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It is that time of the year again. PISA 2012 results were just announced. Asian countries (Shanghai-China, Singapore, Hong Kong-China, Chinese Tai Pei) continue to climb up on the list-no surprise on that. Previous PISA’s star Finland is still doing ok, as well as another one, Canada. US score on Mathematics is lover than the OECD average, and for science and literacy stays at the average level. (See AERA’s commentary on the results). According to the commentary, teacher quality seems like one of the biggest contributing factors to students’ success-again no surprise on that. What is surprising is that it is considered as one of the least important factor when it comes to countries’ educational policies, as in the case of Turkey. Turkey is scoring towards the lower end, though there is an increase in Math and educational equality score. The result naturally should alert the country. However, just like the previous one, there doesn’t seem much serious conversation and tension around it. Investments on technology continue, being one of the most bragging points of the Ministry of Education. It is obvious that technology-no matter how innovative it is-won’t help educational progress, unless it is considered as a critical element of a much bigger reform on education. Particularly, what needs to be prioritised is a well thought research based reform on teacher education system. Isn’t it time to listen educational researchers and teacher educators? If not, I’m afraid it will be too late pretty soon.
Last semester I taught the Research and Practice on Technology in Teacher Education graduate course that I created and offered at METU. One of the projects in the course was to write a chapter and create a wikibook on TPACK. Collaboratively with my students, we engaged in a systematic and guided writing and design process for our wikibook throughout the semester. We are now publishing the first version online and opening the wikibook to the scholarly community.
‘The Many Faces of TPACK: Perspectives and Approaches” is a collaborative work between the course instructor/editor and the students/authors. The book intends to present the approaches and perspectives on the Technological Pedagogical Content Knowledge (TPACK) framework which provided a theoretical foundation to the course activities and experiences. All the content in this book as well as the format such as the cover, title, and the table of contents were created by the course participants.
Throughout this Wikibook, authors not only examine TPACK within different disciplines, research methods, and initiatives, but also provide their own insights on how this frame might impact future research and practice both in Turkey and around the world. I believe this is just a beginning to our “bon voyage” on TPACK and motivation to improve learning and teaching with technology. We cherish this collaborative effort that opened the borders of our course to the scholarly community and hope to continue such endeavours in the near future.
I thank to my graduate students for all their efforts and great work!
I’d like to share another good news! Our “Tracing successful online teaching in higher education: Voices of exemplary online teachers” article published at the Teachers College Record is awarded with the AECT IAP Distance Education Best Journal Article Award – Qualitative-based. Our article was ranked first place in the qualitative-based category by the panel of DDL reviewers. DDL Award co-sponsor, Information Age Publishers, has made this award possible. This article was one of the outcomes of my dissertation on Successful Online Teaching. We are honored to receive this award given by the AECT Division of Distance Learning.
I am happy to announce that my project “Going Mobile in Teacher Education” was awarded with the Marie Curie Career Integration (CIG) Grant. We now successfully completed the negotiation process with the European Commission and four year project will start in September.
Marie Curie Career Integration Grant is given to improve the permanent integration of researchers in Europe. “The action is designed to support researchers in the first
steps of their European research career and to attain lasting professional integration in the ERA. By providing researchers with a substantial research budget, the action is intended to improve considerably their prospects for long term integration, thus contributing to the success of their research career. This action should also allow the transfer of knowledge that the researchers have acquired prior
to the Career Integration Grant, as well as to the development of lasting co-operation with the scientific and/or industrial environment of the country from which they have moved. This action has a particular emphasis on countering European ‘brain drain’ to other third countries” (See the details). I particularly recommend researchers in their early careers apply for this prestigious grant if they decide to reintegrate to the European research area.
Now, main purpose of my project is to provide, through research and development, methodological and curricular support to teacher educators so that they have research informed resources and curriculum for the integration of mobile applications into their teacher education programs. The results of this project will lead to the overall benefit of preparing tomorrow’s European teachers with appropriate skills and knowledge regarding the use of emerging technologies in their classrooms and contribute to equipping Europe’s young population with digital competence to gain and maintain its competitive advantage in the global economy.
