Dr. Olgun Sadık

Studies in higher education report limited real-life applications in teacher education curriculum and coursework. In order to create meaningful experiences with real life applications for pre-service teachers, "understanding by design" model and "flipped learning" approach were used in a teacher education institution instructional design course. Canvas learning management system was used for the management. Case study was used as the research design. The researchers’ and pre- service teachers’ experience in the process of redesign and implementation of the Instructional Design course were shared and practical and theoretical suggestions were made for student-centered course designs. Student-centered designs require serious planning and time. Practices related to pre-service teachers’ real life and future goals are valuable for teacher candidates. Pre-service teachers defined the course as a useful learning experience, even though it was a challenging and intense process in terms of workload. They expressed that they prefer a more disciplined practice in online discussions and more flexibility in team work.

@article{sadik2021design,
  title = {Design and implementation of an instructional design course based on the principles of backwards design model and flipped learning},
  author = {Sadik, Olgun and Ergulec, Funda},
  journal = {{\.I}n{\"o}n{\"u} {\"U}niversitesi E{\u{g}}itim Fak{\"u}ltesi Dergisi},
  volume = {22},
  number = {2},
  pages = {1544--1596},
  year = {2021},
  note = {https://dergipark.org.tr/en/download/article-file/1862815}
}

This research was designed and conducted considering the theoretical and practical suggestions of designbased research (DBR) methodology and aimed to identify and address problems in a one-semester technology integration course at a Midwest university in the US. Community of practice (CoP) was used as the theoretical framework in this research to design and implement interventions, and improve the quality of the course. The researcher observed a community of teacher educators and aimed to make suggestions for building successful strategies for communities of practice in similar contexts. The study results showcased the connection between pedagogy, content and technology as an important theme for preparing future teachers in technology integration courses but also in all the teacher education courses. Furthermore, aligned with the previous literature, pre-service teachers’ beliefs and confidence were identified as important conditions for effective technology integration. CoP was found as a challenging but helpful model when all the members share ideas in a supportive and balanced environment. An experienced member of the community acting as a moderator and facilitating the discussions was helpful to address the communication issues in a community of teacher educators.

@article{sadik2021exploring,
  title = {Exploring a community of practice to improve quality of a technology integration course in a teacher education institution},
  author = {Sadik, Olgun},
  journal = {Contemporary Educational Technology},
  volume = {13},
  pages = {ep285},
  year = {2021},
  publisher = {Bastas},
  note = {https://files.eric.ed.gov/fulltext/EJ1281773.pdf}
}

Turkey’s Ministry of National Education started to establish makerspaces called Design and Skills Labs (DSLs) in every public school across Turkey by 2023. However, public school teachers’ qualifications required for DSLs are not clear. This study aimed to find out the necessary competencies for educators in makerspaces, and public school teachers’ competency-based needs in DSLs. Mixed methods research design was utilized in this study. First, interviews were held with professionals working in private and nonprofit makerspaces to explore and identify the necessary competencies. Following, a survey was designed and conducted with the teachers working in public schools to understand their competency-based needs. The results showed that educators in makerspaces mainly share technical, pedagogical and social skills as necessary competencies, and public school teachers should possess these skills that would improve the teaching/learning in DSL environments. This study would help improve teachers’ professional development, as well as redesigning the educational policies in K-12 and tertiary education.

@article{sadik2021skill,
  title = {Design and skill labs: Identifying teacher competencies and competency-related needs in Turkey’s national makerspace project},
  author = {Sadik, Olgun and Demirata, Ahmet},
  journal = {Journal of Research on Technology in Education},
  pages = {1--27},
  year = {2021},
  publisher = {Taylor \& Francis},
  note = {https://www.tandfonline.com/doi/abs/10.1080/15391523.2021.1938301}
}

The aim of this research is to explore the preparedness and views of elementary school teachers about emergency remote education during the COVID 19 pandemic. This phenomenology research included 15 teachers working at a private school in Turkey. Semi-structured interviews were used as the data collection method. Thematic analysis method was used as the data analysis method. In this research, it was revealed that the participants had preliminary knowledge about distance education but they did not have any previous experience. The participants were satisfied with their online education experience during the pandemic but stressed the difficulty and limitation of evaluation aspect of their experience. Zoom for synchronous classes was easy to use and functional; however, the whiteboard feature was not functional and slow in this process. Overall, considering the potential need for hybrid education systems in the near future, this study suggest teachers develop their technology knowledge and skills and instructional design and pedagogical skills in online education

