Academic journal article Kuram ve Uygulamada Egitim Bilimleri

The ECE Pre-Service Teachers' Perception on Factors Affecting the Integration of Educational Computer Games in Two Conditions: Selecting versus Redesigning*

Academic journal article Kuram ve Uygulamada Egitim Bilimleri

The ECE Pre-Service Teachers' Perception on Factors Affecting the Integration of Educational Computer Games in Two Conditions: Selecting versus Redesigning*

Article excerpt

Abstract

This case study aimed to examine early childhood education (ECE) pre-service teachers' perception on the factors affecting integration of educational computer games to their instruction in two areas: selecting and redesigning. Twenty-six ECE pre-service teachers participated in the study. The data was collected through open-ended questionnaires, interviews, the ECE pre-service teachers' lesson plans, and information about educational computer games they selected and redesigned. Open coding analysis was conducted to analyze open-ended questionnaires and interviews. Moreover, the ECE pre-service teachers' lesson plans and information about educational computer games selected and redesigned were analyzed through the defined categories by experts. The results of the study showed that there were differences between the ECE pre-service teachers' educational computer game integration decisions when they selected and redesigned the games. The ECE pre-service teachers stated that the reasons for these changes were the effects of course activities and game characteristics.

Key Words

Educational Computer Games, Technology Integration, Early Childhood Education, Selecting, Redesigning.

The countries invested in the education of young children will collect the benefits in the future by having literate citizens. According to Ball (1994), high-quality early childhood education leads to young children having high-quality provision. Teacher supervision is very important for providing young children with a high-quality education (Ginsburg, 2007). According to Ertmer, Conklin, and Lewandowski (2001), undergraduate teacher education programs are very important for preparing teaching candidates for future teaching. On the other hand, in Turkey, early childhood teacher education program gain improtance in 2006 (Haktanir, 2008). According to Haktanir, the year 2006 was a milestone for early childhood education in Turkey, since the new Early Childhood Teacher Education program was implemented with the work of different universities and the Council of Higher Education in this year. Moreover, in the same year, the Ministry of National Education, General Directorate of Teacher Training and Education (2006) announced a set of teaching profession general competencies. These competencies emphasize that a teacher should have content knowledge (CK) and Technological Pedagogical Content Knowledge (TPACK) (Tokmak Sancar, Yelken Yanpar, & Konokman Yavuz, in press). TPACK, which is the framework, emphasizes the pre-service teachers' technology integration skills (Mishra & Koehler, 2006).

The teacher competencies about effective integration of technology and the responsibility of teacher educators to provide experiences for it are pointed out by many researchers (e.g. Ertmer et al., 2001; Bhattacherjee & Premkumar, 2004; Demir, 2011; Govender & Govender, 2009; Kabaca, 2013; Plowman, McPake, & Stephen, 2010; Psycharis, Chalatzoglidis, & Kalogiannakis, 2013; Verenikina, Harris, & Lysaght, 2003). Haktanir (2008) states that Early Childhood Teacher Education programs should aim to help early childhood education pre-service teachers gain aptitudes for integrating technology into their instruction, as well. TPACK is one of the frameworks that can be used as a theoretical base for providing experiences to pre-service teachers to develop their technology integration skills (Yanpar Yelken, Sancar Tokmak, Özgelen, & Incikabi, 2013).

Sancar Tokmak and Incikabi (2013) state that for effective technology integration, two factors should be taken into account by teachers: One is selection of technology; second is how to use it to teach a specific content. Another way to use technology in instruction is to make learners design technology (Koehler & Mishra, 2005). However, in these two conditions (selection and integration or designing and integration), whether or not the teacher's decisions on instructional plan change, and which factors effects their decisions, are limitedly studied in the reviewed literature. …

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