Computer&Instructional Technologies

In the research, our goal is to carry out the learning activities of the students independent of space and time, and complete education units from concrete to abstract, known to unknown, simple to complex, according to their own speed and level, by providing a supplementary special education to the students whom are subject to mainstreaming, over web. The goal of this research is also to introduce the effect of web supported education on the academic success on science and
technology lessons and the attitude of the 7th grade elementary education students that are subject to mainstreaming education, against computer and science. The workgroup of the research consists of 22 7th grade students that are having mainstreaming education in an elementary school in Konak Province of İzmir. In
this research semi-experimental experiment pattern with pretest-posttest control groups has been used. Students in the experimental group were given web supported education as supplementary special education, and Q&A and plain narration
methods of the traditional education were used to teach the students in the control group. At the result of the research it has shown that providing a supplementary special education on the web has a meaningful effect on students’ academic success
on science and their attitude against computer and science.

This research aimed at determining the effects of web-assisted instruction on the performance and satisfaction levels of the mainstreaming students in the natural sciences course and to obtain significant outcomes concerning the feasibility of web-assisted instruction as an aid of instruction for the mainstreaming students.
The participants of the research consisted of 22 mainstreaming students in the 7th grade in a primary school in Konak, a town in the metropolitan province of İzmir. For this research, the pre- and post-test quasi-experimental research design with a control group was used. The experimental group was given web-assisted instruction as an aid for 10 weeks while the control group was treated with traditional methods through question-and-answer and lecturing techniques.
The research has discerned that the instructional aid provided for the students with special needs through web-assisted instruction significantly increased their performance levels in comparison with traditional methods. In addition, it has been observed that the students were pleased with studying with computers in the natural sciences course, that they tried to attend the practices regularly, that they were eager to participate in such activities again, and that their satisfaction levels were high.

Özellikle 20. yüzyılın sonlarında bilgisayar ve iletişim teknolojilerinin çok hızlı gelişme göstermesi ve 21. yüzyılın
başında da bu gelişmelerin artık gündelik yaşamın vazgeçilmez bir parçası haline gelmesi ile geleneksel derslerde bilişim
teknolojileri kullanımı artmaktadır.
Bu çalışmanın amacı, Fen Bilgisi dersinde İnternete dayalı uzaktan öğretim yönteminin kullanıldığı deney grubu
öğrencileri ile öğretimin geleneksel öğretim yöntemiyle yapıldığı kontrol grubu öğrencilerinin akademik başarıları,
bilgisayara ve fen bilgisi dersine yönelik tutumları arasında anlamlı farklılıkların olup olmadığını belirlemektir. Dokuz
haftalık uygulama sonucunda öğrencilerin akademik başarıları ve fen bilgisi dersine yönelik tutumları incelendiğinde deney
grubu lehine anlamlı düzeyde farklılığın olduğu görülmüştür. Ayrıca çalışma sonucunda uzaktan öğretim yönteminin, deney
grubu öğrencilerinin bilgisayara yönelik tutumlarını da anlamlı düzeyde geliştirdiği görülmüştür.

By considering that educational institutions are places where new information is created and applied, today’s educational institutions must achieve organizational learning by applying information management processes and initially by changing their traditional structures. When the studies on organizational learning in our country are analyzed, it is seen that number of studies about schools are inadequate. In this context, this study aims at a comparison of organizational learning levels of regular high schools and vocational high schools. This study is believed to be important in determining organizational learning levels of schools in Turkey and in providing example for all schools by presenting positive applications about organizational learning. General scanning model has been used in the study. According to ÖSS (a test which is used to place students to the universities in Turkey) results, two from each category; schools with high success, schools with average success and schools with low success have been chosen, so the research has been run in 12 schools in total. Questionnaires developed by Kale (2003) have been applied to administrators, teachers, students and their parents. These questionnaires which have been provided as organizational learning dimensions, school structure, teamwork and cooperation, policies and resources, school leadership, knowledge and skills have been proven to be dependable evaluation means according to the study that has been done by Kale (2003). The results show that the organizational learning levels of vocational high schools are better than regular high schools.

This study is aimed to design activities that improve creative thinking skills and to observe the effects of this teaching method supported by these improved activities on students’ academic successes and their creativity in an web-based learning environment, which is an another type of distance education. Within this direction, an authentic course content is formed targeting to improve the students’ high level thinking skills by differentiating the objectives of ‘The Numerals’ learning domain in Math courses of 6th grade primary school level.
Pretest-posttest control group experimental design which is a type of experimental model was used in the study. The study is held with a number of 124, 6th grade students having their education in Orhangazi Primary School between 2012-2013 school year. In the context of the research, four classes are chosen with the method of randomly assigning. Traditional teaching methods and techniques are applied to the two of the classes while the other two are treated with the web based teaching method. In addition to that, in each one of the classes which is treated with both the web based and traditional teaching methods, the activities, designed by the researcher to improve the students’ creative thinking skills, are applied. The activities used in the study are prepared in accordance with the interviews made with the experts in the field of creativity.
The data of the research are gathered via Torrance Creative Thinking Test Verbal Forms of A and B, and the academic success tests and interview forms, designed by the researcher. The convenience of the quantitative data of the study to the normal distribution is defined with the statistics of Shapiro Wilk W test. In order to analyze the normal distribution data, Dependent and Independent Samples T-Test of the Parametric Tests are used and for the data, not showing a normal distribution, non-parametric tests of Mann Whitney U and Wilcoxon Signed Rank test are used. The qualitative data of the study is analyzed with Nvivo 10 program and presented in the graphics according to the frequency of repetition and percentiles.
According to the findings of the study, web based learning improves the academic achievements and creativities when compared to the traditional teaching methods. And it is also observed that the creativity improving activities, used in the classrooms educated with the traditional methods, affect the academic achievement and creativity positively, too. Together with these, it is defined that the academic achievement and the creativity is best enhanced with the web based learning environment supported with the creative activities. The results of the study show us that web based learning is an effective way of improving high level thinking skills and this effect is considered to be strengthened through the creativity improving  activities.