@article{baran2021sinif,
  title = {Classroom teachers’ preparedness and views about emergency remote education},
  author = {Baran, Aslihan and Sadik, Olgun},
  journal = {Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi},
  number = {38},
  pages = {1--33},
  year = {2021},
  note = {http://dspace.adiyaman.edu.tr:8080/xmlui/bitstream/handle/20.500.12414/2316/SINIF%20%C3%96%C4%9ERETMENLER%C4%B0N%C4%B0N%20AC%C4%B0L%20UZAKTAN%20E%C4%9E%C4%B0T%C4%B0M%20S%C3%9CREC%C4%B0NDEK%C4%B0%20HAZIRBULUNU%C5%9ELUKLARI%20VE%20G%C3%96R%C3%9C%C5%9ELER%C4%B0.pdf?sequence=2&isAllowed=y}
}

Earlier works in various contexts investigated the effectiveness of personalization principle of Multimedia Learning Theory (MLT). According to MLT, better learning outcomes can be achieved when instructional material is delivered through conversational speaking style rather than formal style. However, no conclusion has been drawn on the issue that the personalization principle is effective in every condition. This study investigated whether the personalization principle has any effect on second language listening performance and aimed to explore students’ perceptions towards the conversational style. The study was conducted in Turkish EFL context with 40 preparatory school college students by providing them multimedia presentations either in conversational or formal style for four weeks. As for student perceptions towards the conversational style, a questionnaire and a semi-structured interview were applied. The findings of the study showed that there is no significant difference between the styles on second language listening achievement. However, most of the students expressed their positive opinions and feelings towards their experience with the conversational style and found it friendly and authentic.

@article{yecsildaug2021applying,
  title = {Applying the Personalization Principle of Multimedia Learning Theory in Second Language Listening Classes},
  author = {Yesildag, Ceren and Sadik, Olgun},
  journal = {Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi},
  volume = {22},
  number = {2},
  pages = {1036--1070},
  year = {2021},
  note = {https://dergipark.org.tr/en/download/article-file/1529403}
}

This study covers an examination of primary school teachers’ emergency online teaching experiences and views during the COVID-19 pandemic. Within the scope of the research, data was collected from 10 teachers. Data collection took place in 3 stages. First, semi-structured interviews were conducted with the participants using an online conference tool to measure the classroom teachers’ readiness. In the second stage, to collect the experience data, two distance education lessons of each participant was observed. In the last stage, interviews were made with the participants to gather their general opinions. The data was analyzed through the NVivo application. According to the results of the research, it was revealed that the participants had a certain technological readiness but did not have any prior distance education experience. Considering the field competencies of the participants, most of the participants see themselves as competent in their field and associate this with being constantly updated. Participants reported that due to the small age groups of the students, some difficulties experienced in distance education were overcome by receiving parent support. Measurement and evaluation problems were also emphasized in the study. Although the participants did not find measurement and evaluation in distance

@article{baran34covid,
  title = {An examination of primary school teachers’ emergency an examination online teaching experience and perceptions during COVID-19},
  author = {Baran, Aslihan and Sadik, Olgun},
  journal = {Uludag University Faculty of Education},
  volume = {34},
  year = {2021},
  pages = {813--854},
  note = {https://dergipark.org.tr/en/download/article-file/1584859}
}

The primary goal of this study is to examine the effects of authentic and interactive video tasks on English as a Foreign Language (EFL) learners’ listening practices, perceptions (interest and enjoyment level) regarding using multimedia learning in improving their listening skills. The study involved students from the preparatory school of a university in Turkey. To analyze the effects of authentic and interactive video tasks, a pretest and a post-test werexs given to the students. After the implementation, a questionnaire and interviews were applied to understand the students’ overall perceptions regarding the multimedia learning experience. The study results show that the participants found watching these videos out of the classroom appealing and useful for improving their listening skills.

