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The Dance of Clark and Kozma: Perspectives of the ICT Teacher Candidates

The Dance of Clark and Kozma: Perspectives of the ICT Teacher Candidates

Selcan Kilis, Seher Balbay
Copyright: © 2020 |Pages: 12
ISBN13: 9781799831464|ISBN10: 1799831469|ISBN13 Softcover: 9781799851196|EISBN13: 9781799831471
DOI: 10.4018/978-1-7998-3146-4.ch014
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MLA

Kilis, Selcan, and Seher Balbay. "The Dance of Clark and Kozma: Perspectives of the ICT Teacher Candidates." Paradigm Shifts in 21st Century Teaching and Learning, edited by Şenol Orakcı, IGI Global, 2020, pp. 218-229. https://doi.org/10.4018/978-1-7998-3146-4.ch014

APA

Kilis, S. & Balbay, S. (2020). The Dance of Clark and Kozma: Perspectives of the ICT Teacher Candidates. In Ş. Orakcı (Ed.), Paradigm Shifts in 21st Century Teaching and Learning (pp. 218-229). IGI Global. https://doi.org/10.4018/978-1-7998-3146-4.ch014

Chicago

Kilis, Selcan, and Seher Balbay. "The Dance of Clark and Kozma: Perspectives of the ICT Teacher Candidates." In Paradigm Shifts in 21st Century Teaching and Learning, edited by Şenol Orakcı, 218-229. Hershey, PA: IGI Global, 2020. https://doi.org/10.4018/978-1-7998-3146-4.ch014

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Abstract

The influence of media and method and their recent dramatic impact on learning have been discussed by many researchers in the instructional technology field and spurred the Clark-Kozma debate. This chapter explores the standpoints of preservice information and communication technology teachers attending a state university in Turkey. The findings are presented as a guide to educators and instructional designers, especially in their preservice research and practice. Participants were selected by convenience sampling, and their opinions were obtained following a debate on the topic. A questionnaire was administered for this purpose that had been prepared by the researchers. The results of the survey were augmented by detailed observations of the debate. Most of the participants agree that new media provides and facilitates the emergence of new methods or changes in existing methods, and learning and teaching benefit from approaches that combine the two.

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