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Findings from the Survey

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Adam Simpson

on 7 November 2016

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Transcript of Findings from the Survey

Our theme for FOTECH I
How do such issues manifest
themselves in our classes?
What particular problems are they causing?
''We do not have the necessary means and know-how to implement technology into our classrooms''
Briefly describe, in general terms, what you consider to be the biggest problem faced by Ed Tech today.
What is the biggest crisis facing us in Ed Tech?
Scenario 2: ‘The Crash’
''Before it was the dog ate the homework, now it’s the computer crashed and “It was all done before it got erased!” But, this popular excuse is used because it does happen. When using the computer and all its glitches to create a project that requires hours of work, it sometimes gets erased, doesn’t transfer over correctly, doesn’t save, or for one human error or another is gone.

Many technology rookies have been in this position and curse at the computer that has stolen hours. Some students struggle simply to complete work that it seems unfair to put obstacles in their way, especially when some students may not have programs or the technology at home to become familiar with it. The problem with technology glitches is also seen with online textbooks. Some students have issues accessing textbooks at home if they don’t have a large enough bandwidth. Other access problems to online materials can delay students and put them behind in class.''
What kind of steps can we take to resolve these issues?
What crisis?
Yıldız Teknik Üniversitesi
Çankaya University
Sabanci University
Duzce University
İstanbul Medipol University
Koç University
Istanbul Bilgi University
Fmv Işık Schools
Tobb Etu
Ozyegin University
Istanbul Sehir University
Dogus University

Karabük University
Atılım University
Boğaziçi University
University Of the Turkish Aeronautical Association
Emu English Preparatory School
Bahcesehir University
Marmara University
İzmir University Of Economics
Ted University
Bahcesehir University
İstanbul Medeniyet University

Boğaziçi University
İstanbul Medeniyet University
Yıldız Teknik Üniversitesi
Eastern Mediterranean University
Özyeğin University
Dokuz Eylul University
Yaşar University
Ankara Yildirim Beyazit University
Bahcesehir University
İstanbul Medipol University
MEF University
Kadir Has University
Nuh Naci Yazgan University

''how to effectively incorporate educational technology into existing curricula''
''the lack of students' and teachers' digital literacy skills''
''valid ways of integrating tech into classes''
''lack of strategic planning for the adoption of new technologies''
''resistance by some instructors''
''integrating mobile learning in any curriculum in a systematic manner''

''the challenge of providing intellectually rich campus-like learning environments for online programs''
''teachers education related to instructional design''
''we lack professional people working on this and even we find these people, institutions do not understand the importance of this field''
''education professionals are not fully aware of the
capabilities of technology''
''technology companies' main
drive is to earn money''
''reluctant teachers who really can't grasp the benefits''

''finding ways to motivate and encourage students''
''Generation-related misunderstandings''
''not being able to make the EdTech meaningful enough for teachers and students''

''not being able to use the right EdTech tool in the right way''
''we are at a point where mobile devices are far beyond being multi-functional tools, rather they have become possessions what most people identify themselves with... teachers` asking their students to abandon their devices -even for a short while- in classroom on a daily basis can be too much to ask''
''teachers do not contribute to the design so that they could not handle the big picture of the curriculum and testing''
''instructors at higher institutions do not have the technology literacy to access, design and manage information which will contribute to learning''
''stress and teacher anxiety: educators do not feel safe even if they use tech effectively... the pressure on administrative side imposing the need to cover weekly content puts great stress on the part of educators''
'''embedding the use of tech
in curriculum and syllabi''

''teachers with little or no tech skills and enthusiasm should be given adequate orientation and education on how to use Tech effectively in education''
integration should be planned carefully and start with small steps
''we need to design the technology in a way that learners do not learn from the computers but learn with computers in a meaningful way... instead of focusing on “which technology to use in class”, we need to focus on “how to implement technology in class” ''
''set some criteria for being able to select the most appropriate tool''
Each and every school should have a very competent and innovative ICT departments which can make tutorials and follow the latest trends in Ed Tech
''collaboration and cooperation with content producers would help''
''Sharing ideas regarding the use of technology with colleagues seems like a good idea''
''we can analyze our needs and in teams, we can search for alternatives. If solutions are not available or the alternatives are not as expected, we need to think and decide exactly what we need and publish them, so developers might take up interest in them''
Scenario 1:
‘The Crutch’

''Students are so quick to turn to the Internet to answer questions that some believe critical thinking has gone down the tube. Spelling is no longer something tested if everything is autocorrected and spell checked.

This may be a larger issue of technology on our memory and brain-strength, but if we are using the Internet in schools, then kids are being taught to use Google to answer all their questions and to essentially, copy and paste their knowledge.''
Scenario 3: ‘The Old-Timer’
''Some teachers do not utilize the technology they’ve been given. They have been teaching for years and don’t want to incorporate something new into their time-tested lesson plans.

Some schools are pushing instructors to incorporate technology into their syllabi and when it is poorly taught the technology is not used at optimal level. Any teacher given high-tech programs and expected to teach it in the classroom deserves proper training, and sometimes it isn’t provided.''
Scenario 4: ‘The Facebook’
‘Facebook… and Twitter, Instagram, Pinterest, YouTube, etcetera. Putting a computer in front of a student and expecting them NOT to go on Facebook or any other distracting non-school related site is kind of a joke.

And it isn’t just the younger students that are in danger of losing focus; even graduate students can hardly help themselves to online distractions in the classroom. When keeping students excited and focused on the lesson at hand is one of the hardest task a teacher faces, a computer can be one of the most detrimental things to that student’s learning.’
Scenario 5:
‘The Band-Aid’
''The idea that technology can save education may have some truth in it, but it may be problematic to treat all our educational issues with technology. In 2007, Education Week reported on a major federal study that found, “no difference in academic achievement between students who used the technology in their classrooms and youngsters who used other methods.”

If students aren’t proficient in their studies to begin with and technology is used incorrectly, a whole mess of problems could arise. What’s wrong with the Band-Aid thinking is that technology needs to be planned out into schools in a very precise manner in order for it to be effective, and to cover all of education’s problems in a Band-Aid may further aggravate the issues.''
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