@article{kaynar14effects,
  title = {The Effects of Authentic and Interactive Video Tasks on Students’ Extra Listening Practices},
  author = {Kaynar, Neslihan and Sadik, Olgun},
  journal = {Journal of Theoretical Educational Science},
  volume = {14},
  number = {3},
  year = {2021},
  pages = {291--307},
  note = {https://doi.org/10.30831/akukeg.836313}
}

This research was designed and conducted considering the theoretical and practical suggestions of design-based research (DBR) methodology and aimed to identify and address problems in a one-semester technology integration course at a Midwest university in the US. Community of practice (CoP) was used as the theoretical framework in this research to design and implement interventions, and improve the quality of the course. The researcher observed a community of teacher educators and aimed to make suggestions for building successful strategies for communities of practice in similar contexts. The study results showcased the connection between pedagogy, content and technology as an important theme for preparing future teachers in technology integration courses but also in all the teacher education courses. Furthermore, aligned with the previous literature, pre-service teachers’ beliefs and confidence were identified as important conditions for effective technology integration. CoP was found as a challenging but helpful model when all the members share ideas in a supportive and balanced environment. An experienced member of the community acting as a moderator and facilitating the discussions was helpful to address the communication issues in a community of teacher educators.

@article{sadik_2021_exploring,
  title = {Exploring a Community of Practice to Improve Quality of a Technology Integration Course in a Teacher Education Institution},
  volume = {13},
  doi = {10.30935/cedtech/8710},
  number = {1},
  journal = {Contemporary Educational Technology},
  author = {Sadik, Olgun},
  year = {2021},
  note = {https://www.cedtech.net/article/exploring-a-community-of-practice-to-improve-quality-of-a-technology-integration-course-in-a-teacher-8710}
}

The purpose of this study is to identify secondary computer science (CS) teachers’ pedagogical needs in the United States. Participants were selected from secondary teachers who were teaching CS courses or content in a school setting (public, private, or charter) or an after-school program during the time of data collection. This is a qualitative study using CS teachers’ discussions in Computer Science Teachers Association’s (CSTA) email listserv, responses to open-ended questions in a questionnaire, and discussions in follow-up interviews. Content analysis, thematic analysis and constant comparative method of qualitative data analysis were used to analyze the data. The most common pedagogical need expressed was learning student-centered strategies for teaching CS and guiding students’ understanding with the use of scaffolding and team-management strategies in CS classes. Furthermore, addressing students’ beliefs in CS and their preconceptions in math and reading were important factors influencing teaching CS effectively in secondary schools.

@article{sadik2020secondary,
  title = {Secondary Computer Science Teachers’ Pedagogical Needs},
  author = {Sadik, Olgun and Ottenbreit-Leftwich, Anne and Brush, Thomas},
  journal = {International Journal of Computer Science Education in Schools},
  volume = {4},
  number = {1},
  pages = {33--52},
  year = {2020},
  note = {https://ijcses.org/index.php/ijcses/article/view/79}
}

This paper examines teachers’ perceptions about using electronic books (e-books) in early childhood education to improve students’ literacy skills. Semi-structured interviews were conducted with 13 teachers in three different schools for this aim. Thematic analysis technique was used to analyze the views. The findings suggest that teachers’ perceptions of e-books are generally positive. During the interviews, most of the teachers stated that using e-books in early childhood increased the students’ interest in reading and their reading competencies. As a mechanism for rewarding, electronic badges integrated into the e-books were reported as a positive factor increasing the students’ interest in reading. However, technical problems and parents’ limited guidance were reported as the biggest challenges for the students and the teachers in the study.

@article{kaynartechnology,
  title = {Technology in Early Childhood Education: Electronic Books for Improving Students’ Literacy Skills},
  author = {Kaynar, Neslihan and Sadik, Olgun and Boichuk, Elina},
  publisher = {Springer},
  journal = {TechTrends},
  volume = {64},
  pages = {911--921},
  doi = {10.1007/s11528-020-00520-5},
  note = {https://link.springer.com/article/10.1007/s11528-020-00520-5#citeas}
}

This paper discusses historical and meta-theoretical aspects of action research by defining what action research (AR), participatory action research (PAR) and critical participatory action (CPAR) mean in detail and explains a CPAR project idea in a teacher education institution. Action research was categorized under different names; however, all those different approaches represent the same foundations with different purposes. In action research, a group of people work with a researcher(s) to identify a problem, suggest possible strategies as solutions, apply them and recollect information to see how successful their efforts were. In PAR, there is a social aspect of action research that aims to solve real life problems of the participants by giving them the control of the research process and appreciating their values. With CPAR, parts of a system and functions become constraints for reasons of change. CPAR focuses on the issues of the oppressed and aims for social change. The final part of the paper explains a CPAR project idea as an example to improve the current position of women in computer science and make a social change in a teacher education institution. The current social system built inequality in computer science field due to the cultural norms dedicated to females. These norms cause lack of self-confidence in women to pursue CS as a field in their professional career.

