INSTRUCTIONAL TECHNOLOGIES AND MATERIAL DESIGN COURSE EVALUATION THROUGH LECTURER’S AND STUDENTS’ RESPONSES

Abstract

“Instructional Technologies and Material Design” (ITMD) is one of the compulsory courses with both theoretical and practice hours in most of the programs of Turkish educational faculties. In order to help improving this course, this study aims to reveal one of the course lecturer’s and his students’ opinions related to course objectives, content, teaching and learning process with measurement and assessment activities. By applying one of the mixed designs -concurrent nested design-, a survey was conducted on 50 sophomores of preschool education program and their ITMD lecturer was interviewed in 2009-2010 academic year. The findings indicated that both the lecturer and the students complained overcrowded class and lack of time. Besides, they implied the need for a larger learning environment as a workplace for practice and the need for testing their materials at real schools. The students claimed that assessment must rely heavily on their efforts for instructional material development and presentation activities instead of written exam scores and the lecturer should not only have an expertise in instructional material development but also in their own subject area. Whilst the sample was limited with one teacher education program of a faculty, the findings were considered to contribute curriculum development efforts for instructional material development courses at other teacher education programs as well.

Keywords: Instructional technologies and material design; responsive evaluation; course evaluation; teacher education.

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