Procedia - Social and Behavioral Sciences 103 ( 2013 )

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1 Available online at ScienceDirect Procedia - Social and Behavioral Sciences 103 ( 2013 ) th International Educational Technology Conference The Problem of Using Educational Technology in the Faculty of Technology Cengiz Öner a *,Osman Karahan b, Bahad r Köksalan c, Salih Aky ld z d a. Doç. Dr. F rat University, Technology Faculty, 23119, Elaz, Türkiye. b.phd Student, F rat University, 23119, Elaz, Türkiye Abstract Faculty of Technologies, which is incorporated to Turkish Educational System by modifying Faculty of Technical Education, carries the purpose of producing the needs of tecnolog defined as production engineer. During the recent years when the Turkish industury improves, it becomes very significant of Faculty of Technology to train technologs who have this vision. Training needed and well-qualified techno-technologs for our era depends on using educational technoloy during training besides, many variables. However, having crucial problems in this subject is a reality. The purpose of this study is to identify the problem of using educational Technologies according to opinion of lectures and students. The data which is going to be collected by using Likert scale is going to be analysed according to arithmetic mean, Standard deviation, The results of analysis can be expected to identify the problems which come across while using technology in the Faculty of Technology and to make some suggestions The Authors. Published by by Elsevier Ltd. Ltd. Open access under CC BY-NC-ND license. Selection and peer-review under responsibility of The of The Association Association of Science, of Science, Education Education and Technology-TASET, and Technology-TASET, Sakarya Sakarya Universitesi, Turkey. Keyword: Teknoloji Fakülteleri, E itim teknolojisi, Teknolog, Üretim mühendisli i 1. Login At the beginning of the establishment of the Republic, which is very important given the services of Technical Education Schools (Alkan et al, 2001; I ksolu u, 1998), and later experienced serious difficulties due to various reasons. In time, many steps have been taken towards overcoming these problems. The first of these affiliated teaching continued for many years TEF, issued on 20 July 1982, by legislative decree No. 41 "Technical Education" (TEF) was restructured under the name transferred to the universities, the program was redesigned in terms of structure and management. After the transfer of the universities, it is a form of * Corresponding author. Tel.: ; fax: address: mconer@firat.edu.tr The Authors. Published by Elsevier Ltd. Open access under CC BY-NC-ND license. Selection and peer-review under responsibility of The Association of Science, Education and Technology-TASET, Sakarya Universitesi, Turkey. doi: /j.sbspro

2 1128 Cengiz Öner et al. / Procedia - Social and Behavioral Sciences 103 ( 2013 ) organization of schools and programs, significant changes have taken place. The differentiation of technical teacher training institutions and employers, employment, and planning has led to problems (Mahiro lu, 1996). Exchange programs, more practical courses realized in the form of reduction and increase engineering courses. Need to reduce the practical courses, as well as a form of organization, the quality of graduates, and therefore, their negative impact on employment (Ulusoy, 2003; Sezgin, 1992). TEF graduates employment problems in time grow and has become chronic. TEF model have been raised as a result of this restructuring needs (Ozer, 2003), and finally in 2010 to change once again exposed TEF, published in the Official Gazette No dated /15546 by the Council of Ministers No. ( org.tr) "Technology Schools" what transformed. This transformation, the graduates of the Faculty of Technology "engineer" has achieved the title that this is an important achievement. Because the students who graduated from a higher education institution with the name of the title, finding a job, the promotion of business success and an important factor that determines the degree of satisfaction (Karasar, 1981). Today in our country due to various colleges of education operates in 21 Faculty of Technology. Faculty of Engineering and management of project engineers, having produced mainly different, the main aim of the Faculty of Technology, application oriented engineers (in a sense, production engineers) to train. This goal has long been directed to vocational and technical education "is mainly theoretical, not giving enough weight to the application that" criticism (Sava r, 1999) becomes even more important considering. That this is the name of the faculties of technology, science, manufacturing, service, transportation and so on. areas of application problems. Educational technology in the teaching-learning process design, implementation, evaluation and improvement of the job (Alkan, 2009). This mission, in accordance with the Faculties of Technology is expected that application oriented teaching process. The application of a weighted in the educational process, of course, require the use of educational technology intensive. At this point, two issues stand out. The first is about the lack of educational technology in the Faculty of Technology TEF'den convertions configured. Second, the use of educational technology competence of the instructors at these faculties are unknown. These two problems are closely related to the original purpose of the Faculty of Technology, the employment of graduates in the medium term is the potential risk. Mainly because the application of efficient and effective education, and their effective use, but requires the presence of a sufficient amount of educational technology. These issues, the problems, the predictable negative effect on the quality of graduates. Who had been through the historical process, and many have been forced to prove his mettle repeatedly recruited TEF'den Faculty of Technology, can not tolerate a similar failure. Therefore, Faculty of Technology, to be available in the future, almost doomed to be successful in all respects. This conviction of the Faculty of Technology, in the teaching process requires extensive use of educational technology. The aim of the problems of educational technology Faculties of Technology, based on feedback from students, this study was to determine expected to contribute to the relevant literature.

