{"id":1904,"date":"2022-01-25T11:12:51","date_gmt":"2022-01-25T16:12:51","guid":{"rendered":"https:\/\/tpack.pages.wm.edu\/?p=1904"},"modified":"2022-01-25T11:12:51","modified_gmt":"2022-01-25T16:12:51","slug":"1904","status":"publish","type":"post","link":"https:\/\/tpack.org\/tpackrefs\/archives\/1904","title":{"rendered":""},"content":{"rendered":"\n<p class=\"wp-block-paragraph\">Baz, E. H., Balcikanli, C., &amp; Cephe, P. T. (2018). Introducing an innovative technology integration model: Echoes from EFL pre-service teachers.\u00a0<em>Education and Information Technologies<\/em>,\u00a0<em>23<\/em>, 1\u201322. doi:10.1007\/s10639-018-9711-9\u00a0<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Abstract: <\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u201cInformation and Communication Technologies (ICT) has been considered an important component to integrate into teacher education programs in the twenty-first century. However, neither faculty members nor the pre-service teachers seem to benefit from ICT efficiently throughout the 4-year teacher education program in Turkey. This study was designed to find out the experiences of Turkish EFL (English as a Foreign Language) pre-service teachers about their practice-based training on ICT integration into language learning and teaching. The junior pre-service teachers were given training about ICT integration based on SAMR model (Substitution, Augmentation, Modification, Redefinition) throughout 4\u00a0weeks. Data were collected via semi-structured interviews and observations. The findings show that the participants found SAMR model beneficial and held positive attitudes towards using SAMR in their future classes.\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Baz, E. H., Balcikanli, C., &amp; Cephe, P. T. (2018). Introducing an innovative technology integration model: Echoes from EFL pre-service teachers.\u00a0Education and Information Technologies,\u00a023, 1\u201322. doi:10.1007\/s10639-018-9711-9\u00a0 Abstract: \u201cInformation and Communication Technologies (ICT) has been considered an important component to integrate into teacher education programs in the twenty-first century. However, neither&#8230;<\/p>\n<div class=\"more-link-wrapper\"><a class=\"more-link\" href=\"https:\/\/tpack.org\/tpackrefs\/archives\/1904\">Continue reading<span class=\"screen-reader-text\"><\/span><\/a><\/div>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[3],"tags":[222,500,560,562,563],"coauthors":[2301],"class_list":["post-1904","post","type-post","status-publish","format-standard","hentry","category-journal-article","tag-inform","tag-ict","tag-turkey","tag-technology-integration","tag-teacher-education","entry"],"_links":{"self":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/1904","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/comments?post=1904"}],"version-history":[{"count":0,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/1904\/revisions"}],"wp:attachment":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/media?parent=1904"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/categories?post=1904"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/tags?post=1904"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/coauthors?post=1904"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}