Research Article
BibTex RIS Cite

Use of Technology in Social Studies Teaching: The Journey of Five Teachers

Year 2021, Issue: 27, 232 - 256, 31.07.2021

Erdi Erdoğan Buket Şerefli

Abstract

This study aims to examine the effect of personal experiences of Social Studies teachers on using technology in the teaching process. The study was carried out with narrative research that is one of the qualitative research models. A purposeful sampling method was used in determining the study group. Five Social Studies teachers were included in the study. The research data were collected with a semi-structured interview form. Three sessions of interviews were conducted to collect research data. In the data analysis, narrative analysis was used to form the participants’ stories, and thematic analysis was used to present the findings from the participant stories systematically. The findings revealed that Social Studies teachers have limited technological opportunities in their learning process; they could not access sufficient equipment during their undergraduate education. Still, despite these limited opportunities, they can develop their technology use skills in line with their interests and curiosities after starting their professional life. Besides, Social Studies teachers with more years of professional experience are willing to realise and eliminate their shortcomings, and cooperate. Thus they use instructional technologies effectively.

Keywords

Social Studies teacher narrative research instructional technology Social Studies teacher, narrative research, instructional technology

References

  • Akturk, A. O., & Delen, A. (2020). Ogretmenlerin teknoloji kabul duzeyleri ile oz-yeterlik inancları arasındaki iliski [The relationship between teachers’ technology acceptance levels and self-efficacy beliefs]. Bilim, Egitim, Sanat ve Teknoloji Dergisi (BEST Dergi), 4(2), 67-80.
  • Altun, T. (2013). Examination of classroom teachers’technological, pedagogical and content knowledge on the basis of different variables. Croatian Journal of Education: Hrvatski časopis za odgoj i obrazovanje, 15(2), 365-397.
  • Anderson, S. E., & Maninger, R. M. (2007). Preservice teachers’ abilities, beliefs, and intentions regarding technology integration. Journal of Educational Computing Research, 37(2), 151-172.
  • Bal, M.S., & Karademir, N. (2013). Sosyal bilgiler ogretmenlerinin teknolojik pedagojik alan bilgisi (TPAB) konusunda oz-degerlendirme seviyelerinin belirlenmesi [Determining Social Science Teachers’ Self-Assessment Levels with Regard to Their Technological Pedagogical Content Knowledge (TPCK)]. Pamukkale Universitesi Egitim Fakultesi Dergisi, 34(2), 15-32.
  • Bolick, C. M. (2017). The Diffusion of Technology into the Social Studies. In M. Manfra & C. M. Bolick (Eds.), The wiley handbook of social studies research (pp.499-517). Wiley-Blackwell.
  • Bruner, J. (1996). The culture of education. Harvard University Press.
  • Cheng, S. L., Lu, L., Xie, K., & Vongkulluksn, V. W. (2020). Understanding teacher technology integration from expectancy-value perspectives. Teaching and Teacher Education, 91, 1-14.
  • Cheng, S. L., & Xie, K. (2018). The relations among teacher value beliefs, personal characteristics, and TPACK in intervention and non-intervention settings. Teaching and Teacher Education, 74, 98-113.
  • Clandinin, D., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. Jossey-Bass.
  • Creswell, J. W. (2012). Educational research: Planning, conducting and evaluating quantitative and qualitative research (4th edition). Sage.
  • Curry, K., & Cherner, T. (2016) Social Studies in the Modern Era: A Case Study of Effective Teachers’ Use of Literacy and Technology. The Social Studies, 107(4), 123-136.
  • Debele, M., & Plevyak, L. (2012). Conditions for successful use of technology in social studies classrooms. Computers in the Schools, 29(3), 285-299. Demirezen, S., & Keles, H. (2020). Sosyal bilgiler ogretmenlerinin teknopedagojik alan bilgisi yeterliliklerinin cesitli degiskenlere gore incelenmesi [Examining the technopedagogical content knowledge competencies of social studies teachers according to various variables]. Uluslararası Sosyal Bilgilerde Yeni Yaklasımlar Dergisi, 4(1), 131-150.
