The main purpose of this study is to review existing evaluation forms and scales that have been prepared for educational software evaluation. In addition to this purpose, the study aims to provide insight and guidance for future studies in this context. In total, forty-two studies that including evaluation forms and scales have been taken into consideration. “Educational software evaluation”, “Software evaluation”, “Educational software evaluation forms/scales” were searched as keywords in the: “Education Resources Information Centre (ERIC)”, “Marmara University e-Library”, “National Thesis Center” and “Science Direct” databases. Twenty-nine of them have met the review selection criteria and been evaluated. There is an increase in the number of evaluation tools between 2006 – 2010. However, it was noticed that there is no sufficient number of evaluation tools targeting “educational games”. It was concluded that reliability and validity studies are very important part of developing educational software evaluation tools and this is a matter that should be considered in future studies.
The aim of this study is to discover the strategies that students follow during solving and understanding a software algorithm given in multiple steps and to provide further insight into the teaching of algorithms. The study, which follows a case study research method, investigates 18 students studying at Marmara University Department of Computer Education and Instructional Technology. The strategies followed by students for understanding a software algorithm problem given in multiple steps and in two different representations (flowchart and pseudocode) were attempted to be discovered by analyzing the eye-tracking data captured while the students tried to find solutions. Findings indicated that students especially focused on the aspects of the questions pertaining to programmatical loops and spent the most of their allocated time in doing so. However, it was observed that they could not find the correct answer due to lack of correct evaluation regarding the break points of loops that were part of the algorithm. Other findings have shown that students preferred type of problem representation was flowcharts, due to prior experience in using these. Still, it was displayed that pseudocode questions also provide a supporting mechanism by being used for comparison and that the time students took in answering these were similar to flowchart questions. Lastly, it was shown that students always start reading from the left-side of the screen regardless of the order of the questions they were focusing on.
Bireylerin günlük yaşamlarında teknolojiyi etkili kullanmaları ve eğitim öğretim sürecinde başarılı olabilmeleri için Bilgi ve İletişim Teknolojilerinin (BİT) öğrenme öğretme süreçlerine entegrasyonunun sağlanması gerekmektedir. Bu kapsamda, ülkelerde eğitimde BİT entegrasyon çalışmaları kapsamında sahip oldukları yaklaşım ve politikalar doğrultusunda çeşitli projelere başlandığı ve yürütüldüğü görülmektedir. Nitekim eğitimde BİT entegrasyonunu etkili bir şekilde sağlayabilen ülkelerdeki öğrencilerin akademik başarı düzeylerinin de yüksek olduğu Uluslararası Öğrenci Değerlendirme Programı (Programme for International Student Assessment: PISA) sonuçlarına da yansımaktadır. Bu nedenle ülkemizde ve PISA sonuçlarına göre başarı ortalamaları yüksek olan bazı OECD ülkelerinde ne tür BİT entegrasyon faaliyetleri gerçekleştirildiği incelenmelidir. Bu hedef doğrultusunda çalışmada, Türkiye, Finlandiya ve Singapur’da BİT entegrasyonunu sağlamak amacıyla gerçekleşen projelerin amaç, süreç ve imkân bağlamında karşılaştırılması amaçlanmıştır. Aynı zamanda ülkelerin BİT entegrasyonuna ilişkin yaklaşımlarının da ortaya konulması hedeflenmiştir. Araştırmada nitel araştırma modeli kullanılmıştır. Verilerin toplanmasında ise nitel veri toplama yöntemlerinden biri olan doküman incelemesi kullanılmıştır. Ayrıca ülkeler arasındaki karşılaştırmalar, eğitim sistemlerinin karşılaştırılmasında kullanılan tanımlayıcı yaklaşıma göre yapılmıştır. Elde edilen veriler “betimsel analiz” yaklaşımı ile çözümlenmiştir. Sonuç olarak, PISA sonuçlarına göre başarı düzeyi yüksek olan öğrencilere sahip olan Finlandiya ve Singapur’un BİT entegrasyonunu sağlamada Türkiye’ye göre daha deneyimli olduğu görülmüştür. Öğrenci başarısında üst sıralarda yer alan ve eğitimde BİT entegrasyonu konusunda başarılı ülkelerin karşılaştırılması hem var olan eksikliklerin fark edilmesini hem de emsal teşkil edecek başarılı süreçlerin ortaya konulmasına olanak tanıyabilir.
The purpose of this study is to review existing evaluation tools for educational software and to provide insight and guidance for future projects in this context. In total, 42 studies have been taken into consideration as a result of conducting searches using keywords such as “Educational software evaluation”, Software evaluation”, “Educational software evaluation forms/scales” in the following databases: “Education Resources Information Centre (ERIC)”, “Marmara University e-Library”, “Science Direct”. Whereas, a set of criteria has been determined for the selection of evaluation tools to be included within the scope of the study and 29 of the initial 42 items have been selected for review. There is an increase in the number of evaluation tools between the years 2006 and 2010. However, there is no sufficient number of evaluation tools targeting “educational games” and this is a remarkable result. It was concluded that reliability and validity studies are a very important part of developing educational software evaluation tools and this is a matter that should be considered in future studies.
The aim of the study is to predict the satisfaction levels of preservice Information and Communication Technology (ICT) teachers regarding educational services provided to them and to assess their expectations of the future. The study sample consists of a total 268 undergraduate students that attended during the 2014-2015 academic year at departments of Computer Education and Instructional Technologies in 33 different universities of Turkey with 133 (49,6%) of these being male and 135 (50,4%) female. “Future Expectations Scale (FES)” and “Education Faculty – Student Satisfaction Scale (EF-SSS)” were used in this research to collect data. The data obtained through scales have been statistically analyzed using scatter frequency examinations, independent samples T-tests, correlation analyses, regression analyses and one-way analyses of variance. Results have shown that there is a significant positive correlation between preservice teachers’ satisfactions levels for educational services offered to them and their expectation of the future. In addition, it was determined that 8,3% of expectations of the future were fully explained by levels of satisfaction for educational services. Other analyses have shown that, the future expactations of preservice tearchers who have reported knowing people to show as career references are significantly higher than those who reported not having any references. In addition, first future expectations of freshman students appear to be significantly higher than students of at higher grades. It was also found that as students academic achievements incerase, so do their expectations of the future. However, no other independent variables that have significant impact upon expectations of the future have been discovered.