This semester was an exciting one as I taught the new grad course that I designed: Research and Practice on Technology in Teacher Education. The course aimes to provide an overview of the concepts, theories, models, approaches, and research and practice on the integration of technologies in teacher education. The students explored the use of information and communication technologies (ICTs) in preservice, inservice, graduate teacher education, and faculty and staff development. The development of the knowledge on “technology in teacher education” were fostered by a) learning by design activities, b) opportunities to review and critique research, c) evaluation of technologies for teacher education, and d) attending to communities of practice.
Technological Pedagogical Content Knowledge Framework was not only the frame behind the course design, but also a theoretical construct that we investigated in class through several design activities. For example, one of projects in the course was to design, implement, and evaluate a “TPACK in Action” workshop. Students developed these workshops for several content areas (math, science, English language education, computer education) and applied them with the participant groups such as preservice science teachers, in-service math teachers, research assistants in the Educational Sciences program and undergraduate students in the computer education department. I had a chance to attend all of these workshops. I was proud with my students’ performance as well as their contribution to the society at different levels. This is the greatest award a teacher can get-seeing that students apply their knowledge gained from the course to the real life contexts.
Here I am first sharing their Ignite presentations, a format we tried for end-of semester presentations, and that turned out to be very fun and exciting.
Also, here are the playlist of our Ignite presentations.
Here are the pictures from the TPACK in Action workshops.
Soon, we will announce another exciting project coming out of this class-The TPACK Wikibook.
This year we organized our own business meeting for the Computer and Internet Applications in Education Special Interest Group at AERA 2013 in San Francisco. The editors from respectable journals kindly accepted to be part of an editor panel that was organized specially for our business meeting. With a well-attended audience, we had a very productive and informative panel and discussion on publishing education research.
I would like to thank to our panelists: Dr. Lynne Schrum, Former Editor, Journal of Research on Technology in Education (JRTE), Dr. Michael Spector, Editor-in-Chief, Educational Technology Research and Development (ETR&D), Dr. Robert H. Seidman, Editor, Journal of Educational Computing Research and Dr. David N. Rapp, Associate Editor, Journal of Educational Psychology & Discourse Processes for their valuable insights and advice on publishing. It was a great opportunity to get first hand information on the publication process, what not to do, what to do, how to approach to the editors, how not to give up on publications, and select the right target for the research articles.
I also would like to thank to our members and potential future members who participated into the panel and shared their own experiences and questions regarding publishing. We hope to hear more about our members’ experiences regarding publications in our online platforms such as Facebook and Listserv.
I would like to thank our program coordinator Dr. Amy Pittenger for her extraordinary work during the year for organizing the AERA2013’s program. I also would like to congratulate Susan Glassett for being elected as the Graduate Student Representative position. The SIG CIAE officers will continue working on organizing similar exciting events for AERA 2014.
This year we have organized the SIG Computers and Internet Applications in Education’s own business meeting at AERA with an exciting event– Journal Editor Panel. This panel will discuss publishing in computer and internet applications in education research. The editors of respectable journals in our field kindly accepted to join us at the panel.
This will be a great opportunity to share our own experiences, engage in a scholarly conversation and get to know each other. Please see the details below and in the business meeting flyer here. Feel free to distribute the flyer among your colleagues.
Panel Title: Options and Strategies for Publishing Computers and Internet Applications Research.
Dr. Lynne Schrum, Former Editor, Journal of Research on Technology in Education (JRTE)
Dr. Michael Spector, Editor-in-Chief, Educational Technology Research and Development (ETR&D)
Dr. Robert H. Seidman, Editor, Journal of Educational Computing Research
Time and Location: Tuesday, April 30, 2013 at 7:15 p.m. to 9:15 p.m. at Westin St. Francis, Second Level-Elizabeth D.
This year, the SIG CIAE has organized sessions for AERA 2013 where scholars will present their work on the topics related to the research, teaching, and service on the design, evaluation, and critical use of computer and Internet Applications in Education. We are excited that these sessions will advance the research and scholarly conversation in the field. Please take a look at the flyer- http://bit.ly/Z0Z6CC that provides detailed information about the sessions organized under our SIG.