  • Dere, İ., & Ates, Y. (2020). Sosyal bilgiler derslerinde teknolojik arac ve materyal kullanımı: Bir durum calısması [The use of technological tools and materials in social studies courses: a case study]. Erzincan Universitesi Egitim Fakultesi Dergisi, 22(2), 496-514.
  • Ersoy, A., & Bozkurt, M. (2015). Understanding an elementary school teachers’ journey of using technology in the classroom from sand table to interactive whiteboard. International Electronic Journal of Elementary Education, 8(1), 1-20.
  • Ersoy, A., & Bozkurt, M. (2016). Anlatı arastırması. In A. Saban & A. Ersoy (Eds.), Egitimde nitel arastırma desenleri (pp. 209-250). Anı Yayıncılık. Ertmer, P. A. (1999). Addressing first- and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47-61.
  • Farjon, D., Smits, A., & Voogt, J. (2019). Technology integration of preservice teachers explained by attitudes and beliefs, competency, access, and experience. Computers & Education, 130, 81-93.
  • Francom, G. M. (2020). Barriers to technology integration: A time-series survey study. Journal of Research on Technology in Education, 52(1), 1-16.
  • Gercek, C., Koseoglu, P., Yılmaz, M., & Soran, H. (2006). Ogretmen adaylarının bilgisayar kullanımına yonelik tutumlarının cesitli degiskenler acısından incelenmesi [An analyses of the attitudes of teacher candidates towards computer use]. Hacettepe Universitesi Egitim Fakultesi Dergisi, 30(30), 130-139.
  • Hao, Y., & Lee, K. S. (2015). Teachers’ concern about integrating Web 2.0 technologies and its relationship with teacher characteristics. Computers in Human Behavior, 48, 1-8.
  • Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational technology research and development, 55(3), 223-252.
  • Hu, P. J. H., Clark, T. H. K., & Ma, W. (2003). Examining technology acceptance by school teachers: A longitudinal study. Information & Management, 41(2), 227-241.
  • Instefjord, E. J., & Munthe, E. (2017). Educating digitally competent teachers: A study of integration of professional digital competence in teacher education. Teaching and teacher education, 67, 37-45. International Society for Technology in Education [ISTE]. (2017). ISTE standards for educators. https://www.iste.org/standards
  • Johnson, K. E., & Golombek, P. (2002). Teachers’ narrative inquiry as Professional development. Cambridge University Press.
  • Kabakci-Yurdakul, İ. (2011). Ogretmen adaylarının teknopedagojik egitim yeterliklerinin bilgi ve iletisim teknolojilerini kullanımları acısından incelenmesi [Examining technopedagogical knowledge competencies of preservice teachers based on ICT usage]. Hacettepe Universitesi Egitim Fakultesi Dergisi, 40(40), 397-408.
  • Kaya, M. T., & Yazıcı, H. (2019). Sosyal bilgiler ogretmenlerinin teknopedagojik egitim yeterliklerine iliskin gorusleri [A views of the social studies teachers' on technopedagogical education competencies]. ETU Sosyal Bilimler Enstitusu Dergisi, 9, 105-136.
  • Kim, C., Kim, M. K., Lee, C., Spector, J. M., & DeMeester, K. (2013). Teacher beliefs and technology integration. Teaching and Teacher Education, 29, 76-85.
  • Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108, 1017–1054.
  • National Council for the Social Studies [NCSS]. (2013). Technology position statement and guidelines. http://www.socialstudies.org/positions/technology
  • Nelson, M. J., & Hawk, N. A. (2020). The impact of field experiences on prospective preservice teachers’ technology integration beliefs and intentions. Teaching and Teacher Education, 89, 1-12.
  • Niess, M. L., Suharwoto, G., Lee, K., ve Sadri, P. (2006), Guiding inservice mathematics teachers in developing TPCK. Paper presented at the American Education Research Association Annual Conference, San Francisco, CA.
  • Organisation for Economic Co-operation and Development [OECD]. (2009). Creating Effective Teaching and Learning Environments. First Results from TALIS. Paris: OECD Publications http://www.oecd.org/dataoecd/17/51/43023606.pdf
  • Ozgur, H. (2020). Relationships between teachers’ technostress, technological pedagogical content knowledge (TPACK), school support and demographic variables: A structural equation modeling. Computers in Human Behavior, 112, 1-9.
