Publications | Learning Technologies and Teacher Education (LaTTE)

Peer-reviewed journal articles

2019

Tondeur, J., Scherer, R., Siddiq, F., & Baran, E. (2019). Enhancing pre-service teachers’ technological pedagogical content knowledge (TPACK): a Mixed method study. Educational Technology Research & Development.
Baran, E., Canbazoglu-Bilici, S., Mesutoglu, C., & Ocak, C. (2019). Investigating the impact of an out-of-school STEM education program on students’ attitudes towards STEM and STEM careers. School Science and Mathematics.
Tondeur, J. , Scherer, R. , Baran, E. , Siddiq, F. , Valtonen, T, & Sointu, E. (2019). Teacher educators as gatekeepers: Preparing the next generation of teachers for technology integration in education. British Journal of Educational Technology. doi:10.1111/bjet.12748
Baran, E., Canbazoglu Bilici, S., Albayrak Sari, A., & Tondeur, J. (2019). Investigating the impact of teacher education strategies on preservice teachers’ TPACK. British Journal of Educational Technology, 50(1), 357-370.
Ocak, C., & Baran, E. (2019). Observing the indicators of technological pedagogical content knowledge in science classrooms: A video-based research. Journal of Research on Technology in Education.
Alemdag, E., Cevikbas, S., & Baran, E. (2019). The design, implementation and evaluation of a professional development programme to support teachers’ technology integration in a public education centre. Studies in Continuing Education.

Before 2019

Donmez, M., Dogan, S., & Baran, E. (2018). How signaling principle affects learning: An eye tracking study. Mersin University Journal of the Faculty of Education, 14(2), 700-713.
Scherer, R., Tondeur, J., Siddiq, F., & Baran, E. (2018). The importance of attitudes toward technology for pre-service teachers’ technological, pedagogical, and content knowledge: Comparing structural equation modelling approaches. Computers in Human Behavior, 80, 67–80.
Celik, S., Baran, E., & Sert, O. (2018). The affordances of mobile-app supported teacher observation. International Journal of Mobile and Blended Learning, 10(2), 36–49.
Tondeur, J., Scherer, R., Siddiq, F., & Baran, E. (2017). A comprehensive investigation of TPACK within pre–service teachers’ ICT profiles: Mind the gap! Australasian Journal of Educational Technology, 33(3), 46–60.
Baran, E., Canbazoglu Bilici, S., Albayrak Sari, A., & Tondeur, J. (2017). Investigating the impact of teacher education strategies on preservice teachers’ TPACK. British Journal of Educational Technology. DOI: 10.1111/bjet.12565
Baran, E., Uygun, E., & Altan, T. (2017). Examining Preservice Teachers’ Criteria for Evaluating Educational Mobile Apps. Journal of Educational Computing Research, 54(8), 1117–1141.
Baran, E. (2016). Examining the benefits of a faculty technology mentoring program on graduate students’ professional development. Journal of Digital Learning in Teacher Education, 32(3), 95–104.
Baran, E., & Uygun, E. (2016). Putting technological, technological, and content knowledge (TPACK) in action: An integrated TPACK-design-based learning (DBL) approach. Australasian Journal of Educational Technology, 32(2), 47–63.
Baran, E. (2016). Investigating faculty technology mentoring as a professional development model: A case study. Journal of Computing in Higher Education, 28, 45–71.
Baran, E., Canbazoglu Bilici, S., Mesutoglu, C., & Ocak, C. (2016). Moving STEM beyond schools: Students’ perceptions about an out-of-school STEM education program. International Journal of Education in Mathematics, Science and Technology, 4(1). 9–19.
Albayrak SarÄ±, A., Canbazoglu Bilici, S., Baran, E., & Ozbay, U. (2016). Farklı branslardaki ogretmenlerin teknolojik pedagojik alan bilgisi (TPAB) yeterlikleri ile bilgi ve iletisim teknolojilerine yonelik tutumlari arasindaki iliskinin incelenmesi [Investigating the relationship between teachers’ technological pedagogical content knowledge (TPACK) competencies and attitudes towards information and communication technologies]. Egitim Teknolojisi Kuram ve Uygulama [Educational Technology Theory and Application], 6(1), 1–21.
Baran, E., Canbazoglu Bilici, S., Mesutoglu, C. (2015). Fen, teknoloji, muhendislik ve matematik (FETEMM) spotu gelistirme etkinligi[Science, technology, engineering, and mathematics (STEM) public service announcement development activity]. Arastirma Temelli Etkinlik Dergisi [Journal of Inquiry Based Activities], 5(2), 60–69.
Canbazoglu Bilici, S., & Baran, E. (2015). Fen bilimleri ogretmenlerinin teknolojik pedagojik alan bilgisine yonelik oz-yeterlik duzeylerinin incelenmesi: boylamsal bir arastirma [The investigation of science teachers’ self-efficacy toward technological pedagogical content knowledge: a longitudinal study]. Gazi Universitesi Gazi Egitim Fakultesi Dergisi [Gazi University Journal of Gazi Educational Faculty], 35(2), 285–306.
Baran, E., & Canbazoglu Bilici, S. (2015). Teknolojik pedagojik alan bilgisi (TPAB) uzerine alanyazin incelemesi: Turkiye ornegi [A review of the research on technological pedagogical content knowledge (TPACK): The case of Turkey]. Hacettepe Universitesi Egitim Fakultesi Dergisi [H. U. Journal of Education], 30(1), 15–32.
Baran, E. (2014). A review of research on mobile learning in teacher education. Journal of Educational Technology & Society, 17(4), 17–32.
Baran E., & Correia A. P. (2014). A professional development framework for online teaching. TechTrends, 58(5), 96–102.
Baran, E., Correia, A. P., & Thompson, A. (2013). Tracing successful online teaching in higher education: Voices of exemplary online teachers. Teachers College Record, 115(3). 1–41. [AECT IAP Distance Education Best Journal Article Award – Qualitative-based.]
Baran, E. (2013). Connect, participate and learn: Transforming pedagogies in higher education. IEEE Bulletin of the Technical Committee on Learning Technology, 15(1), 9–12.
Baran, E., Correia, A. P., & Thompson, A. (2011). Transforming online teaching practice: Critical analysis of the literature on the roles and competencies of online teachers. Distance Education, 32(3), 421–439.
Baran, E., Hsueh-Hua C., & Thompson, A. (2011). TPACK: An emerging research and development tool for teacher educators. Turkish Online Journal of Educational Technology, 10(4). 370–377.
Correia, A. P., & Baran, E. (2010). Lessons learned on facilitating asynchronous discussions for online learning. Educação, Formação & Tecnologias, 3(1), 59–67.
Baran E., & Correia, A. P. (2009). Student-led facilitation strategies in online discussions. Distance Education, 30(1), 339–361.
Schmidt, D. A., Baran, E., Thompson A. D., Koehler, M. J., Mishra, P., & Shin, T. (2009). Technological Pedagogical Content Knowledge (TPACK): The development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123–149. [Society for Information Technology & Teacher Education International Conference 2009 Outstanding Paper Award]
Karpova, E., Correia, A. P., & Baran, E. (2009). Learn to use and use to learn: Technology in virtual collaboration experience. The Internet and Higher Education, 12(1), 45–52.

