<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Ozden  Sahin-Izmirli</style></author><author><style face="normal" font="default" size="100%">Serkan  Izmirli</style></author><author><style face="normal" font="default" size="100%">Isil  Kabakci-Yurdakul</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">FACULTY MEMBERS’ VIEWS ABOUT OPENCOURSEWARE</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">information and communication technology</style></keyword><keyword><style  face="normal" font="default" size="100%">open course materials</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://journals.indexcopernicus.com/abstract.php?icid=939903</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">28</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In this research, it is aimed to determine the views of faculty members about sharing course materials on the web. Seven faculty members who published OpenCourseWare (OCW) are the participants of research. Participants are faculty members from two state universities in Turkey. This research attempts to find answers to these questions: “What are the general views of faculty members about OCW?” and “What are the views of faculty members about the process before, on and after adding OCW on the web?” This research is based on qualitative phenomenological research methodology. Qualitative data were collected via semi-structured interviews and questionnaires. The content analysis technique was used to analyze the data. Results were interpreted and described with direct quotations at the end of the analysis. According to results of the research, faculty members assessed that OCW increase the quality of education and bring new opportunities. Some faculty members prefer to add the existing course resources to the web without any modification. However the others prefer to modify the existing course resources. Faculty members support the use of OCW by others with proper citation. Faculty members also stated that OCW should be revised and updated, and students’ demands should be taken into consideration. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">106-113</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Eila Jeronen</style></author><author><style face="normal" font="default" size="100%">Sirpa Anttila-Muilu</style></author><author><style face="normal" font="default" size="100%">Juha Jeronen</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PROBLEMS AND CHALLENGES IN THE USAGE OF ICT IN BIOLOGY AND GEOGRAPHY IN SCHOOLS AND TEACHER EDUCATION IN FINLAND</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Finnish education system</style></keyword><keyword><style  face="normal" font="default" size="100%">information and communication technology</style></keyword><keyword><style  face="normal" font="default" size="100%">pedagogical studies in Biology</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2017/457-1503128791.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">5</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The purpose of this article is to introduce the Finnish education system and to describe how Information and Communication Technology (ICT) has been integrated into it, with a special focus on Biology and Geography education. In the article, we describe first how national strategies regarding education in the information society and the implementation of these strategies have promoted the use of ICT in the Finnish education sector. The authors then present an overview of the Finnish education system. Thereafter, we move into pedagogical studies in Biology and Geography in the University of Oulu. Finally, we discuss, based on a case study in Northern Finland, the conceptions, experiences and attitudes of senior high school and university students on eLearning in Biology and Geography. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">55-68</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Pavel Benes</style></author><author><style face="normal" font="default" size="100%">David Mudrak</style></author><author><style face="normal" font="default" size="100%">Josef Prochazka</style></author><author><style face="normal" font="default" size="100%">Vladimir Rambousek</style></author><author><style face="normal" font="default" size="100%">Jiri Stipek</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">RESEARCH OF ICT EDUCATION IN THE CZECH REPUBLIC</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">information and communication technology</style></keyword><keyword><style  face="normal" font="default" size="100%">information education</style></keyword><keyword><style  face="normal" font="default" size="100%">information literacy</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392223482.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">5</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Information or ICT education in various forms has become an obligatory part of curriculum in all developed school systems. However, the approach to ICT education is not uniform across countries. There are substantial differences in organizational set-ups, topics range and forms of corresponding school activities. More than that, the general concepts, goals and learning content declared in the national curriculum and policy documents has to be concreted, aimed and transformed by teachers into the school-level curriculum. During the transformation, the teacher's experiences, personal attitudes, professional skills and technology competences project into her/his decisions and they influence the process and the results of ICT education. Therefore, further differences emerge as teachers' understanding of some key concepts and their attributed importance slightly varies. These facts stress not only the importance of modern, competence oriented information education in the primary and lower secondary education, but also the necessity of research activities trying to identify the situation and the concept of development of ICT competences of pupils with impact of research findings on the elaboration of methodology of information education and improvement of teachers training in the given direction.
 The Faculty of Education at Charles University in Prague deals with ICT education and information literacy as one of its main research topics. In 2006 – 2007, a group of faculty researchers and PhD students in cooperation with the Ministry of Education of Czech Republic performed a national research project focused on curricular, processional and organizational elements of ICT education in Czech primary (ISCED 1) and lower secondary (ISCED 2) schools. The main goal of the research was to gather relevant indicators of the state and tendencies in this rapidly evolving area of elementary education and to propose steps to improve the quality of pre-service and in-service teacher training in the field of ICT integration into their subject. The research topic was, in general, the development of pupils' ICT competences and its determinants. The research field was an area covering the wide range of various ICT activities realized in specialized subjects and cross curricular projects. An interactive on-line survey system was used as a research tool and data were analysed by standard statistical methods to produce a global portrait of ICT education in Czech schools. The survey was addressed to teachers being involved in any form of ICT activities at a particular school. Relevant responses were collected from 930 schools across the land. The paper presents a short summary of the research project and some results.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">24-34</style></section></record></records></xml>