  • Pamuk, S., & Peker, D. (2009). Turkish preservice science and mathematics teachers’ computer related self-efficacies, attitudes, and the relationship between these variables. Computers & Education, 53(2), 454-461.
  • Pamuk, S., Ulken, A., & Dilek, N. (2012). Ogretmen adaylarinin ogretimde teknoloji kullanim yeterliliklerinin teknolojik pedagojik icerik bilgisi kuramsal perspektifinden incelenmesi [The investigation of preservice teachers’ technology integration competencies from technological pedagogical content knowledge framework]. Mustafa Kemal Universitesi Sosyal Bilimler Enstitusu Dergisi, 9(17), 415-438.
  • Patton, M. Q. (2014). Qualitative research & evaluation methods: Integrating theory and practice (4th ed.). Sage Publications, Inc. Pinnegar, S., & Daynes J. G. (2006). Locating narrative inquiry historically: Thematics in the turn to narrative. In D. J. Clandinin (Ed.), Handbook of narrative inquiry (pp. 3-34). Sage.
  • Robson, C. (2015). Bilimsel arastırma yontemleri: Gercek dunya arastırması. (S. Cınkır, & N. Demirkasımoglu, Trans.). Anı Yayıncılık.
  • Saygıner, S. (2016). Ogretmen adaylarının bilgisayar yeterlilik duzeyleri ile teknolojiye yonelik algıları arasındaki iliskinin cesitli degiskenler acısından incelenmesi [An analysis of relationship between computer competencies and perceptions of pre-service teachers towards technology in terms of certain variables]. Mustafa Kemal Universitesi Sosyal Bilimler Enstitusu Dergisi, 13(34), 298-312.
  • Shin, S., Brush, T. A., & Saye, J. W. (2019). Using technology-enhanced cases in teacher education: An exploratory study in a social studies methods course. Teaching and Teacher Education, 78, 151-164.
  • Shriner, M., Clark, D. A., Nail, M., Schlee, B. M., & Libler, R. (2010). Social studies instruction: Changing teacher confidence in classrooms enhanced by technology. The Social Studies, 101(2), 37-45.
  • Stephens, C., & Breheny, M. (2013). Narrative analysis in psychological research: An integrated approach to interpreting stories. Qualitative Research in Psychology, 10(1), 14-27.
  • Sad, S. N., & Nalcacı, O. İ. (2015). Ogretmen adaylarinin egitimde bilgi ve iletisim teknolojilerini kullanmaya iliskin yeterlilik algıları [Prospective teachers’ perceived competencies about integrating information and communication technologies into education]. Mersin Universitesi Egitim Fakultesi Dergisi, 11(1), 177-197.
  • Tondeur, J., Braak, J. v., Ertmer, P. A., & Ottenbreit-Leftwich, A. (2016). Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidence. Educational Technology Research and Development, 65(3), 555-575.
  • Tosuntas, S. B., Cubukcu, Z., & İnci, T. (2019). A holistic view to barriers to technology integration in education. Turkish Online Journal of Qualitative Inquiry, 10(4), 439-461.
  • Tsai, C. C., & Chai, C. S. (2012). The” third”-order barrier for technology-integration instruction: Implications for teacher education. Australasian Journal of Educational Technology, 28(6), 1057-1060.
  • Vannatta, R. A., & Nancy, F. (2004). Teacher dispositions as predictors of classroom technology use. Journal of Research on Technology in Education, 36(3), 253-271.
  • Yılmaz, K., & Ayaydın, Y. (2015). Sosyal bilgiler ogretmenlerinin ogretim teknolojileri kullanımına iliskin alt yapılarının ve yeterlilik algılarının incelenmesi: Nitel bir calısma [Examination of in-service social studies teachers’ backgrounds and self-efficacy beliefs in relation to instructional technologies: A qualitative study]. Abant İzzet Baysal Universitesi Egitim Fakultesi Dergisi, 15, 87-107.
  • Wilfong, J. D. (2006). Computer anxiety and anger: The impact of computer use, computer experience, and self-efficacy beliefs. Computers in Human Behavior, 22(6), 1001-1011.
  • Wilson, E. K. (2003). Preservice secondary social studies teachers and technology integration. Journal of Computing in Teacher Education, 20(1), 29-39. Wright, V. H., & Wilson, E. K. (2009). Using technology in the social studies classroom: the journey of two teachers. The Journal of Social Studies Research, 33(2), 133- 154.

