• Alev ATEŞ Ege University, Faculty of Education, Computer Education and Instructional Technologies Department Izmir/Turkey


“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.


Erden, M. (1998). Eğitimde Program Değerlendirme [Curriculum Evaluation in               Education]. 3rd Edition. Ankara: Anı Publishing.

Fitzpatrick, J.L., Sanders, J.R. & Worthen, B.R. (2004). Program Evaluation Alternative  Approaches and Practical Guidelines. USA: Pearson Education.

Gunduz, Ş. & Odabaşı H. F. (2004). The Importance of Teaching Technologies and

Material Design Course in Preservice Teacher’ Education at Information Age. The Turkish Online Journal of Educational Technology – TOJET, 3(1), Retrieved on:

May 18, 2011 from: articles/317.htm.  

Güven, S. (2006). The evaluation of teaching technologies and materials development course in terms of competencies it provides (A sample of İnönü Unıversity Faculty of Education). Journal of  Turkish Educational Sciences, 4(2), 165-179.

               Retrieved               on:               November               18,               2011               from: 

İmer, G. (2000). Eğitim Fakültelerinde Öğretmen Adaylarının Bilgisayara ve Bilgisayarı

Eğitimde Kullanmaya Yönelik Nitelikleri. Eskişehir: Anadolu Üniversitesi Eğitim Fakültesi Yayınları. 

Karataş, S. & Yapıcı, M. (2006). The process and application samples of teaching  technologies and material development. Afyon Kocatepe University Journal of Social Sciences, 8(2), 311-325. Retrieved on: November 16, 2011 from:


Mert-Uyangör, S. & Karaca-Ece, D. (2010). The attitudes of the prospective mathematics teachers towards instructional technologies and material development course.

TOJET: The Turkish Online  Journal of Educational Technology, 9(1), 213-220.

Stake, R.E. (2000). Program evaluation, particularly responsive evaluation. In Evaluation 

Models: Viewpoints on Educational and Human Services Evaluation (D.L. Stufflebeam, G.E. Madaus  and T. Kellaghan Eds.).Boston: Kluwer Academic Publishers.

Tashakkori, A. & Teddlie, C. (2003). Handbook of Mixed Methods in Social & Behavioral  Research. USA: Sage Publications.

Yekin-Özdemir, İ.E. (2008). Prospective elementary teachers’ cognitive skills on using manipulatives in teaching mathematics. Hacettepe University Journal of Education, 35: 362-373.






Research Article