Login or register for free to remove ads.

Motivating Teachers To Use Learning Objects PROCEEDINGS

, Erciyes University, Turkey ; , , Mersin University, Turkey

Society for Information Technology & Teacher Education International Conference, in San Diego, CA, USA ISBN 978-1-880094-78-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA


Today, teachers play a very important role in technology based classrooms and their’ decisions significantly affect students’ learning in terms of different aspects, for example teachers decide “if, how, when, and where” the technology will be used in their classrooms (National Council of Teachers of Mathematics, 2005, p26). The fundamental role of teachers’ decisions in designing technology rich classroom is one of the focuses of this paper. The decisions are creating, searching, and selecting learning objects in order to enrich and enlarge teachers’ learning experiences. This study includes a definition of learning object, ongoing arguments about metadata standards and cost analysis, teacher’s impact on learning objects, and finally results of some experimental studies about whether learning object positively affect learning, or not. Generally, the results of selected articles showed that once the learning objects are created by teachers and designers, the objects may result in highly efficient learning outcomes.


Arslan, K., Gök, A. & Saltan, F. (2010). Motivating Teachers To Use Learning Objects. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010 (pp. 2637-2644). Chesapeake, VA: AACE.

Feedback and Suggestions please email info@editlib.org or use our online feedback form.