Year 2021, Issue: 27, 232 - 256, 31.07.2021

Erdi Erdoğan Buket Şerefli

Abstract

References

  • Akturk, A. O., & Delen, A. (2020). Ogretmenlerin teknoloji kabul duzeyleri ile oz-yeterlik inancları arasındaki iliski [The relationship between teachers’ technology acceptance levels and self-efficacy beliefs]. Bilim, Egitim, Sanat ve Teknoloji Dergisi (BEST Dergi), 4(2), 67-80.
  • Altun, T. (2013). Examination of classroom teachers’technological, pedagogical and content knowledge on the basis of different variables. Croatian Journal of Education: Hrvatski časopis za odgoj i obrazovanje, 15(2), 365-397.
  • Anderson, S. E., & Maninger, R. M. (2007). Preservice teachers’ abilities, beliefs, and intentions regarding technology integration. Journal of Educational Computing Research, 37(2), 151-172.
  • Bal, M.S., & Karademir, N. (2013). Sosyal bilgiler ogretmenlerinin teknolojik pedagojik alan bilgisi (TPAB) konusunda oz-degerlendirme seviyelerinin belirlenmesi [Determining Social Science Teachers’ Self-Assessment Levels with Regard to Their Technological Pedagogical Content Knowledge (TPCK)]. Pamukkale Universitesi Egitim Fakultesi Dergisi, 34(2), 15-32.
  • Bolick, C. M. (2017). The Diffusion of Technology into the Social Studies. In M. Manfra & C. M. Bolick (Eds.), The wiley handbook of social studies research (pp.499-517). Wiley-Blackwell.
  • Bruner, J. (1996). The culture of education. Harvard University Press.
  • Cheng, S. L., Lu, L., Xie, K., & Vongkulluksn, V. W. (2020). Understanding teacher technology integration from expectancy-value perspectives. Teaching and Teacher Education, 91, 1-14.
  • Cheng, S. L., & Xie, K. (2018). The relations among teacher value beliefs, personal characteristics, and TPACK in intervention and non-intervention settings. Teaching and Teacher Education, 74, 98-113.
  • Clandinin, D., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. Jossey-Bass.
  • Creswell, J. W. (2012). Educational research: Planning, conducting and evaluating quantitative and qualitative research (4th edition). Sage.
  • Curry, K., & Cherner, T. (2016) Social Studies in the Modern Era: A Case Study of Effective Teachers’ Use of Literacy and Technology. The Social Studies, 107(4), 123-136.
  • Debele, M., & Plevyak, L. (2012). Conditions for successful use of technology in social studies classrooms. Computers in the Schools, 29(3), 285-299. Demirezen, S., & Keles, H. (2020). Sosyal bilgiler ogretmenlerinin teknopedagojik alan bilgisi yeterliliklerinin cesitli degiskenlere gore incelenmesi [Examining the technopedagogical content knowledge competencies of social studies teachers according to various variables]. Uluslararası Sosyal Bilgilerde Yeni Yaklasımlar Dergisi, 4(1), 131-150.
  • Dere, İ., & Ates, Y. (2020). Sosyal bilgiler derslerinde teknolojik arac ve materyal kullanımı: Bir durum calısması [The use of technological tools and materials in social studies courses: a case study]. Erzincan Universitesi Egitim Fakultesi Dergisi, 22(2), 496-514.
  • Ersoy, A., & Bozkurt, M. (2015). Understanding an elementary school teachers’ journey of using technology in the classroom from sand table to interactive whiteboard. International Electronic Journal of Elementary Education, 8(1), 1-20.
  • Ersoy, A., & Bozkurt, M. (2016). Anlatı arastırması. In A. Saban & A. Ersoy (Eds.), Egitimde nitel arastırma desenleri (pp. 209-250). Anı Yayıncılık. Ertmer, P. A. (1999). Addressing first- and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47-61.
  • Farjon, D., Smits, A., & Voogt, J. (2019). Technology integration of preservice teachers explained by attitudes and beliefs, competency, access, and experience. Computers & Education, 130, 81-93.
  • Francom, G. M. (2020). Barriers to technology integration: A time-series survey study. Journal of Research on Technology in Education, 52(1), 1-16.
  • Gercek, C., Koseoglu, P., Yılmaz, M., & Soran, H. (2006). Ogretmen adaylarının bilgisayar kullanımına yonelik tutumlarının cesitli degiskenler acısından incelenmesi [An analyses of the attitudes of teacher candidates towards computer use]. Hacettepe Universitesi Egitim Fakultesi Dergisi, 30(30), 130-139.
  • Hao, Y., & Lee, K. S. (2015). Teachers’ concern about integrating Web 2.0 technologies and its relationship with teacher characteristics. Computers in Human Behavior, 48, 1-8.
  • Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational technology research and development, 55(3), 223-252.
  • Hu, P. J. H., Clark, T. H. K., & Ma, W. (2003). Examining technology acceptance by school teachers: A longitudinal study. Information & Management, 41(2), 227-241.
  • Instefjord, E. J., & Munthe, E. (2017). Educating digitally competent teachers: A study of integration of professional digital competence in teacher education. Teaching and teacher education, 67, 37-45. International Society for Technology in Education [ISTE]. (2017). ISTE standards for educators. https://www.iste.org/standards
  • Johnson, K. E., & Golombek, P. (2002). Teachers’ narrative inquiry as Professional development. Cambridge University Press.
  • Kabakci-Yurdakul, İ. (2011). Ogretmen adaylarının teknopedagojik egitim yeterliklerinin bilgi ve iletisim teknolojilerini kullanımları acısından incelenmesi [Examining technopedagogical knowledge competencies of preservice teachers based on ICT usage]. Hacettepe Universitesi Egitim Fakultesi Dergisi, 40(40), 397-408.
  • Kaya, M. T., & Yazıcı, H. (2019). Sosyal bilgiler ogretmenlerinin teknopedagojik egitim yeterliklerine iliskin gorusleri [A views of the social studies teachers' on technopedagogical education competencies]. ETU Sosyal Bilimler Enstitusu Dergisi, 9, 105-136.
