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INTEGRATION OF TECHNOLOGY TO LEARNING- TEACHING PROCESSES AND GOOGLE…

- - - - explanatory compilation
        pattern, current studies
        selected according
        to author preferences
    - - 20 review articles
        written in Turkey
        
        examined detailly on Technology
        Integration into Learning-Teaching
        Processes last 4 years (2016-2020)
        
        20%(2016)
        
        10%(2017)
        
        35%(2018)
        
        15%(2019)
        
        20%(2020)
      - keywords 'technology integration'
      - search in Turkish version
        Google Scholar
        
        via Academic Google
        
        found in DergiPark Academic (https://www.neliti.com/dergipark/catalogue)
        
        an electronic database that provides
        electronic hosting and editorial process management services for all academic refereed journals (2048 jour-nals) published in Turkey
        
        reason
        
        to form the basis for the scientific research
        planned with quantitative methods in the future
        
        purpose
        
        to be applied experimentally
        on students in Turkey
  - - - insufficient in-service trainings/
        training programs provided
      - educators are inadequate in integrating
        the technology into their courses
      - educators are lack knowledge
        about technology
    - - inadequate ICT
        competencies
        
        fail to include the aforementioned
        in-service trainings/training
        programs to achieve relevant goals
      - insufficient
        in-service training
        
        inability of educators to integrate
        technology into their lessons
      - inadequate technological
        infrastructure
    - - lack of knowledge
        about technology
      - variety of web 2.0
        tools/ systems used
      - no technology integration
        model was used
      - lack of infrastructure
        in educational institutions
      - inadequate time
        for teacher
    - - simple-to-use, free and accessible with a
        single account in order to integrate
        technology into their courses
      - become easier, more effective
        and simpler in terms of both
        management and achievements.
  - - - provide a private email and
        include several collaboration tools
        
        Gmail, Calendar, Meet, Chat,
        Drive, Docs, Sheets, Slides, Forms, and Sites.
      - It is Google Chrome plugins and many applications in the Google Workspace Marketplace which Google tool works
        with the integration
      - the use of hundreds of Google tools and add-ons, which are integrated with each other
      - tools that can be accessed
        from a single account
      - the needs of the day can be met and continuously updated
      - enable a sustainable
        technology integration
      - Google For Apps Education enables students to gain skills when technology is con-
        figured to support educational programs and courses and supports them
      - transform classroom environments
        with several educational features
      - provided integration of Classroom and Meet according to the different distance education alternatives used by schools due to pandemic events
    - - not easy to understand and implement a complex, multi-dimensional, dynamic process
      - Models different models
        have been developed to date
        
        deal with integration from
        different perspectives
        
        difference in terms of
        objectives and elements
      - the integration process that can contribute to student learning can be realized is at the center
      - the literature regarding technology
        integration into learning–teaching
        processes are examined
      - similarities and differences
        are revealed
    - - 5W1H Unified Integration Model
        
        focus on student
        learning
        
        based on analyzing and planning
        the process to increase learning
        of students the numbers in the model
        
        What: Required ICT resources and applications
        
        Why: Displaying the goal of the integration process and determining the reasons for using ICT
        
        How: How will appropriate teaching and learning strategies be used?
        
        Where: Preparing suitable environment
        
        When: Planning of the application
        
        Who: Properties of target audience
      - Generic Model of Pedagogy, Social Interaction and Technology
        
        emphasis on the tool in the process
        and what the tool provides in various contexts
        
        crus point is how to use the tools to complete the task in an effective and useful way, satisfying the user
        
        pedagogy and social interaction are seen as the basic building blocks in the integration
        process, while technology is accepted as a component that supports these building blocks
        
        theoretically based on constructivist theory, interaction design, and utility dimensions
        
        Vanderlinde
        and Braak
        
        examined technology
        integration from the
        perspective of the school
        
        examined the factors affecting
        ICT integration
        
        developed the application of ICT in curriculum within the framework of the e-capacity model
      - Concentric Ring Model
        
        assumes that the characteristics of schools and teachers as educational institutions in general will be effective in integration
        
        addresses integration both at
        the individual and corporate
        level by the interaction of factors
        
        clarifies the complex structure of factors affecting integration process using internal and external factors by examining the structural and cultural features of teachers as well as schools separately
        
        purpose
        
        the dependent variable in the
        model and is placed in the center
        
        examined in three
        dimensions
        
        gaining basic technology skills
        
        using technology as an information
        tool
        
        using technology as a learning tool
      - E-capacity Model
        
        addresses the integration process from a broader perspective, and emphasizes schools as institutions where education is essentially realized
        
        assumes that as students, teachers and tools are sub-units of school system, and they can be supported only if the whole is developed
        
        teachers’ use of ICT
        is not seen as a
        dependent variable
        
        it is taken as a process
        or an independent variable
        that leads to other results
      - Systematic Planning Models
        
        developed not in order to describe the factors affecting the integration process, and individuals or roles in the process,
        but to define the process, level or stage of the integration
        
        useful in terms of determining
        the level and points that can be
        improved by revealing the
        existingintegration level
        
        showing the possible
        steps to achieve the
        highest level of
        integration
        