@article{sadık_2019,
  title = {Critical Participatory Action Research: A Design to Empower Women in a Teacher Education Institution},
  author = {Sadik, Olgun},
  journal = {International Journal of Research in Teacher Education},
  publisher = {PEN Academic Publishing},
  year = {2019},
  month = jun,
  volume = {10},
  number = {2},
  pages = {20--27},
  note = {https://ijrte.penpublishing.net/makale/927}
}

The purpose of this paper is discussing the main issues in conceptualizing reliability and validity between qualitative and quantitative research approaches. The researcher examined the arguments about validity and reliability in inquiry methodology and identified three main debates primarily in qualitative research. The first one was about qualitative inquirers’ limited emphasis on the data collection process to increase the robustness of their research efforts. Most of the strategies in qualitative research (e.g. peer debriefing, member check, audit trail) are used after completing the data collection procedures. Another important discussion in social inquiry was about what valid research means in qualitative paradigm. There are various interpretations of what validity is in qualitative research. This is due to epistemological grounds of qualitative research. Qualitative research does not accept a single truth. Reality is not fixed in qualitative research. It is concerned with cooperation of the multiple constructed realities to reach the contextual truth. The third debate reported in the literature was the discussion about reliability in qualitative research. It is evident that replication of any qualitative methods will not release the same results due to changing contextual conditions. Even though reliability has a long history in inquiry methodology discussions, some qualitative inquirers claim that reliability is not an appropriate concept for qualitative inquiry.

@article{sadık_2019i,
  title = {A discussion of the concepts of validity and reliability in qualitative and quantitative research},
  author = {Sadik, Olgun},
  journal = {Mediterranean Journal of Educational Research},
  year = {2019},
  volume = {13},
  number = {28},
  pages = {145--156},
  note = {https://mjer.penpublishing.net/makale/970}
}

In this study, we examined a group of four teachers who completed extra educational technology coursework and field experiences during their teacher education programs to determine how their technology integration knowledge, self-efficacy beliefs, intentions, and practices evolved over time. We conducted interviews and evaluated data sources at three intervals: (1) after teacher education coursework was completed, (2) after student teaching was completed, and (3) after two initial years of teaching. Results showed that school resources and environment had a strong impact on beginning teachers’ practices, regardless of strong internal enabling factors.

@article{ottenbreit2018evolution,
  title = {Evolution of teachers’ technology integration knowledge, beliefs, and practices: How can we support beginning teachers use of technology?},
  author = {Ottenbreit-Leftwich, Anne and Liao, Janet Yin-Chan and Sadik, Olgun and Ertmer, Peggy},
  journal = {Journal of Research on Technology in Education},
  volume = {50},
  number = {4},
  pages = {282--304},
  year = {2018},
  publisher = {Taylor \& Francis},
  note = {https://www.tandfonline.com/doi/abs/10.1080/15391523.2018.1487350}
}

Early studies indicated that teachers’enacted beliefs, particularly in terms of classroom technologypractices, often did not align with their espoused beliefs. Researchers concluded this was due, at least inpart, to a variety of external barriers that prevented teachers from using technology in ways that alignedmore closely with their beliefs. However, many of these barriers (access, support, etc.) have since beeneliminated in the majority of schools. This multiple case-study research was designed to revisit thequestion,“How do the pedagogical beliefs and classroom technology practices of teachers, recognized fortheir technology uses, align?”Twelve K-12 classroom teachers were purposefully selected based on their award-winning technologypractices, supported by evidence from personal and/or classroom websites. Follow-up interviews wereconducted to examine the correspondence between teachers’classroom practices and their pedagogicalbeliefs. Results suggest close alignment; that is student-centered beliefs undergirded student-centeredpractices (authenticity, student choice, collaboration). Moreover, teachers with student-centeredbeliefs tended to enact student-centered curricula despite technological, administrative, or assessmentbarriers. Teachers’own beliefs and attitudes about the relevance of technology to students’learning wereperceived as having the biggest impact on their success. Additionally, most teachers indicated thatinternal factors (e.g., passion for technology, having a problem-solving mentality) and support fromothers (administrators and personal learning networks) played key roles in shaping their practices.Teachers noted that the strongest barriers preventing other teachers from using technology were theirexisting attitudes and beliefs toward technology, as well as their current levels of knowledge and skills.Recommendations are made for refocusing our professional development efforts on strategies forfacilitating changes in teachers’attitudes and beliefs

