Virtual School Meanderings

March 7, 2017

SITE 2017 – E-Content Development and Education Information Network (EBA) Usage in Turkey

The twelfth session that I am blogging here at SITE 2017 related to K-12 Online and Blended Learning is:

E-Content Development and Education Information Network (EBA) Usage in Turkey

  1. Irfan Sural

    , Eskisehir Osmangazi University, Turkey

Tuesday, March 7 1:45 PM-2:45 PM in Creekside I View on map

for 1:45 PM-2:45 PM in Creekside I.

This presentation intends to help the audience get an insight about (1) the teachers opinions about education information network (EBA) which aims to improve using ICT in teaching and learning processes at schools, and (2) explain current status of FATIH project in Turkey. The Turkey’s Ministry of National Education (MoNE) designed FATIH to provide interactive whiteboards, tablet computers and Internet network infrastructure to all schools in an attempt to enhance equality of opportunity in education and to improve ICT use in teaching and learning processes in schools. Therefore, this study is carried out with teachers to get their opinions about EBA and current e-content development efforts. A semi structured questions is prepared and interviews were conducted with a total of 19 teachers. According to results participants expressed opinions on many different issues ranging from content development to infrastructure problems. Further results will be shared with participant experts.

ID
50748
Type
Roundtable
Topics
K-12 Online Learning Teaching and Learning with Emerging Technologies

The project focuses on the perspectives of teachers involved in different Ministry projects.  The FATIH, which began in 2010, and was suppose to conclude this year (but the implementation has been a little delayed and the project will continue for another couple years).  The FATIH project itself has several streams: providing infrastructure and equipment (e.g., smartboards, tablets, etc.) for both teachers and students, creating e-content, training teachers on information communications technology (ICT) use in the classroom.  The e-content portion (known as EBA – http://www.eba.gov.tr) is basically a repository that includes simulations, animations, interactive content, videos, games, etc. that are provided by professional organizations, private companies, and individual teachers and students in the schools.

The three project phases were regionally based, with the western portion of the country being the focus of the first phase, the central portion of the country (which includes the capital region) in the second phase, and the eastern portion of the country in the third phase.  The eastern portion of the country was the predominantly rural area in Turkey, with several challenges beyond just geography (e.g., lack of properly trained teachers, political instability in neighbouring countries, etc.).

The presenters research questions included:

  1. How much do you use e-content in your courses?
  2. What do you think about the quality of e-content?
  3. What are the problems you face when integrating e-content in your lessons?
  4. Could you tell us about your experiences in e-content developments?

The study itself used semi-structured interviews with 19 teachers from three different high schools.

The main theme from these interviews was focused on evaluating the EBA e-content, often finding it inadequate or incomplete (and many of these folks indicated that they didn’t have the technical ability or time to create their own e-content to address these deficiencies).   Teachers also stressed that finding good e-content in the system was difficult – not necessarily because it didn’t exist, but because there was simply so most content and the search system was not robust and/or user friendly enough (and in many instance did not have appropriate meta-tagging within the system).  Teachers were also concerned that the e-content often did not have an orientation towards the exams that students would be responsible for taking.

A secondary theme focused on teachers perceptions of the hardware.  For example, the teachers indicated that they were more likely to use personal devices (particularly tablets), as compared to the ones that were provided as a part of the FATIH project.  Teachers also indicated that they tended to use their interactive smartboards as largely a screen projection (as opposed to the tools that were available in the smartboard).

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