Sami Şahin

Bio: Sami Şahin is an academic researcher from Gazi University. The author has contributed to research in topics: Augmented reality & Distance education. The author has an hindex of 12, co-authored 38 publications receiving 512 citations. Previous affiliations of Sami Şahin include Iowa State University.

Elementary school teachers' ICT use in the classroom and their motivators for using ICT

Abstract: Teachers play a significant role in integrating information and communication technology ( ICT) in schools, and motivated teachers reflect higher levels of ICT use in their classroom. In this study, we used semistructured interviews to investigate elementary school teachers' ICT use and their motivators for doing so. The participants consisted of 101 elementary school teachers from 24 elementary schools located in the Turkish capital. We discuss and analyze our findings in order to understand the current state of teachers' ICT use and their motivations for using ICT. An overall conclusion from the results is that more concrete encouragement, support and opportunities must be developed to increase teachers' motivation to improve the level and quality of ICT use in classrooms. [ABSTRACT FROM AUTHOR]

Pre-Service teachers' Epistemological beleifs and Conceptions of Teaching

Abstract: This study aimed to investigate pre-service teachers’ views about teaching and the relation of those views to epistemological beliefs, gender, and subject areas. The data collection tool was adapted from “The Traditional Teaching (TT) and Constructivist Teaching (CT) Scale,” developed by Chan and Elliot (2004). Participants consisted of 490 pre-service teachers from different teacher education programs in Turkey. Principal component analysis was carried out, and nine items were removed from the adapted questionnaire because of low loadings. The data analysis showed that pre-service teachers preferred constructivist teaching views more than traditional teaching views, and this correlated with their epistemological beliefs. Male participants preferred constructivist teaching views significantly more than female participants did. Freshmen, sophomores, and those from English language programs preferred traditional teaching significantly more than others did.

COMPUTER SIMULATIONS IN SCIENCE EDUCATION: Implications for Distance Education

Abstract: This paper is a review of the literature about the use of computer simulations in science education. This review examines the types and good examples of computer simulations. The literature review indicated that although computer simulations cannot replace science classroom and laboratory activities completely, they offer various advantages both for classroom and distance education. This paper consists of four parts. The first part describes computer simulations; the second part reviews the benefits in science education; the third part looks for the relation with science process skills; and the last part makes connections with the distance education. The literature suggests that the success of computer simulations use in science education depends on how they incorporated into curriculum and how teacher use it. The most appropriate use of computer simulations seems that use them for a supplementary tools for classroom instruction and laboratory. Multimedia supported, highly interactive, collaborative computer simulations appealing growing interest because of their potentials to supplement constructivist learning. They offer inquiry environments and cognitive tools to scaffold learning and apply problem-solving skills. Computer simulations are good tools to improve students’ hypothesis construction, graphic interpretation and prediction skills. The literature review also implied that computer simulations have potential for distance education laboratories. Yet this area is elusive and needs to be researched further.

An assessment of geometry teaching supported with augmented reality teaching materials to enhance students’ 3D geometry thinking skills

Abstract: The aim of this research was to examine the effect of Augmented Reality (AR) supported geometry teaching on students’ 3D thinking skills. This research consisted of 3 steps: (1) developing a 3D thi...

Educational Research: Competencies for Analysis and Application:

Abstract: to many, however, it constantly appears as an instructional problem. The final two chapters serve as excellent summary statements. Chapter 13 emphasizes the application of previous text material to the classroom situation. Of great significance is the author's discussion of commonly defined independent, dependent, and moderator variables. The final chapter focuses on evaluation in the overall sense, particularly as it relates to programs of study. The principles of measurement and research design are applied to the evaluation process through several ex-

A Pedagogical Framework for Mobile Learning: Categorizing Educational Applications of Mobile Technologies into Four Types.

Abstract: Instructional designers and educators recognize the potential of mobile technologies as a learning tool for students and have incorporated them into the distance learning environment. However, little research has been done to categorize the numerous examples of mobile learning in the context of distance education, and few instructional design guidelines based on a solid theoretical framework for mobile learning exist. In this paper I compare mobile learning (m-learning) with electronic learning (e-learning) and ubiquitous learning (u-learning) and describe the technological attributes and pedagogical affordances of mobile learning presented in previous studies. I modify transactional distance (TD) theory and adopt it as a relevant theoretical framework for mobile learning in distance education. Furthermore, I attempt to position previous studies into four types of mobile learning: 1) high transactional distance socialized m-learning, 2) high transactional distance individualized m-learning, 3) low transactional distance socialized m-learning, and 4) low transactional distance individualized m-learning. As a result, this paper can be used by instructional designers of open and distance learning to learn about the concepts of mobile learning and how mobile technologies can be incorporated into their teaching and learning more effectively.

LANGUAGE IN INDIA Strength for Today and Bright Hope for Tomorrow

Abstract: Phonological mean length of utterance (PMLU) is a whole word measure for measuring phonological proficiency. It measures the length of a child’s word and the number of correct consonants. The present study investigated the phonological length of utterance in native Kannada speaking children of 3 to 7 years age. A total of 400 subjects in the age range of 3-7 years participated in the study. Spontaneous speech samples were elicited from each child and analyzed for PMLU as per the rules suggested by Ingram. Mann-Whitney U test and Kruskal Wallis test were employed to compare the differences between the means of PMLU scores across the gender and the age respectively. The result revealed increase in PMLU score as the age increased suggesting a developmental trend in PMLU acquisition. No statistically significant differences were observed between the means of PMLU scores across the gender.

The development, validity and reliability of TPACK-deep

Abstract: The purpose of this study is to develop a TPACK (technological pedagogical content knowledge) scale based on the centered component of TPACK framework in order to measure preservice teachers' TPACK. A systematic and step-by-step approach was followed for the development of the scale. The validity and reliability studies of the scale were carried out with 995 Turkish preservice teachers. The sample was split into two subsamples on random basis (n1?=?498, n2?=?497). The first sample was used for Exploratory Factor Analysis (EFA) and the second sample for Confirmatory Factor Analysis (CFA). After the EFA, the TPACK-deep scale included 33 items and had four factors. These factors were design, exertion, ethics and proficiency. The Cronbach's alpha coefficient for the whole scale was found to be .95, whereas the values of Cronbach's alpha coefficient for individual factors of the scale ranged between .85 and .92. The CFA was conducted within the scope of the validity study of the scale. In this way, this structure of the 4-factor scale was confirmed. In addition, the test-retest reliability coefficient of the scale was calculated as .80. The findings revealed that the TPACK-deep scale was a valid and reliable instrument for measuring TPACK. Consequently, various suggestions were put forward regarding the use the TPACK-deep scale for applied research and for future studies. Highlights? The TPACK-deep scale is the first scale developed focusing on the TPCK component. ? The TPACK-deep scale is a powerful instrument for measuring TPACK. ? The TPACK-deep scale has a large-scale instrument.