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    Design and skill labs: Identifying teacher competencies and competency-related needs in Turkey's national makerspace project
    (Routledge Journals, Taylor & Francis Ltd, 2023) Demirata, Ahmet; Sadik, Olgun
    Turkey's Ministry of National Education started to establish makerspaces called Design and Skills Labs (DSLs) in every public school across Turkey by 2023. However, public school teachers' qualifications required for DSLs are not clear. This study aimed to find out the necessary competencies for educators in makerspaces, and public school teachers' competency-based needs in DSLs. Mixed methods research design was utilized in this study. First, interviews were held with professionals working in private and non-profit makerspaces to explore and identify the necessary competencies. Following, a survey was designed and conducted with the teachers working in public schools to understand their competency-based needs. The results showed that educators in makerspaces mainly share technical, pedagogical and social skills as necessary competencies, and public school teachers should possess these skills that would improve the teaching/learning in DSL environments. This study would help improve teachers' professional development, as well as redesigning the educational policies in K-12 and tertiary education.
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    Exploring a Community of Practice to Improve Quality of a Technology Integration Course in a Teacher Education Institution
    (Bastas Publ Ltd - Uk, 2021) Sadik, Olgun
    This research was designed and conducted considering the theoretical and practical suggestions of design -based research (DBR) methodology and aimed to identify and address problems in a one-semester technology integration course at a Midwest university in the US. Community of practice (CoP) was used as the theoretical framework in this research to design and implement interventions, and improve the quality of the course. The researcher observed a community of teacher educators and aimed to make suggestions for building successful strategies for communities of practice in similar contexts. The study results showcased the connection between pedagogy, content and technology as an important theme for preparing future teachers in technology integration courses but also in all the teacher education courses. Furthermore, aligned with the previous literature, pre-service teachers' beliefs and confidence were identified as important conditions for effective technology integration. CoP was found as a challenging but helpful model when all the members share ideas in a supportive and balanced environment. An experienced member of the community acting as a moderator and facilitating the discussions was helpful to address the communication issues in a community of teacher educators.
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    Technology in Early Childhood Education: Electronic Books for Improving Students' Literacy Skills
    (Springer Int Publ Ag, 2020) Kaynar, Neslihan; Sadik, Olgun; Boichuk, Elina
    This paper examines teachers' perceptions about using electronic books (e-books) in early childhood education to improve students' literacy skills. Semi-structured interviews were conducted with 13 teachers in three different schools for this aim. Thematic analysis technique was used to analyze the views. The findings suggest that teachers' perceptions of e-books are generally positive. During the interviews, most of the teachers stated that using e-books in early childhood increased the students' interest in reading and their reading competencies. As a mechanism for rewarding, electronic badges integrated into the e-books were reported as a positive factor increasing the students' interest in reading. However, technical problems and parents' limited guidance were reported as the biggest challenges for the students and the teachers in the study.
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    Using Backward Design for Flipped Learning Environments
    (Springer International Publishing, 2023) Sadik, Olgun; Ergulec, Funda
    This chapter presents an “instructional design” course design in a teacher education program using student-centered strategies. The course is offered in all the Computer Education and Instructional Technology Departments in Turkey as part of the mandatory teacher education curriculum. In most higher education systems, offering courses at a conceptual level with limited real-life practices is a crucial weakness. Therefore, the course instructor aimed to create meaningful learning experiences through real-life practices for pre-service teachers. The participants included pre-service teachers from diverse backgrounds, including Syrian refugees and international students from other countries with no student-centered learning experience implemented in a learning management system and supported with digital tools. The instructor designed the course using the Understanding by Design Framework’s (UbD) “Backward Design” model and the “flipped learning” approach. The design case approach was used to share a detailed description of a design experience. The designer and the instructor experienced that student-centered design required serious planning and time. Creating meaningful goals based on UbD and teaching middle school students computer science have helped overcome pre-service teachers’ initial negative perceptions regarding the course design and practices. In order to design a successful student-centered course in a teacher education program, pre-service teachers’ preconceptions and environmental conditions should be carefully examined during the design process. © Springer Nature Switzerland AG 2023.