Book Chapters

Baran, E. (2018). Professional development for online and mobile learning: Promoting teachers’ pedagogical inquiry. In J. Voogt, G. Knezek, R. Christensen, K. Lai (Eds). International Handbook of Information Technology in Primary and Secondary Education. Springer.
Baran, E., & Correia, A. P. (2016). What motivates examplary online teachers? In J. M. Spector, B. B. Lockee, & M. D. Childress (Eds), Learning, Design, and Technology. An International Compendium of Theory, Research, Practice, and Policy. Switzerland: Springer International Publishing.
Baran, E. (2016). Ogretim Teknojilerinde Yeni Egilimler ve Yaklasimlar [New Trends and Approaches in Instructional Technologies]. In K. CagÄ±ltay & Y. GoktaÅŸ (Eds), Ogretim Teknolojilerinin Temelleri: Teoriler, Arastirmalar, Egilimler [The Turkish Handbook of Instructional Technologies, 2nd edition] (pp. 567–581). Ankara: Pegem
Baran, E., Canbazoglu Bilici, S., & Uygun, E. (2016). Investigating the impact of a Technological Pedagogical Content Knowledge (TPACK)-based professional development program on science teachers’ TPACK. In M. C. Herring, M. J. Koehler & P. Mishra (Eds.), Handbook of technological pedagogical content knowledge (TPACK) for educators 2nd ed. (pp. 271-283). New York and London: Routledge.
Baran, E., & Khan, S. (2014). Going mobile – Science teacher candidates evaluating mobile apps. In C. Miller & A. Doering (Eds), The New Landscape of Mobile Learning: Redesigning Education in an App-based World (pp. 258–275), New York and London: Routledge.

LATTE Members’ Thesis/Dissertation Supervised at METU between 2012-2018

Canan Mesutoglu (2017). Developing teacher learning progressions for K-12 engineering education: Teachers’ attitudes and their understanding of the engineering design. PhD dissertation completed at METU.
Hatice Cilsalar (2017). Investigating faculty members’ technology integration intention and behavior: A case of a higher education institution. PhD dissertation completed at METU.
Ozlem Tantu (2017). Evaluating mobile apps for STEM education with in-service teachers. MS thesis completed at METU.
Ceren Ocak (2016). Examining TPACK indicators in Science Education. MS thesis completed at METU.
Melek Donmez (2016). Examining TPACK indicators in English language education. MS thesis completed at METU.
Sercan Çelik (2015). Investigating the effect of student response system supported think-pair-share pedagogy on preparatory school EFL students’ vocabulary achievement. MS thesis completed at METU.