  • Kim, C., Kim, M. K., Lee, C., Spector, J. M., & DeMeester, K. (2013). Teacher beliefs and technology integration. Teaching and Teacher Education, 29, 76-85.
  • Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108, 1017–1054.
  • National Council for the Social Studies [NCSS]. (2013). Technology position statement and guidelines. http://www.socialstudies.org/positions/technology
  • Nelson, M. J., & Hawk, N. A. (2020). The impact of field experiences on prospective preservice teachers’ technology integration beliefs and intentions. Teaching and Teacher Education, 89, 1-12.
  • Niess, M. L., Suharwoto, G., Lee, K., ve Sadri, P. (2006), Guiding inservice mathematics teachers in developing TPCK. Paper presented at the American Education Research Association Annual Conference, San Francisco, CA.
  • Organisation for Economic Co-operation and Development [OECD]. (2009). Creating Effective Teaching and Learning Environments. First Results from TALIS. Paris: OECD Publications http://www.oecd.org/dataoecd/17/51/43023606.pdf
  • Ozgur, H. (2020). Relationships between teachers’ technostress, technological pedagogical content knowledge (TPACK), school support and demographic variables: A structural equation modeling. Computers in Human Behavior, 112, 1-9.
  • Pamuk, S., & Peker, D. (2009). Turkish preservice science and mathematics teachers’ computer related self-efficacies, attitudes, and the relationship between these variables. Computers & Education, 53(2), 454-461.
  • Pamuk, S., Ulken, A., & Dilek, N. (2012). Ogretmen adaylarinin ogretimde teknoloji kullanim yeterliliklerinin teknolojik pedagojik icerik bilgisi kuramsal perspektifinden incelenmesi [The investigation of preservice teachers’ technology integration competencies from technological pedagogical content knowledge framework]. Mustafa Kemal Universitesi Sosyal Bilimler Enstitusu Dergisi, 9(17), 415-438.
  • Patton, M. Q. (2014). Qualitative research & evaluation methods: Integrating theory and practice (4th ed.). Sage Publications, Inc. Pinnegar, S., & Daynes J. G. (2006). Locating narrative inquiry historically: Thematics in the turn to narrative. In D. J. Clandinin (Ed.), Handbook of narrative inquiry (pp. 3-34). Sage.
  • Robson, C. (2015). Bilimsel arastırma yontemleri: Gercek dunya arastırması. (S. Cınkır, & N. Demirkasımoglu, Trans.). Anı Yayıncılık.
  • Saygıner, S. (2016). Ogretmen adaylarının bilgisayar yeterlilik duzeyleri ile teknolojiye yonelik algıları arasındaki iliskinin cesitli degiskenler acısından incelenmesi [An analysis of relationship between computer competencies and perceptions of pre-service teachers towards technology in terms of certain variables]. Mustafa Kemal Universitesi Sosyal Bilimler Enstitusu Dergisi, 13(34), 298-312.
  • Shin, S., Brush, T. A., & Saye, J. W. (2019). Using technology-enhanced cases in teacher education: An exploratory study in a social studies methods course. Teaching and Teacher Education, 78, 151-164.
  • Shriner, M., Clark, D. A., Nail, M., Schlee, B. M., & Libler, R. (2010). Social studies instruction: Changing teacher confidence in classrooms enhanced by technology. The Social Studies, 101(2), 37-45.
  • Stephens, C., & Breheny, M. (2013). Narrative analysis in psychological research: An integrated approach to interpreting stories. Qualitative Research in Psychology, 10(1), 14-27.
  • Sad, S. N., & Nalcacı, O. İ. (2015). Ogretmen adaylarinin egitimde bilgi ve iletisim teknolojilerini kullanmaya iliskin yeterlilik algıları [Prospective teachers’ perceived competencies about integrating information and communication technologies into education]. Mersin Universitesi Egitim Fakultesi Dergisi, 11(1), 177-197.
  • Tondeur, J., Braak, J. v., Ertmer, P. A., & Ottenbreit-Leftwich, A. (2016). Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: a systematic review of qualitative evidence. Educational Technology Research and Development, 65(3), 555-575.
  • Tosuntas, S. B., Cubukcu, Z., & İnci, T. (2019). A holistic view to barriers to technology integration in education. Turkish Online Journal of Qualitative Inquiry, 10(4), 439-461.
  • Tsai, C. C., & Chai, C. S. (2012). The” third”-order barrier for technology-integration instruction: Implications for teacher education. Australasian Journal of Educational Technology, 28(6), 1057-1060.
  • Vannatta, R. A., & Nancy, F. (2004). Teacher dispositions as predictors of classroom technology use. Journal of Research on Technology in Education, 36(3), 253-271.
  • Yılmaz, K., & Ayaydın, Y. (2015). Sosyal bilgiler ogretmenlerinin ogretim teknolojileri kullanımına iliskin alt yapılarının ve yeterlilik algılarının incelenmesi: Nitel bir calısma [Examination of in-service social studies teachers’ backgrounds and self-efficacy beliefs in relation to instructional technologies: A qualitative study]. Abant İzzet Baysal Universitesi Egitim Fakultesi Dergisi, 15, 87-107.
  • Wilfong, J. D. (2006). Computer anxiety and anger: The impact of computer use, computer experience, and self-efficacy beliefs. Computers in Human Behavior, 22(6), 1001-1011.
  • Wilson, E. K. (2003). Preservice secondary social studies teachers and technology integration. Journal of Computing in Teacher Education, 20(1), 29-39. Wright, V. H., & Wilson, E. K. (2009). Using technology in the social studies classroom: the journey of two teachers. The Journal of Social Studies Research, 33(2), 133- 154.
There are 48 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Erdi Erdoğan