3 Cengiz Öner et al. / Procedia - Social and Behavioral Sciences 103 ( 2013 ) Method This study is a descriptive survey model is of quality. Screening model, the current state of the universe by sampling a model based on the description and explanation.. (Arseven, 1994; Balcı, 1995; Karasar, 2005) Population and Sample The universe of this study, Firat University, academic year studying at the Faculty of Technology I. and II. Teaching students. In the sample, it can be the universe (who accepted the survey) created a total of 214 students Data Collection and Analysis In this study, data were collected through a questionnaire. Questionnaire prepared by the researchers, in addition to the personal information, education, technology is about using the eight items on five-point Likert type. Likert-type items, 1 I strongly disagree ( ), 2 Less agree ( ), 3 moderately agree ( ), 4 Very agree (3:41 to 4:20), and 5 Many agree (4:21 to 5:00), including in the form of five-point Likert rated. Faculty and students of faculty of technology in the preparation of the survey interviews created an item pool. These materials will be reviewed in accordance with the opinions of the teaching staff, the survey was finalized. In the study, the data obtained were analyzed by mean and standard deviation. 3. Results and Comments 3.1. The Evaluation of Educational Technology Faculty of Technology Faculty of Technology students participated in the study, faculty views on the current state of technology in education is seen in table 1. Table 1 Students of the Faculty of Technology, views on the current state of educational technology: Mad.no Student Feedback X S 1 Please see section Learning educational technology Educational technology education section we have seen is not enough Please see section features educational laboratories Please see section features educational technology education classrooms Education saw the episode, writing about the course in terms of resources and sufficient documentation. 6 Education saw the episode, in terms of information resources related to the course is sufficient. 7 Please see Education section features internet Education saw the episode, in terms of number of faculty members is sufficient Education saw the episode, workshop and laboratory expediting sufficient for use Table 1 is examined, Faculty of Technology students receive education educational technology section moderately passable ( X = 2.89), they understood. According to the students participating in the study, they study very adequate laboratory section ( X = 3.66), a high degree of educational technology classes ( X = 2.88) is sufficient. Students of the Faculty of Technology, sections of the written sources and documents related to the course ( X = 2.50) with the expediting ( X = 2.00) less; computing resources ( X = 3:34) and internet hardware 'intermediate' ( X = 2.79) were adequate, it is understood that the same table. Of Human Resources, Faculty of Technology students, faculty members and the number of sections is very adequate ( X = 2.79) found.

4 1130 Cengiz Öner et al. / Procedia - Social and Behavioral Sciences 103 ( 2013 ) These findings are evaluated collectively, Faculty of Technology, is moderately adequate in educational technology, while in the written sources and documents expediting not be said enough. Mission on behalf of the Faculty of Technology and are not suitable for this situation can lead to application-oriented engineers in raising the difficulty. Some of these problems any relevant financial and administrative problems, though, being a part of any relevant step of the restructuring of these faculties can not. Faculty of Technology to serve the purpose of effective and efficient service to continue their education, as well as classes and workshops and laboratories need to be equipped with educational technology. 3. Evaluation in terms of using education technology of Technology faculties Opinions of Technology Faculty students participated in research related using of education technology is shown at table 2. Table 2: Opinions of Technology Faculty students related using of education technology tem Student Opinions X S number 10 Instructors usually teach lectures by education technology support Instructors teach lectures by conventional presentation strategy Instructors make use of visual education technologies at lectures Instructors make use of auditory education technologies at lectures Instructors make use of visual-auditory education technologies at lectures Instructors generally make use of written source and documents at lectures Instructors generally make use of the real objects at lectures Instructors make use of humanistic resources at lectures Instructors make use of internet resources at lectures According to table 2, included student opinions related using of education technology at Technology Faculties, students put forward that instructors teach lectures by conventional presentation( X =3.72) rather than education technology support( X =2.59). This is an important inadequacy. Because, teaching materials motivate student and encourage them to study by providing accession to information and evaluation facility(akkoyunlu, 2002). Furthermore, teaching materials, is an important element in increasing quality of education. ( ahin and Y ld r m (1999)) specified that some teaching materials prepared effectively can be substituded all activities(drawing attention, representing information, clue, participation, application and repetition, feedback, correction and evaluation) represented by instructor at teaching environment(akt:gündüz and Odaba, 2004). According to students, instructors generally make use of real objects( X =4.01), written sources( X =3.70),visual-auditory( X =3.54),,visual( X =3.41),internet sources( X =3.34), auditory( X =2.12) technolgies respectively as education technology. This findings demonstrate