One of the lessons in where learned helplessness is most observed is maths. Learned helplessness behavior towards maths can affect students’ maths performance greatly. The first formation of students’ learned helplessness behavior towards maths usually starts at primary school ages. Accordingly, classroom teachers and maths teachers have a crucial role in whether students exhibit learned helplessness behavior towards maths or not. Within the context of this study, the purpose is to investigate the mathsrelated learned helplessness levels of prospective teachers who are receiving education in the departments of primary mathematics teaching and classroom teaching in faculties of education with regard to different variables. The study sample comprised 305 students receiving education in the Programs of Primary Mathematics Teaching and Classroom Teaching in Hasan Ali Yucel Education Faculty at Istanbul University during the 2012-2013 academic year. In this study, students’ learned helplessness levels in maths were measured through “Learned Helplessness in Mathematics Scale”, which was developed by
Biber and Başer (2012). Within the context of the study, significant results were obtained in relation to the prospective teachers’
learned helplessness levels in maths as a result of the analyses carried out with regards to gender, program of study and grade
level variables. It is believed that the obtained results will contribute greatly to the mathematics education provided in the programs of primary mathematics teaching and classroom teaching.

In this study, it is aimed to determine the organizational learning levels of regular and vocational high schools in accordance with the views of administrators, teachers,
students and parental guardians and to compare the results acquired from the views. This study is believed to be important in terms of determining the levels of organizational learning and serving as an example to the other schools and to the
researches to be done in the future.
General scanning model was used for the study. With the objective of comparing organizational learning levels of Regular and Vocational High Schools, two schools for each range of first, mid-rank and last rank in ÖSS (Student Selection Exam) were
chosen among the regular and vocational high schools in Istanbul province and the study was held together with 12 schools. A questionnaire, improved by Kale (2003), was applied to the administrators and teachers serving in these schools and to the students being educated in these schools and their parents. Through the questionnaires, the schools’ levels of the organizational learning were evaluated from the aspects of organizational learning school structure, team work and cooperation, politics and sources, school leadership and knowledge and skills. The results put forth that in all dimensions of organizational learning of regular and vocational high schools, a mid-level organizational learning exists and the views of the administrators, teachers, students, and parents show a meaningful differentiation related to organizational learning.

Bu araştırmada bilim kurgu filmlerinin, 10. sınıf öğrencilerinin coğrafya dersine yönelik tutumları üzerindeki etkisini incelemek amaçlanmıştır. Araştırmada ön test-son test kontrol gruplu yarı deneysel desen kullanılmıştır. Araştırma süresince gruplarından birisinde geleneksel öğretim yöntemi uygulanırken, diğer grupta ders, işlenilen konuyla ilgili olabilecek bilim kurgu filmleri ile desteklenerek yürütülmüştür. Araştırmaya İstanbul ilinde yer alan bir lisenin, 10. sınıf düzeyindeki iki ayrı şubesinde öğrenim gören, kontrol ve deney gruplarının her birinde 30 öğrenci olmak üzere toplam 60 tane ortaöğretim öğrencisi katılmıştır. 8 hafta süren deneysel işlem süresince, "Doğal Sistemler" ile "Çevre ve Toplum" öğrenme alanlarına uygun olacak şekilde toplam 10 tane bilim kurgu filmi öğrencilere izletilmiştir. Araştırma verileri Güven ve Uzman tarafından geliştirilen "Ortaöğretim Coğrafya Dersi Tutum Ölçeği" ile toplanmıştır. Araştırmanın sonuçları, bilimkurgu filmleri ile desteklenen coğrafya dersinin, öğrencilerin coğrafya dersine yönelik tutumlarını anlamlı düzeyde olumlu etkilediğini göstermektedir.

The math teaching has generally issues about paying attention and trusting ownself for learners. To solve such a critical problem, information technology, which are used in educational technologies tool, Geogebra, is used. In this study, teaching parabola sections with Geogebra and its effect on attitude and success of twelfth grade students are analyzed. All students were separated into two homogeneous groups and both of them were trained. After the course they were examined and the results were evaluated. The collected data shows that visuality and dynamic of geometric shapes provide easier and interesting learning for both teachers and students.

The innovations in the banking system which have been in parallel with the technological developments have presented the clients with different alternatives. One of the alternatives, internet banking, is considered very important especially for customers whose working hours coincide with those of the banks.In internet banking, even though the banks have taken the necessary precautions as to the security matter, the most important point to provide the continuity of a secure environment is the literacy of internet users. For this reason, the banks should not only secure their systems but they should also direct their users to education as to how to be conscious internet literate. In this study, why Secure Internet Banking Education System (it is named as GIBES), which is designed for internet banking users and prepared as a module for Computer Supported Education (CSE) is needed has been explained, and how the system is modeled with UML has been illustrated and GIBES is described.