@article{ertmer2012teacher,
  title = {Teacher beliefs and technology integration practices: A critical relationship},
  author = {Ertmer, Peggy A and Ottenbreit-Leftwich, Anne T and Sadik, Olgun and Sendurur, Emine and Sendurur, Polat},
  journal = {Computers \& education},
  volume = {59},
  number = {2},
  pages = {423--435},
  year = {2012},
  note = {https://www.researchgate.net/publication/257171177_Teacher_beliefs_and_technology_integration_practices_A_critical_relationship}
}

@inbook{Kaynar2020ingdin,
  author = {Neslihan, Kaynar and Sadik, Olgun},
  editor = {Hale, Ilgaz and Mehmet, Kokoç},
  title = {Tasarım Odaklı Düşünme Yaklaşımı: Arduino ile Proje Geliştirme Süreci},
  booktitle = {E-Öğrenmede Videolar Uygulamalar ve Güncel Eğilimler},
  year = {2020},
  publisher = {PEGEM},
  address = {İstanbul},
  pages = {97--112},
  url = {https://doi.org/10.14527/9786257052702},
  note = {https://www.pegem.net/e-ogrenmede-videolar-uygulamalar-ve-guncel-egilimler}
}

@inbook{Sadik2021arduino,
  author = {Sadik, Olgun and Funda, Ergulec and Oktay, Oktay},
  editor = {Esra, Keles and Mehmet, Kokoç},
  title = {Tasarım Odaklı Düşünme Yaklaşımı: Arduino ile Proje Geliştirme Süreci},
  booktitle = {Güncel Öğrenme Teknolojileri ve Materyal Tasarımı},
  year = {2020},
  publisher = {PEGEM},
  address = {İstanbul},
  pages = {191--222},
  url = {https://doi.org/10.1007/978-3-319-52691-1_14},
  note = {https://www.pegem.net/kitabevi/474684-Guncel-Ogrenme-Teknolojileri-ve-Materyal-Tasarimi-kitabi.aspx}
}

This study examined 12 preservice teachers’ understanding of computational thinking while planning and implementing a computational thinking activity for fifth grade students. The preservice teachers were enrolled in an add-on computer education license that would certify them to teach computer courses in addition to their primary major area (11 elementary education majors, 1 secondary social studies education major). The preservice teachers were asked to develop a 2 h instructional project for fifth grade students to build on the computational thinking concepts learned during the “Hour of Code” activity. Data was collected from preservice teachers’ initial proposals, two blog posts, video recordings of in-class discussions, instructional materials, final papers, and a long-term blog post 3 months after the intervention. Results showcased that the process of developing and implementing computational thinking instruction influenced preservice teachers’ understanding of computational thinking. The preservice teachers were able to provide basic definitions of computational thinking as a problem-solving strategy and emphasized that learning computational thinking does not require a computer. On the other hand, some preservice teachers had misconceptions about computational thinking, such as defining computational thinking as equal to algorithm design and suggesting trial and error as an approach to computational problem solving. We provide recommendations for teacher educators to use more directed activities to counteract potential misconceptions about computational thinking.

