Blended learning at pre-service teacher education in Turkey: A systematic review

2017-10-28
Atmacasoy, Abdullah
Aksu, Meral
The literature shows an increase in blended learning implementations (N = 74) at faculties of education in Turkey whereas pre-service and in-service teachers’ ICT competencies have been identified as one of the areas where they are in need of professional development. This systematic review was conducted to find out the impact of blended learning on academic achievement and attitudes at teacher education programs in Turkey. 21 articles and 10 theses complying with all pre-determined criteria (i.e., studies having quantitative research design or at least a quantitative aspect conducted at pre-service teacher education programs) included within the scope of this review. With regard to academic achievement, it was synthesized that majority of the studies confirmed its positive impact on attaining course outcomes. Likewise, blended learning environment was revealed to contribute pre-service teachers to develop positive attitudes towards the courses. It was also concluded that face-to-face aspect of the courses was favoured considerably as it enhanced social interaction between peers and teachers. Other benefits of blended learning were listed as providing various materials, receiving prompt feedback, and tracking progress. Slow internet access, connection failure and anxiety in some pre-service teachers on using ICT were reported as obstacles. Regarding the positive results of blended learning and the significance of ICT integration, pre-service teacher education curricula are suggested to be reconstructed by infusing ICT into entire program through blended learning rather than delivering isolated ICT courses which may thus serve for prospective teachers as catalysts to integrate the use of ICT in their own teaching.
5th International Curriculum and Instruction Congress (2017)

Suggestions

Blended learning at pre-service teacher education in Turkey: A systematic review
ATMACASOY, ABDULLAH; Aksu, Meral (2018-11-01)
The literature shows an increase in blended learning implementations (N = 74) at faculties of education in Turkey whereas pre-service and in-service teachers' ICT competencies have been identified as one of the areas where they are in need of professional development. This systematic review was conducted to find out the impact of blended learning on academic achievement and attitudes at teacher education programs in Turkey. 21 articles and 10 theses complying with all pre-determined criteria (i.e., studies ...
ICT integration in English language teacher education: insights from Turkey, Portugal and Poland
AŞIK, ASUMAN; KÖSE, SERHAN; Eksi, Gonca Yangln; Seferoğlu, Gölge; PEREİRA, RİCARDO; EKİERT, MALGORZATA (2019-03-13)
The aim of the study was to investigate how well language teacher education (LTE) programmes prepare future teachers for ICT integration with the comparison of three different contexts (Turkey, Portugal and Poland) from the perspectives of the teacher trainees and teacher educators (TEs). Using a scale and multiple interviews, the data were analysed quantitatively and qualitatively. The results revealed that although there were three different contexts in three countries, LTE programmes seemed to implement ...
Blended Learning in a Speaking Skills Course
Balbay, Seher (null; 2017-11-25)
Technological advancements and their growing impact in education have started to modify the structure and the required environments for learning settings. In order to benefit from technological innovations and minimize the present problems, such as the increasing number of students taught by a limited number of instructors, and time constraints allocated to actual speaking practice in speakingoriented courses, a blended learning platform is planned to be launched in Middle East Technical University in the s...
ICT integration in primary education and teacher education programs in Turkey and in EU countries
Yıldırım, Zahide (2007-01-01)
The main purpose of this study is to investigate the differences and similarities between the EU Countries' and Turkey's integration of information and communication technologies (ICT) into primary education curricula and teacher education programs. Fifteen EU countries which became members before 2004 and Turkey are included in the Study. The data for the study were gathered from official documents and related resources. The results show that the importance of ICT in education is increasing both in Turkey ...
The design, implementation and evaluation of a professional development programme to support teachers' technology integration in a public education centre
Alemdağ, Ecenaz; Cevikbas, Seher Gul; Baran, Evrim (2020-05-01)
The main purpose of this study was to design and implement a professional development programme on technology integration for teachers in a public education centre based on the technological pedagogical content knowledge (TPACK) framework and learning by design approach, and to evaluate the programme's impact. Ten adult education teachers in a public education centre participated in this case study research. Data sources include teacher-reflective reports, lesson plans and focus group interviews. The result...
Citation Formats
A. Atmacasoy and M. Aksu, “Blended learning at pre-service teacher education in Turkey: A systematic review,” presented at the 5th International Curriculum and Instruction Congress (2017), Muğla, Türkiye, 2017, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/70691.