Please Join us at SIG-Computer and Internet Applications in Education Business Meeting We will have a distinguished panel of journal editors, representing different types of journals of interest to CIAE SIG members. The business meeting will be on Tuesday, April 30, 2013 at 7:15 p.m. to 9:15 p.m. Westin St. Francis, Second Level – Elizabethan D.
We hope that you will participate actively in SIG events at the 2013 annual conference and that you receive updates and announcements via listserv and our Facebook Page (http://www.facebook.com/groups/aeraciae).
We hope to see you in San Francisco,
Evrim Baran, Ph.D.
Chair, AERA CIAE SIG
Amy Pittenger, Pharm.D, Ph.D.
Program Chair, AERA CIAE SIG
I value the power of social tools in creating, sharing, and distributing knowledge that crosses the boundaries of time and space. Technology integration is a very integral part of my teaching, not just because I do research on how technology enhances and changes educational practice, but also I explore the question of how it can transform my teaching in higher education. Because of these interests, I designed and taught a graduate course on Social Media in Education in 2010 at Iowa State University (See the links below for additional information about the course).
Because I was teaching about social media in education, I tried to model the integration of different social media platforms in a blended course format. While I shared the course content online here, I also wrote about the design and conduct of this course to share my experiences with a broader public. This paper is recently been published at the Bulletin of the Technical Committee on Learning Technology, Volume 15, Issue 1, January 2013. You can find the article here. The Figure below illustrates how each social media platform was integrated into the course with the specific learning and teaching activities they afforded.
Abstract: There is an emerging need for a transformation of traditional pedagogies in higher education environments. Social media tools present opportunities for designing learning experiences that afford extended social interaction and collaboration. This paper presents a case where several social media tools were used as course platforms in the context of a blended “Social Media in Education” graduate course. In addition to presenting instructional design decisions behind the course organization and delivery, this paper aims to introduce an example of how an open course content was created with the learners on different social media channels and helped them eliminate learning boundaries by engaging in formal and informal learning experiences. Various affordances of each social media tool for different pedagogical purposes are presented.
More information on the course:
Social Media in Education (Graduate Course at ISU): Designed and taught a graduate course on the theories and practices of social media in education with a blended approach using a variety of social media tools such as wiki, twitter, blog, social bookmarking, flickr and Facebook. Check out the course platforms and the content I shared under Creative Commons license. Course Trailer, Course Wiki, Course Blog, Course Social Bookmark, Course tweets: #ci593b
Recently, I was invited to organize a workshop at the 1st International Instructional Technologies and Teacher Education Symposium that will be held in Trabzon on June 26th-28th 2013. Because my research team at METU started working on couple projects in the implementation of technological pedagogical content knowledge (TPACK) framework in teacher education, I wanted to discuss how TPACK has been integrated in teacher education research and programs, specifically in Turkey. The professors and researchers, whom I contacted and who have contributed to the TPACK research, kindly agreed to be part of this workshop. I believe it will be a very productive workshop session. Hope to see you there!
Research Trends in Technological Pedagogical Content Knowledge (TPACK): The Past, Present, and the Future
June 26th-28th 2013, TRABZON/TURKIYE
Purpose: The purpose of this workshop is to bring together researchers and teacher educators who conduct research on technological pedagogical content knowledge (TPACK ) framework. TPACK has emerged as a clear and useful construct for researchers working to understand technology integration in learning and teaching. Whereas early research work on TPACK focused upon explaining and interpreting the construct, TPACK has now entered a second generation where the focus is upon using the construct in both research and development projects. In this workshop, the participants will discuss the TPACK construct through research and development projects where different methodologies were used to investigate teachers’ knowledge of effective technology integration. The past and present TPACK research trends will also be discussed along with future directions for this work.
Assist.Prof.Dr. Evrim BARAN (Middle East Technical University)
Members of Workshop :
Assoc.Prof.Dr. Şirin KARADENİZ (Bahçeşehir University)
Assoc.Prof.Dr. Işıl KABAKÇI YURDAKUL(Anadolu University)
Dr. Diana TAI (Iowa State University)
Dr. Sedef CANBAZOGLU BINICI (Aksaray University)
Erdem UYGUN (Middle East Technical University)
Tuğba BAHÇEKAPILI (Karadeniz Technical University)
Mehmet KOKOC (Karadeniz Technical University)