This case study aims at ensuring preservice science teachers to acquire experience by creating paper-based mind maps (PB-MM) and digital mind maps (D-MM) in technology education and to reveal their opinions on these mind mapping techniques. A total of 32 preservice science teachers, enrolled in the undergraduate program of Science Teaching at a university in Turkey, participated in this study. During the first three weeks of the six-week study, participants created PB-MM for certain subjects in science education. For the rest of the weeks, they created D-MM by using Coggle. As data collection tool, a form, consisting of open-ended questions, was used in this study. The obtained results demonstrated that the participants generally reported positive opinions including that mind maps are beneficial and useful tools in reinforcing, assessing and visualizing learning in general, making lessons more entertaining as well as offering ease of use. It was also concluded that students can also use mind maps in teaching of other topics such as “Vitamins”, “The Earth and the Universe” and “Systems” in particular, as well as in events like meetings, presentations, brainstorming. Advantages of D-MM were listed as the possibility of adding multimedia material, ease of correction processes and the visual richness, while its disadvantage was listed as experiencing technical problems. PB-MM contribute to psychomotor development of students as well as learning by performing/experiencing. The difficulty in processes such as deleting, editing, etc. and in adding videos and images constitute the restrictions of PB-MM technique.
The aim of this study was to reveal pre-service teachers' experiences in learning robotics design and programming. Data were collected from 15 pre-service teachers through semi-structured interviews and analyzed using the content analysis method. Three themes were identified in this study: Course process, professional development and teaching children. The pre-service teachers indicated that they found opportunities to learn by doing and experience, enjoyed doing robotics activities and felt in flow in this process. They also expressed that the robotics programming course positively influenced their attitudes towards programming and improved their programming skills. They emphasized the importance of keeping their intrinsic motivation high by maintaining their individual efforts to solve problems. Moreover, they made various suggestions for teaching robotics to children. Implications are discussed in terms of practices for educational robotics in teacher training, and further research directions.
The use of Information and Communication Technology (ICT) in education is one important competence that student teacher should develop in their academic studies. To be capable of using ICT in education, students should study both pedagogical and technical issues. In order to affect student teachers' willingness to use ICT in education, more attention should be paid to their learning experiences. In this research, student teachers' attitudes toward the use of ICT in education were studied before and after the web-based course. Based on students' learning experiences, attitudes and evaluations of the web-based learning environment, dimensions of a successful web-based learning environment were examined. According to the results, ``motivation and accuracy'', ``learner-interface interaction'' and ``learner control and self-directed learning''are the dimensions of a learning environment that encourages student teachers' to use ICT in education. A well designed learning environment also gave a realistic overview and knowledge of the possibilities and limitations of the use of ICT in education.
This paper deals with the main problem of involving information technology in teacher education - structure and contents of teachers' training courses based on distance learning. In Lithuania, the Standard of computer literacy for educators has been developed. It should be the main source of all teachers' training courses on information technology. The Standard consists of two parts: technological and educational. The main attention of the paper is paid to the analysis and requirements of the educational part that becomes more and more urgent: it requires some psychological, cognitive, social, and pedagogical knowledge referring to the information technology usage in education. This paper comprehensively covers the problems of application of information technology in education, course planning, and implementation of distance teaching, it referring to the teachers' training course on educational issues of information technology via distance learning, carried out by the Ministry of Education and Science of the Republic of Lithuania and organized by the Centre of Information Technologies of Education, and summarises its results.