Sürdürülebilir Kalkınma Amaçları
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- MakaleAçık Erişim2026Scopus SJRQ1Integrating artificial intelligence into preservice teacher education: enhancing AI literacy and digital material design competency
Gulen, Hilal Nur; Kucuk, Sevda
The rapid advancement of Artificial Intelligence (AI) has transformed educational tools and practices. Integrating AI into instruction supports complex thinking, enriches teaching, and helps educators in material creation and visualization. Therefore, it is essential to equip both students and educators with AI literacy and digital material design competencies in order to support pedagogically sound and ethically responsible instructional practices. Within this context, the present study examines the extent to which an AI-integrated instructional technology course influences pre-service teachers’ AI literacy and digital material design competencies, as well as their perceptions and experiences of learning within an AI-integrated instructional environment. Using a mixed-methods approach, 50 pre-service social studies teachers (41 female, 9 male) participated in a semester-long course. Data were collected through the Artificial Intelligence Literacy Scale, Digital Material Design Competency Scale, and semi-structured interviews. Paired sample t-tests indicated significant gains in both AI literacy and digital material design competencies, with large effect sizes. Qualitative and quantitative findings showed that AI tools not only improved technical abilities but also enhanced pedagogical thinking. The study highlights the importance of AI-integrated curricula in preparing future teachers for modern educational challenges.
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İncele - MakaleAçık Erişim2022Scopus SJRQ1Comparison of theoretical frameworks of doctoral theses on the field of instructional technology: The Turkey-US case
Şimşek, Eda Saka; Atila, Gülşah; Aydın, Abdulkerim; Reisoğlu, İlknur; Göktaş, Yüksel
Although there are suggestions for writing the theoretical framework in the literature, studies on how all sections of research should be structured based on the theoretical framework are limited. The current research compared the structuring of doctoral theses' theoretical frameworks in the field of instructional technology produced in Turkey and the US. Two hundred doctoral theses were subjected to content analysis based on the list of criteria developed by the researchers. The data collection tool includes the criteria of formality, language, definition and association, purpose and significance, methodological procedures, and presentation and interpretation of results. Independent factorial ANOVA were used to determine whether country and method affected the data obtained from the analyzed theses. The analysis of the data showed that the US-based theses were structured in accordance with the established criteria in all aspects except for purpose and importance. Method did not affect consistency with the criteria. The results of the study are anticipated to guide graduate students, thesis advisors, and researchers preparing theses and articles.
AtıfScopus3WoS2OpenAlex4İncele - BildiriAçık Erişim2011Primary school teachers of instructional technologies self-efficacy levels
Yalcin, Sema Altun; Kahraman, Sakip; Yilmaz, Zeynel Abidin
In this research, the level of primary school teachers self efficacy believes towards instructional technologies is investigated. The research is performed by applying questionnaires to 43 primary school teachers in Erzincan. The questionnaire consists of 28 questions. For the analysis of the research results SPSS program is used, mean and standard deviation for the answers of all lecturers in the research are calculated. Result of this study is concluded that primary school teachers have high self efficacy believe towards instructional technologies. And teachers believe that they have an understanding of how technology can be integrated into regular classroom instructional practices.
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