        Wang and
        Woo
        
        stated that ICT integration
        will take place at three
        levels according to the
        content discussed
        
        Curriculum (Macro level): Integrating ICT into all content and learning experiences in an entire course process
        
        Topic (Meso level): The use of ICT to
        support student learning in specific topics
        
        Course (Micro level):
        Using ICT to explain
        the subject better in
        one or more courses
      - Activity System Model
        
        Demiraslan
        and Usluel
        
        discussed the integration of ICT
        into education and training
        processes within the framework
        of the Activity Theory
        
        put forward an activity system model
        related to integration within the framework
        of Activity Theory elements
        
        Tools: ICT and non-ICT tools, methods used
        
        Subject: Teacher (teaching experience, teaching approach)
        
        Rules: Evaluation criteria
        
        Community: Students, teachers, school management, ICT coordinator
        
        Object: Purposes of using ICT in the learning-teaching process
        
        Division of Labor: The roles and responsibilities of teachers and students
        
        Output: Reflections of the use of ICT in the learning and teaching process on student learning and teaching
      - Technology Integration
        Planning Model
        
        developed by Mishra and Koehler
        
        emphasized teachers, and teacher roles and teacher
        competencies for integration
        
        examined indicators and models
        of technology integration in learning-
        teaching processes
        
        integration is generally structured on one or more different aspects such as the student, instructor, institution, technology, infrastructure, support systems, and sustainability
      - Technological Pedagogical
        Content Knowledge Model (TPACK)
        
        describe effective technology integration elements by planning the integration process step by step and revealing the important elements at each stage
        
        developed by
        Mishra and Koehler
        
        the basic knowledge structure needed by educators in the fields of teaching with technology and teaching of technology in their own study areas and at the level that they will deliver teaching is defined
        
        three skills
        
        Technological Knowledge (TK)
        
        Pedagogical Knowledge (PK)
        
        Content Knowledge (CK )
        
        an educator has these three skills at a sufficient level paves the way to create the most efficient course environment
        
        educator who does not have any of these skills cannot be located in the dark green area on the chart, which reduces efficiency and quality in both physical classes and distance education
        
        training student teachers to practice technology integration in meaningful, effective, and
        sustainable ways is a daunting challenge
        
        Teacher educators cannot foresee how their students may be expected to use educational
        technologies in the future or how technologies will change during their careers
        
        pointed by
        Cviko et al.
        
        the participation of teachers in the design of ICT-based practices in schools would lead to the development of a sense of ownership, and eventually, ICT-based practices that are sustainable.
        
        educators will need only a few technological tools that can be integrated with each other and are extremely simple to use to design an interactive lesson
        
        important to know the names of the web tools and applications is the stages where should be used in the course
      - Gagne’s Teaching
        Activities Model
        
        9 stages
        
        teaching activities are given in the default order,
        
        not compulsory to perform
        the order exactly
        
        some steps can be skipped
        
        sometimes one or more events can trade places
        
        activities and appropriate Google Workspace tools are defined across this model
      - Five Stage Model for Computer Technology Integration
        
        Developed
        by Toledo
        
        for teacher training programs
        to help educational institutions
        such as schools, universities or
        departments and their sub-units
        have a better understanding of
        their place in integration
        and guide them in moving
        forward from their current status
        
        five stages
        
        Pre-integration: Lack of university pioneering
        
        Transition: Changing institutional leadership
        at the university, school or department level
        
        Development: Educational institutions such as schools, universities or departments begin to complete
        tasks that will integrate technology into their curriculum
        
        Dissemination: Developments are made to meet the hardware, software and systematic training needed for
        the school to be successful in technology integration
        
        Integration within the scope of the entire system
  - - - discussed the results
        obtained in the articles
      - explained their relevance
      - compared data
      - made recommendations in the context
        of Google Workspace tools that would
        facilitate the integration of technology
        in parallel with the specified obstacles
- - - - several technological tools,
      - teachers
      - students
      - school management and education programs
  - - - schools do not take advantage of the opportunity to review their current vision
      - schools do not use data
        to make changes,
      - limited access to technology
  - - - What problems have been encountered
        in the studies on technology integration?
      - Who is the work on technology
        integration aimed at?
      - What kind of a way should be followed
        to overcome the obstacles mentioned in the
        studies on technology integration?