Book chapter

1. Mentors:
Öznur ALTINTAŞ
Reşat BOZKIR

2.  Purpose of the study: want to review the
effects of new technologies on teaching
and learning.
 Method: consider different kinds of
teaching, and to illustrate the effects of
new technology on them in a variety of
settings

4. New technology is used to take over and
replace traditional teaching.
Exm:
A distance-learning
course

5. Lipsey and Wilson
(1993):
Computer-assisted learning
vs.
conventional teaching in various
instructional settings.
Result:
Students working with computer-
based instruction in 80s
performs significantly BETTER
than receiving traditional
teaching.

6. Fletcher-Flinn and
Gravatt (1995):
Effects of learning with
computer-assisted instruction is:
•Pre-school/kindergarten
children
•Learners with speacial needs
•Elementary School
•High school
•College
•University

7. Parr (2005):
Stronger gains in science and
mathematics than literacy
(English)

8. Torgerson and Zhu
(2004):
Positive for the teaching of
writing
Positive and Negative
for the teaching of
reading/spelling

9. The teacher and the technology work
together
Blended instruction
Computer-aided
instruction

10. Studies of adjunct instruction focus upon the gains
in effectiveness achieved when the teacher and the
technology each support or enhance the work of the
other.

11. Harrison, Lunzer, Tymms, Fitz-Gibbon and
Restorick (2004)
 27 primary, 28 secondary schools
 Examined how the performance of pupils
aged 11, 14 and 16 changed over 2-year

12. RESULTS:
11 years:
 Higher levels of computer use ~ Higher
performance in both English and Maths
 Higher levels of computer use
Higher performance in Science
14 years:
 Fewer gains in English and maths, but
more in science

13. Harrison et al (2004)
 Greater ICT experience
superior ~ performance
in public
examinations

14. Bonham, Deardorff and Beichner (2003)
 Web-based versus traditional homework
 Calculus and algebra based physics
 An American university.

15. RESULTS:
Physics
Course
Algebra
Based
Courses

16. Reading Writing Thinking
Organising
Planning
Assessing
own
Monitoring competencies

17. A- READING:
 Helping young and disabled readers to
acquire reading skills
 How the text itself might be presented
in different ways to aid instruction
Results aren’t always positive

18. B- SPELLING:
 Van Daal and Reitsma (2000)
Spelling progress was enhanced for
kindergarten children and reading-disabled
students.
 Bishop, Adams, Lehtonen & Rosen, 2005;
Wood, 2005)
Found success with teaching reading to
reading-disabled students more difficult to
achieve

19. C- MODIFYING THE PRINTED TEXT:
Portier and van Buuren (1995)
No difference btw electronic and printed
version of the text
students with low prior knowledge 
printed version
students with high prior knowledge 
electronic version

20. D- WRITING:
Does using new technology for writing change:
The ways that people think?
Or
The quality of the finished product?

21. F- THINKING:
Learning to think for
themselves by teaching
others
The behavioural model of instruction was
challenged by a constructivist one

22. G- EXPERIMENT:
Stanton et al (2004)
Education is best
described as a set
of conversations of
Education consists various types
of a one-way flow of between teachers
information from and children.
the teacher to the
learner.

23. Philip Jackson (1968)
Teachers can capitalise on
social situations by building
them into learning activities

24. Group Learning Individual Learning

25. Differences according to;
 How the groups were composed
 Difficulty of the task
 Nature of the task
 Gender

26. Interactive whiteboards
Group of students
were taught math
course one with the
interactive white
board, one without
RESULT:
The pupils with the
whiteboard were
more successful…
Clemens, Moore
and Nelson (2001)

27.  Expand the horizons of the learner

28.  The computer at home
• Mostly used for playing game
• Genders show differences
• Teachers, who don’t use
internet acitvities undoubtly
be seen as out of date by
their students.

30.  Globalization & Web

31.  Computers on the move…

32.  Lifelong learning and self-instruction
New technologies can
contribute to lifelong
learning, enhance
motivation
Hargreaves(2004)
and Knapper and Cropley (2000)

34. Imagine that a computer screen and a
keyboard appears in a hole in the
wall of some run-down building in an
Indian village.
What do the local urchins do?

35.  Typically, learning proceeds as follows:

36.  At the end of these steps;