5 Cengiz Öner et al. / Procedia - Social and Behavioral Sciences 103 ( 2013 ) that real objects generally used as education technology at lectures at Technology Faculties and conventional written sources followed this. At Technology faculties, given an application-oriented vocational and technical education, generally being used of real objects at lectures is an expected condition. But, being followed written sources this is engrossing, so that can be interpreted as that instructors still have pursued teaching process by using conventional methods. At Technology faculties, generally teaching lectures by visual-audio educational technology support can be evaluated as promising. At this subject, to be informed and convinced of instructors at using subject of education technology can be increased using ratio of education technology at Technology Faculties. Results and Proposals At this project, the objective is specified of student opinions regarding using of education technology at Technology faculties, reached results and advanced proposals based on this results are reported below: The main objective of Technology faculties configurated by reusing from TEF(Technical Educational Faculty), constituting a critical ring of vocational and technical education in Turkish education system is to train application-oriented engineers, need for industry. The subject of having education technolgy and using this effectively has critical importance for reaching this objective of Technology faculties. Accordingly, This subject should be considered when established Technology faculties. Education technology facilities, owned by Technology faculties are inadequate. This inadequacy can compromise in the medium term to the mission of this faculties. In this regard, existing capacity regarding education technology of workshop and laboratories at Technology faculties should be supported and if that has shortcomings, they should be fulfilled. Although Technology faculties have application-oriented education, theoretical lectures have great importance to reach objective of this faculties. In this regard, classes at this faculties mentioned, should be equipped in terms of education technology. Thus, effectiveness of teaching and consequently qualification of graduate students can be increased. Technology faculties should be supported in terms of internet substructure in accordance with the age, at the present time referred to the informartion age. Because, at the present time,internet has a critical importance in terms of being informed regarding vocational improvements besides being the main means of transportation to information. However Science and Technology developed, instructors are still the most critical constituent within teaching process of Technology faculties as each level in. Thus, to be specified quality of an educational institution, qualification of instructors owned by this institution is accepted as an important factor. To be made use efficiently of instructors owned by Technology faculties, these instructors should be supported in terms of information and skills related using of education technology. For this reason, education activities should be organized and instructors should be persuaded in the matter of increasing their efficiency and productivity by education technology. To support information and skills related using of education technology of instructors at Technology faculties, should be provided them to see appilications at different universities in the country, abroad through various exchange programs. Referances Alkan, C. (2009). E itim Teknolojisi. Ankara: An Yay nc l k. Alkan, C., Do an, H., ve Sezgin, S.. (2001). Mesleki ve Teknik E itimin Esaslar. Ankara: Nobel Yay nlar. Arseven, A. D. (1994). Alan ara tirma yöntemi-ilkeler, teknikler, örnekler. Ankara, Tek k Matbaas. Balc, A. (1995). Sosyal Bilimlerde Ara t rma. Ankara: A. Ü. E itim Bilimleri Fakültesi Yay nlar.

6 1132 Cengiz Öner et al. / Procedia - Social and Behavioral Sciences 103 ( 2013 ) Gündüz,.ve Odaba, F. (2004). Bilgi ça nda ö retmen adaylar n n e itiminde ö retim teknolojileri ve materyal geli tirme dersinin önemi. The Turkish Online Journal of Educational Technology TOJET January 2004 ISSN: volume 3 Issue 1 Article 7 I ksolu u, M. A. (1998). Teknik E itim Fakülteleri ve Teknik Ö retmen Yeti tirme Sorunu. I. Mesleki ve Teknik E itim Sempozyumunda sunulmu bildiri, Zonguldak Karaelmas Üniversitesi, Karabük Teknik E itim Fakültesi, Karabük. Karasar, N. (1981). Önlisans E itimi ve Teknike itime Uygulanabilirli i- Tarama Modelinde Bir Ara t rma. Ankara : Ankara Üniversitesi Yay nlar, No: 106. Karasar, N. (2005). Bilimsel ara t rma yöntemi. Ankara: Alk m Bas mevi. Mahiro lu, A. (1996). Teknik E itim Fakültesi Mezunlar n zleme Ara t rmas. Ankara: Milli E itim Bas mevi. Sava r, R. (1999). Türkiye ve Avrupa Birli i Ülkelerinde Küçük ve Orta Boyutlu letmeler Aç s ndan stihdam Politikalar, Kamu- Sendikas Yay n, Ankara. Sezgin, S.. (1992). Mesleki ve Teknik Ö retim Kurumlar çin Ö retmen Yeti tirme. F rat Havzas nda Yüksekö retim Sempozyumunda sunulmu bildiri, F rat Üniversitesi, Elaz. Ulusoy, A. (2003, May s). Türkiye de Mesleki ve Teknik Ö retim çin Ö retmen Yeti tirme Uygulamalar, Sorunlar ve Öneriler. Ça da E itim Sistemlerinde Ö retmen Yeti tirme Ulusal Sempozyumu.