Abstract
The purpose of this study was to determine the effect of visual element and technology supported teaching upon perceived instructor behaviors by pre-service teachers. In accordance with this purpose, whereas the lessons were lectured without benefiting from visual elements and technology in a traditional way with the students included in the control group, in the experimental group, the lessons were lectured using visual elements and technology (PowerPoint, video, etc.) with the pre-service teachers included. In this research that was carried out using an experimental method, “Perceived Instructor Behaviors Scale” developed by Kara, İzci, Köksalan and Zelyurt (2015) was used as pre-application and post-application. According to the findings, visual elements and technology-assisted teaching caused pre-service teachers to perceive their instructors as calmer, more adequate and authoritative. When the probable negative effects of an authoritative instructor upon the students were considered, should sufficient and calm perception of the instructor be supported or should calmness and sufficiency of the instructor be preferred by avoiding technology-assisted teaching which makes the teaching process mechanic?
Highlights
Students come to their classroom with different grades of motivation
After the scale was administered to both groups, forms of the students who participated into the pre-application but not to the post-application and forms of the students with missing data were excluded; as a result, 88 students were included into the control group, of which 37,5% were male and 62,5% were female; and 93 students were included into the experimental group32,3% were male and 67,7% were female; they ranged from 21 to 28 in age with average of 23,2 years
As could be seen in the table, differences were noticed between the averages of control group and experimental group participants in four sub-dimensions of the scale
Summary
Students come to their classroom with different grades of motivation. Teachers have recently had vast opportunities in order to minimize the differences in communicating the content to their learners, to keep all individuals in the classroom at optimum motivation levels, and to provide the students who use different learning styles and strategies by benefiting from technology. They use the same opportunities for simulating the synchronization between cognitive, affective and psychosomatic dimensions coexisting in natural learning process proportionally with their pedo-technological competences
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