The effect of preservice teachers’ experiences in a flipped course on digital competencies related to educational technology and innovativeness

dc.contributor.authorFiliz, Ozan
dc.contributor.authorKurt, Adile Askim
dc.date.accessioned2025-03-23T18:54:07Z
dc.date.available2025-03-23T18:54:07Z
dc.date.issued2022
dc.departmentSinop Üniversitesi
dc.description.abstractDeveloping the digital competencies and innovativeness of preservice teachers enables them to utilize technology more effectively and efficiently in their future professional life. However, poor technology training can lead preservice teachers to potentially misuse technology in the classroom. Moreover, little is known about how to design effective technology training courses in order to develop the digital competencies and innovativeness of preservice teachers. Therefore, this study examined a course designed with the flipped learning approach and its impact on preservice teachers’ digital competencies and innovativeness. 58 students participated in the current study. Using a mixed-methods sequential explanatory design, changes in digital competencies and innovativeness were analyzed before and after the flipped course. Findings revealed statistically significant gains in preservice teachers’ digital competencies and innovativeness, and qualitative findings revealed the reasons for these gains. The most common themes were using Web 2.0 tools for teaching, acceptance of flipped learning, doing research, and gaining different perspectives. Based on these findings, it is argued that the use of flipped learning approach removed the time barrier in classes and enabled teachers to gain experience on effective technology usage through actual physical application. The study’s results provided recommendations for further research on the connection between flipped learning and the development of preservice teachers’ digital competencies and innovativeness.
dc.identifier.doi10.31681/jetol.1118674
dc.identifier.doihttps://doi.org/10.31681/jetol.1118674
dc.identifier.endpage675
dc.identifier.issn2618-6586
dc.identifier.issue3
dc.identifier.startpage655
dc.identifier.urihttps://hdl.handle.net/11486/2159
dc.identifier.volume5
dc.language.isoen
dc.publisherGürhan DURAK
dc.relation.ispartofJournal of Educational Technology and Online Learning
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_DergiPark_20250323
dc.subjectFlipped learning
dc.subjectdigital competence
dc.subjectinnovativeness
dc.subjectpreservice teachers
dc.titleThe effect of preservice teachers’ experiences in a flipped course on digital competencies related to educational technology and innovativeness
dc.typeArticle

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