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• W171712684 abstract "Abstract This study investigates the effect of technology competencies and online readiness on preservice teachers' online learning experiences and preferences. A total of 99 preservice English teachers formed the sample of this study. The study lasted four months. During this period, the preservice teachers were exposed blended The results showed positive correlation between technology competencies, online readiness, and online learning experiences of preservice teachers. The findings also indicated preservice teachers do not prefer a fully online course but an online supported traditional course. Introduction It is a challenging task prepare future teachers use technology effectively for learning and instructional purposes. To overcome this challenge, teacher education organizations has developed new curricula for preservice education programs, and conducted training sessions for in-service teachers. Parallel the worldwide practices, the Higher Education Council (HEC) in Turkey, which is responsible for planning, coordination, and supervision of higher education has developed the new teacher education curricula for schools of education, and in 1998, ICT has been included in the new teacher education curricula improve and enhance IT skills of the prospective teachers. According the new curricula, Technology and Material course became compulsory for both primary and secondary education pre-service teacher education programs accomplish the requirements for teaching qualifications. The goal of the course is to underline major developments in the field of learning and teaching so as understand the function of instructional technology in the learning process; emphasize learning theories that form bases in selecting instructional media and materials; highlight basic advantages and disadvantages of the main instructional media and materials; and provide the background, skills and practice needed prepare and use a wide range of instructional media and materials (HEC 1998). Inline with the course goals, help preservice teachers gain competency in the use of online learning technologies, and provide them with online learning experiences, Instructional Technology and Material Development course was designed as a blended course, and NET-Class online learning management system (LMS) was integrated the course in the Fall term of 2004-2005 academic year at Middle East Technical University (METU) in Ankara, Turkey. Informatics Institute at METU developed NETClass online learning management system in 3 years considering the feedback gathered from faculty members and students in campus-wide online courses. The system provides asynchronous online learning environment. It helps the instructors manage online parts of their courses without the need of extensive technical knowledge. NETClass allows both students and instructors follow and manage Web-based asynchronous courses using standard web interfaces. The major features of NET-Class include forum, e-mail, test tools, grade book, and student tracking and many templates (syllabus, announcement, assignments, lecture notes and etc.) produce core parts of a course. NET-Class uses any browser as its user interface. To be able benefit from online learning environment, technology competency and readiness for online learning seem be essential factors. Warner et al. (1998, cited in Smith, Murphy & Mahoney, 2003) explained readiness for online learning under (a) students' preferences for online form of delivery compared traditional classroom instruction, or the provision of print-based pre-packaged resource materials; (b) students' confidence in using online communication for learning and, specifically, in the use of Internet and computer-mediated communication tools; and (c) ability engage in self-regulated learning. Similar characteristics were examined by Smith (1999, cited in Smith, Murphy and Mahoney, 2003), and she was in line with Warner et al (1998) in regard students' preferences of online …" @default.
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• W171712684 title "Competency, Readiness, and Online Learning" @default.
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