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Relationship Between Curriculum and Self-efficacy

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1.Introduction
1.1 Statement of the Problem
The intention of this study is to investigate the relationship between the curriculum of the Design and Development of Educational Games (CET-301) course which is given by Yeditepe University and teacher candidates’ self-efficacy regarding the developing educational software. In Today, computers and other electronic tools has become a crucial part of education with the contribution of huge developments in technological area. Using technology to teach an educational subject or including any kind of technological tools into the learning process has several benefits on students’ academic achievement, motivation, self-concept and engagement (Godzicki, Godzicki, Krofel, & Michaels, 2013; Kachala & Bialo, 1994). Moreover, it has to be emphasized that the main work force who are expected to create educational software in the area is educated in Computer Education and Instructional Technology (CEIT) departments of the universities (Aşkar & Dönmez, 2004).
Educational Software is described as the computer software which aims teaching and includes digital teaching material or materials by creating a self-learning environment. There are several researches determined the positive effects of implementing technology for educational purposes (AlAmmary , 2012 ; Kulik & Kulik, 1991; Protheroe , 2005; Schacter,1999; Wenglinsky, 2005). According the findings of a study in which investigated both students and teachers who have computers at home and school conducted by Dwyer, Ringstaff & Haymore (1994), using computers synchronously with the educational process gains abilities to the students in means of exploring information, having social awareness, possessing self-confidence, applying communication ski...

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...pendence and connection, that affects their self-efficacy and academic success (p.7).

Dwyer, D. C., Ringstaff, C., & Haymore, J. (1994). Apple classrooms of tomorrow. Educational Leadership, 51(7), 4-10.

Wenglinsky, H. (2005). Technology and achievement: The bottom line. Educational Leadership, 63(4), 29.

AlAmmary, J. (2012). Educational Technology: A Way to Enhance Student Achievement at the University of Bahrain. Procedia-Social and Behavioral Sciences, 55, 248-257.

Kulik, C. L. C., & Kulik, J. A. (1991). Effectiveness of computer-based instruction: An updated analysis. Computers in human behavior, 7(1), 75-94.

Schacter, J. (1999). The impact of education technology on student achievement. What the Most current Research Has to Say. San Francisco: Milken Exchange.

Protheroe, N. (2005). Technology and student achievement. PRINCIPAL-ARLINGTON-, 85(2), 46.
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