Technology-Supported Global Education: A Mixed Method Study = Teknoloji destekli küresel egitim: Bir karma yöntem çalismasi

Autor/inn/en	Egüz, Sule; Öztürk, Cemil; Kesten, Alper
Titel	Technology-Supported Global Education: A Mixed Method Study = Teknoloji destekli küresel egitim: Bir karma yöntem çalismasi
Quelle	In: Pegem Journal of Education and Instruction, 9 (2019) 4, S.1210-1244 (37 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Egüz, Sule) ORCID (Öztürk, Cemil) ORCID (Kesten, Alper)
Sprache	englisch; türkisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2146-0655
Schlagwörter	Technology Uses in Education; Telecommunications; Information Technology; Global Education; Social Studies; Academic Achievement; Secondary School Students; Grade 6; Foreign Countries; Achievement Tests; Outcomes of Education; Experimental Groups; Control Groups; Retention (Psychology); Instructional Effectiveness; Teaching Methods; Turkey + Suchen Sie Ihr Suchwort? Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Telekommunikationstechnik; Informationstechnologie; Globales Lernen; Gemeinschaftskunde; Schulleistung; Sekundarschüler; School year 06; 6. Schuljahr; Schuljahr 06; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Lernleistung; Schulerfolg; Merkfähigkeit; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Türkei
Abstract	The purpose of this study was to investigate the effects of using communication technologies in teaching of attainments related to global education in social studies course on students' academic success, knowledge retention and their opinions on teaching practice. The research was carried out on the 6th grade students in a secondary school in the province of Samsun. In the research, exploratory order model, one of the mixed method research designs, was used. There were 44 students in the experimental group and 41 students in the control group. "Academic achievement test" was used for data collection. The second phase of the study was designed as a case study and a semi-structured interview form was used to collect data. The interview form prepared for 10 students in the experimental group was applied. One-factor ANOVA was used for the repeated measures of the relationship between pretest, post-test and retention scores of the experimental and control groups to determine the retention of the program in learning. Descriptive analysis method was used in the analysis of qualitative data. At the end of the research, it was found that the technology supported teaching program applied to the experimental group was more effective in increasing students' academic achievement and learning retention compared to the teaching application in the control group which was not supported by communication technologies and where teacher-centered teaching--straight expression method--was used. (As Provided).
Anmerkungen	Pegem Academy Publishing and Educational Guidance Services TLC. Mesrutiyet Caddesi, No: 45, Ankara, Kizilay 06420, Turkey. e-mail: editor@pegegog.net; Web site: http://www.pegegog.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01