@inbook{Sadik2017computational,
  author = {Sadik, Olgun and Leftwich, Anne-Ottenbreit and Nadiruzzaman, Hamid},
  editor = {Rich, Peter J. and Hodges, Charles B.},
  title = {Computational Thinking Conceptions and Misconceptions: Progression of Preservice Teacher Thinking During Computer Science Lesson Planning},
  booktitle = {Emerging Research, Practice, and Policy on Computational Thinking},
  year = {2017},
  publisher = {Springer International Publishing},
  address = {Cham},
  pages = {221--238},
  isbn = {978-3-319-52691-1},
  doi = {10.1007/978-3-319-52691-1_14},
  url = {https://doi.org/10.1007/978-3-319-52691-1_14},
  note = {https://link.springer.com/chapter/10.1007/978-3-319-52691-1_14}
}

Early studies indicated that teachers’ enacted beliefs, particularly in terms of classroom technology practices, often did not align with their espoused beliefs. Researchers concluded this was due, at least in part, to a variety of external barriers that prevented teachers from using technology in ways that aligned more closely with their beliefs. However, many of these barriers (access, support, etc.) have since been eliminated in the majority of schools. This multiple case-study research was designed to revisit the question, “How do the pedagogical beliefs and classroom technology practices of teachers, recognized for their technology uses, align?” Twelve K-12 classroom teachers were purposefully selected based on their award-winning technology practices, supported by evidence from personal and/or classroom websites. Follow-up interviews were conducted to examine the correspondence between teachers’ classroom practices and their pedagogical beliefs. Results suggest close alignment; that is student-centered beliefs undergirded student-centered practices (authenticity, student choice, collaboration). Moreover, teachers with student-centered beliefs tended to enact student-centered curricula despite technological, administrative, or assessment barriers. Teachers’ own beliefs and attitudes about the relevance of technology to students’ learning were perceived as having the biggest impact on their success. Additionally, most teachers indicated that internal factors (e.g., passion for technology, having a problem-solving mentality) and support from others (administrators and personal learning networks) played key roles in shaping their practices. Teachers noted that the strongest barriers preventing other teachers from using technology were their existing attitudes and beliefs toward technology, as well as their current levels of knowledge and skills. Recommendations are made for refocusing our professional development efforts on strategies for facilitating changes in teachers’ attitudes and beliefs.

@inbook{ERTMER2012423,
  title = {Teacher beliefs and technology integration practices: Examining the alignment between espoused and enacted beliefs},
  journal = { Teachers' Pedagogical Beliefs},
  editor = {König, Johannes},
  pages = {149 - 169},
  year = {2012},
  issn = {0360-1315},
  publisher = {Waxman: Munster Germany},
  author = {Ertmer, Peggy A. and Ottenbreit-Leftwich, Anne T. and Sadik, Olgun and Sendurur, Emine and Sendurur, Polat},
  note = {https://books.google.com.tr/books?hl=en&lr=&id=MYyRBYGIYTQC&oi=fnd&pg=PA149&dq=%22Examining+the+alignment+between+espoused+and+enacted+beliefs%22&ots=veWOnNmMcs&sig=r0iz6xjHTQZRISkZR6M13vH6dC8&redir_esc=y#v=onepage&q=%22Examining%20the%20alignment%20between%20espoused%20and%20enacted%20beliefs%22&f=false}
}

@proceedings{proceedings,
  author = {{Bayraktar, A., Sadik, O., Terzi, A., Bayraktar, R., }},
  title = {Bilişim Teknolojileri Öğretmenleri Maker Hareketiyle Elektronikten Robotiğe Tasarlayıp Üretiyor},
  booktitle = {Fatih Projesi Eğitim Teknolojileri Zirvesi},
  year = {2018},
  address = {Ankara},
  month = oct,
  pages = {9--15}
}

@proceedings{sadik2018bb,
  author = {Sadik, Olgun},
  title = {Bilgisayar bilimi eğitiminde yöneticiler ve ailelerin rolü},
  booktitle = {Fatih Projesi Eğitim Teknolojileri Zirvesi},
  year = {2018},
  pages = {493--397},
  address = {Ankara},
  month = oct
}

@proceedings{sadik2015encouraging,
  title = {Encouraging women to become CS teachers},
  author = {Sadik, Olgun},
  booktitle = {Proceedings of the Third Conference on GenderIT},
  pages = {57--61},
  year = {2015},
  publisher = {ACM},
  note = {http://dl.acm.org/citation.cfm?id=2807715}
}

@conferencepaper{ICITS2019,
  author = {Sadik, Olgun},
  title = {The effects of personalization principle of multimedia learning on listening performance},
  city = {Antalya},
  country = {Türkiye},
  year = {2019},
  organization = {7. Uluslararası Ögretim Teknolojileri ve Öğretmen Eğitimi Sempozyumu}
}

