Investigation of Science Teachers' Integrating Educational Technologies into the COVID-19 Pandemic Process

Autor/inn/en	Türkmen, Hakan; Öntürk, Senem
Titel	Investigation of Science Teachers' Integrating Educational Technologies into the COVID-19 Pandemic Process
Quelle	In: Shanlax International Journal of Education, 9 (2021) 4, S.265-274 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Türkmen, Hakan) ORCID (Öntürk, Senem)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2320-2653
Schlagwörter	COVID-19; Pandemics; Distance Education; Educational Technology; Technology Uses in Education; Teacher Competencies; Science Teachers; Science Instruction; Foreign Countries; Barriers; Access to Computers; Internet; Discipline; Student Behavior; Educational Environment; Technological Literacy; Student Centered Learning; Time Factors (Learning); Teacher Attitudes; Turkey + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Lehrkunst; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Disziplin; Student behaviour; Schülerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Technisches Wissen; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Lehrerverhalten; Türkei
Abstract	The ability to use educational technologies in distance education is very important during the COVID pandemic process. The aim of this study is to determine the competencies and needs of science teachers in using technology in the COVID-19 pandemic distance education process. The research was carried out with phenomenology techniques, one of the qualitative methods. Data were collected by applying semi-structured interview forms containing 7 open-ended questions to 21 science teachers working in the central districts of Manisa province, then analyzed via consent analysis method. Finally, by creating themes and codes, frequency and percentage distributions were revealed to understand and, when the findings were examined, the biggest obstacles to distance education were the internet connection, infrastructure-hardware problems and the inability to discipline students. Students entering the online lesson with their cameras closed, the noise from the home environment, and could not join online lesson were reflected in the opinions of the participants as problems. If our students are more active by making presentations, these problems will be minimized and the quality of distance education maximize. It was observed that although science teachers having experience in using technology are more active, science teachers with insufficient experience in using technology could not conduct scientific experiments for their students in the distance education process. In addition, integrating different student-centered educational techniques and measurement-evaluation activities with technology are other problems. (As Provided).
Anmerkungen	Shanlax International Journals. 66, V.P. Complex, T.P.K. Main Road, Near KVB Vasantha Nagar, Madurai Tamil Nadu 625003, India. e-mail: shanlaxjournals@gmail.com; Web site: http://www.shanlaxjournals.in/journals/index.php/education
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01