of technology in social studies teaching attitude scale was used to collect data. The findings revealed that teachers have positive beliefs and attitudes toward the use of technology. Also, the findings showed that teachers who are working at private schools have significantly high attitudes than others who are teaching at public schools. Moreover, teachers who took educational technology and teaching material course and attended in-service training have more positive attitudes than others.

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