Secondary school teachers' preferences in the process of individual technology mentoring

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dc.authorid0000-0001-7175-8677
dc.authorid0000-0002-2006-8737
dc.authorid0000-0002-9865-2546
dc.authorid0000-0001-6044-4293
dc.authorid0000-0002-2627-7847
dc.contributor.authorTop, Ercan
dc.contributor.authorBaşer, Derya
dc.contributor.authorAkkuş, Recai
dc.contributor.authorAkayoğlu, Sedat
dc.contributor.authorGürer, Melih Derya
dc.date.accessioned2021-06-23T19:55:11Z
dc.date.available2021-06-23T19:55:11Z
dc.date.issued2021
dc.departmentBAİBÜ, Eğitim Fakültesi, Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümüen_US
dc.description.abstractTechnology mentoring helps to overcome various barriers to ICT integration in education and increases teachers' use of ICT for personal and professional purposes. Technology mentoring could make this improvement possible by providing a flexible environment for teachers in their educational settings. For this reason, one-to-one teacher-mentor matching was designed, and the details of the process were led by the teachers' preferences. In this study, which lasted for two semesters, 54 mentors and 48 teachers were paired based on the mentors' decision whether they preferred to work with language teachers or Mathematics teachers. As for the data of the study, the mentors' weekly logs and their responses to the question on the way of content determination were collected. Analyzing the responses of the mentors, it was seen that teachers were more dominant in the content decision process. Moreover, the analysis of the mentors' weekly logs revealed that teachers asked for help with learning software programs, designing instructional materials, workload support, and technical support, from the most frequently demanded to least one, respectively. Teachers' demands related to program learning constitute almost three-fourths of the total demands. When the teacher was given enough flexibility in their context, it was seen that a teacher-centered process of ICT integration emerged. The study concluded that teachers put forward their knowledge of ICT in solving problems if they had the opportunity to try their ideas. Therefore, it is suggested that teachers should be actively involved in the decision-making process of ICT training content.en_US
dc.identifier.doi10.1016/j.compedu.2020.104030
dc.identifier.issn0360-1315
dc.identifier.issn1873-782X
dc.identifier.scopus2-s2.0-85091634655en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.urihttps://doi.org/10.1016/j.compedu.2020.104030
dc.identifier.urihttps://hdl.handle.net/20.500.12491/10746
dc.identifier.volume160en_US
dc.identifier.wosWOS:000595248200008en_US
dc.identifier.wosqualityQ1en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorTop, Ercan
dc.institutionauthorBaşer, Derya
dc.institutionauthorAkayoğlu, Sedat
dc.institutionauthorAkkuş, Recai
dc.institutionauthorGürer, Melih Derya
dc.language.isoenen_US
dc.publisherPergamon-Elsevier Science Ltden_US
dc.relation.ispartofComputers & Educationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectTeacher Professional Developmenten_US
dc.subjectSecondary Educationen_US
dc.subjectInformation Literacyen_US
dc.subjectPedagogical Issuesen_US
dc.titleSecondary school teachers' preferences in the process of individual technology mentoringen_US
dc.typeArticleen_US

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