Abstract
In this study, it is aimed to developing an online professional development practice to support teachers’ use of ICT. The study was conducted as an action research. Within the scope of action research, the data collection/analysis process, the situation and problems have been identified and the action/implementation plan has been developed. Within the scope of the action/implementation plan, the process of structuring the professional development programme and the development of the online learning environment was carried out. The study group consists of teachers with different ICT usage competency levels, professional experiences and branches. The data were collected through different data collection tools, which were personal information form, semi-structured interview forms and valid and reliable scales. As a result of the study, it was determined that the online professional development practice contributed positively to teachers’ use of ICT and the use of meta cognitive learning strategies. In this context, an online professional development model has been proposed that can support the use of ICT in the teaching–learning process in the context of developing ICT knowledge and skills, using meta cognitive learning strategies, and awareness of new technologies. Keywords: Online learning, ICT, professional development, metacognition, technology use.
Highlights
The effective use of Information and Communication Technologies (ICT) in teaching–learning processes is related to the ICT skills of teachers (Chai, 2010; Chai, Koh, Lim & Tsai, 2014)
The fourth research question was formed as: ‘What are the characteristics of online professional development that contribute to teaching-learning processes?’ Within the scope of this research question, it has been emphasised that the professional development practice contributes to the acquisition of new knowledge/ideas that support the teaching process, to support professional competence and to the acquisition of awareness-knowledge and skills about new practices
Within the scope of this research, which is carried out as an action research, a needs analysis was made in line with the problem situation handled, and the implementation/action plan was developed based on the current situation and the action plan was put into practice
Summary
The effective use of ICT in teaching–learning processes is related to the ICT skills of teachers (Chai, 2010; Chai, Koh, Lim & Tsai, 2014). It is suggested to support teachers with professional development activities to develop their knowledge and skills related to the use of technology (Belland, 2009; Chai, 2010; Tondeur, Braak, Sang, Voogt, Fisser & Ottenbreit-Leftwichd, 2012; Tsai & Chai, 2012) Factors such as not spending enough time for learning use of technology, lack of knowledge about the selection of appropriate instructional technologies and lack of knowledge about where to learn technology can negatively affect the use of ICT in the teaching process (Lane & Lyle, 2011). Within the scope of this study, a professional development practice is structured through an online learning environment based on metacognitive learning strategies In this context, it is aimed to determine the changes in teachers’ ICT usage competencies and the use of metacognitive learning strategies. What are the characteristics of online professional development that contribute to teaching– learning processes?
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