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Competency, readiness, and online learning.

Article Excerpt
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 to blended learning. 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 to prepare future teachers to 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 to 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 to improve and enhance IT skills of the prospective teachers. According to the new curricula, "Instructional Technology and Material Development" course became compulsory for both primary and secondary education pre-service teacher education programs to 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 to understand the function of instructional technology in the learning process; to emphasize learning theories that form bases in selecting instructional media and materials; to highlight basic advantages and disadvantages of the main instructional media and materials; and to provide the background, skills and practice needed to prepare and use a wide range of instructional media and materials" (HEC 1998).

Inline with the course goals, to help preservice teachers gain competency in the use of online learning technologies, and to 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 to 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...

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