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Technology Perception Framework for Education Faculties

Technology Perception Framework for Education Faculties

Hasan Tinmaz, Ilker Yakin
Copyright: © 2010 |Pages: 16
ISBN13: 9781615208975|ISBN10: 1615208976|EISBN13: 9781615208982
DOI: 10.4018/978-1-61520-897-5.ch005
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MLA

Tinmaz, Hasan, and Ilker Yakin. "Technology Perception Framework for Education Faculties." Technology Implementation and Teacher Education: Reflective Models, edited by Junko Yamamoto, et al., IGI Global, 2010, pp. 77-92. https://doi.org/10.4018/978-1-61520-897-5.ch005

APA

Tinmaz, H. & Yakin, I. (2010). Technology Perception Framework for Education Faculties. In J. Yamamoto, J. Kush, R. Lombard, & C. Hertzog (Eds.), Technology Implementation and Teacher Education: Reflective Models (pp. 77-92). IGI Global. https://doi.org/10.4018/978-1-61520-897-5.ch005

Chicago

Tinmaz, Hasan, and Ilker Yakin. "Technology Perception Framework for Education Faculties." In Technology Implementation and Teacher Education: Reflective Models, edited by Junko Yamamoto, et al., 77-92. Hershey, PA: IGI Global, 2010. https://doi.org/10.4018/978-1-61520-897-5.ch005

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Abstract

Technological innovations have strongly influenced our routines. Instructional activities have been also reshaped in parallel to the latest developments in Information and Communication Technologies (ICTs). For the adaptation to those indispensable changes, Faculty of Education in Higher Education Institutions must be reformed fundamentally. What is essential and initial for Education Faculties is to comprehend the technological perception of stakeholders within their organizations. These stakeholders are managers, teacher educators and preservice teachers who require certain knowledge, skills and abilities (KSAs) in relation to educational sciences and ICTs. This chapter offers “3 X 3 two-dimensional matrix” framework for Faculties of Education concerning the technology perception of the stakeholders. In the first dimension the authors reveal the KSAs as software, hardware and peopleware, in the second dimension stakeholder groups are listed. In each intersection of the dimensions, the authors provide adaptable hints and factors to increase the possibility of favorable technology perception in Faculties of Education.

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