Buket Şerefli

Publication Date July 31, 2021
Published in Issue Year 2021 Issue: 27

Cite

APA Erdoğan, E., & Şerefli, B. (2021). Use of Technology in Social Studies Teaching: The Journey of Five Teachers. Eğitimde Nitel Araştırmalar Dergisi(27), 232-256.
AMA Erdoğan E, Şerefli B. Use of Technology in Social Studies Teaching: The Journey of Five Teachers. Derginin Amacı ve Kapsamı. July 2021;(27):232-256.
Chicago Erdoğan, Erdi, and Buket Şerefli. “Use of Technology in Social Studies Teaching: The Journey of Five Teachers”. Eğitimde Nitel Araştırmalar Dergisi, no. 27 (July 2021): 232-56.
EndNote Erdoğan E, Şerefli B (July 1, 2021) Use of Technology in Social Studies Teaching: The Journey of Five Teachers. Eğitimde Nitel Araştırmalar Dergisi 27 232–256.
IEEE E. Erdoğan and B. Şerefli, “Use of Technology in Social Studies Teaching: The Journey of Five Teachers”, Derginin Amacı ve Kapsamı, no. 27, pp. 232–256, July 2021.
ISNAD Erdoğan, Erdi - Şerefli, Buket. “Use of Technology in Social Studies Teaching: The Journey of Five Teachers”. Eğitimde Nitel Araştırmalar Dergisi 27 (July 2021), 232-256.
JAMA Erdoğan E, Şerefli B. Use of Technology in Social Studies Teaching: The Journey of Five Teachers. Derginin Amacı ve Kapsamı. 2021;:232–256.
MLA Erdoğan, Erdi and Buket Şerefli. “Use of Technology in Social Studies Teaching: The Journey of Five Teachers”. Eğitimde Nitel Araştırmalar Dergisi, no. 27, 2021, pp. 232-56.
Vancouver Erdoğan E, Şerefli B. Use of Technology in Social Studies Teaching: The Journey of Five Teachers. Derginin Amacı ve Kapsamı. 2021(27):232-56.
 Download Cover Image