@conferencepaper{Fatih2018_1,
  author = {Sadik, Olgun},
  title = {Okul öncesinde süreç odaklı FeTeMM eğitimi: Öğretmen görüşleri},
  city = {İzmir},
  country = {Türkiye},
  year = {2019},
  organization = {4. Uluslararası Türk Bilgisayar ve Matematik Egitimi Sempozyumu}
}

@conferencepaper{Fatih2018_2,
  author = {Adem Bayraktar, Olgun Sadik, Rukiye Bayraktar and Terzi, Arif},
  title = {Bilişim teknolojileri öğretmenleri maker hareketiyle elektronikten robotiğe tasarlayıp üretiyor},
  city = {Ankara},
  country = {Türkiye},
  year = {2018},
  organization = {Fatih Projesi Egitim Teknolojileri Zirvesi}
}

@conferencepaper{Fatih2018_3,
  author = {Sadik, Olgun},
  title = {Bilgisayar bilimi eğitiminde yöneticiler ve ailelerin önemi},
  city = {Ankara},
  country = {Turkiye},
  year = {2018},
  organization = {Fatih Projesi Egitim Teknolojileri Zirvesi}
}

@conferencepaper{ICER2017,
  author = {Sadik, Olgun},
  title = {Computational thinking conceptions and misconceptions: Progression of preservice teacher thinking during computer science lesson planning},
  city = {Tacoma, Wa},
  country = {United States Of America},
  year = {2017},
  organization = {International Computing Education Research Conference}
}

@conferencepaper{sadik2016scst,
  author = {Sadik, Olgun},
  title = {Secondary computer science teachers’ knowledge and school setting related needs},
  organization = {Association for Educational Communications and Technology Conference},
  city = {Las Vegas, Nv},
  country = {United States Of America},
  year = {2016}
}

Previous research suggested a relationship between teachers’ and students’ attitudes towards a subject area. In order to increase female representation in Computer Science (CS), we need female teachers who have positive attitudes and can provide role models to encourage their female students to pursue CS careers. This study investigated factors that motivated female prospective teachers to pursue an add-on computer teacher certification program, their experiences in the program, and their perceptions regarding CS. Classroom observations and interviews conducted with female pre-service teachers suggested promising strategies for increasing female representation in CS and educational technology careers.

@conferencepaper{sadik2015encouraging,
  author = {Sadik, Olgun},
  title = {Encouraging women to become cs teachers},
  organization = {3rd Conference on Advancing Diversity, GenderIT 2015},
  city = {Pennsylvania},
  country = {United States Of America},
  year = {2015},
  pages = {57-61}
}

@conferencepaper{GENDERIT2015,
  author = {Sadik, Olgun},
  title = {Encouraging women to become CS teachers},
  organization = {Paper presented at Gender in IT Conference},
  country = { Philadelphia, PA},
  year = {2015}
}

@conferencepaper{sadik2014eotk,
  author = {{Ottenbreit-Leftwich, A., Sadik, O., & Liao, J}},
  title = {Evolutions of teacher technology knowledge, beliefs and integrations: Beyond the college},
  organization = {International Society for Technology Education Conference},
  city = {Atlanta, Ga},
  country = {United States Of America},
  year = {2014}
}

@conferencepaper{AERA2014,
  author = {Sadik, Olgun},
  title = {How to make a pre-service technology integration course better},
  organization = {American Educational Research Association Conference},
  city = {Philadelphia, Pa},
  country = {United States Of America},
  year = {2014}
}

@conferencepaper{sadik2013preparing,
  author = {{Sadik, O., Celik, S., & Ottenbreit-Leftwich, A.}},
  title = {Preparing future teachers for the movement to increase opportunities and technology project goals},
  organization = {Association for Educational Communications and Technology Conference},
  city = {Anaheim, Ca},
  country = {United States Of America},
  year = {2013}
}

@conferencepaper{sadik2013investigating,
  author = {{Sadik, O., Ottenbreit-Leftwich, A., & Liao, Y.}},
  title = {Investigating tech-savvy pre-service teachers' technology integration knowledge, beliefs and intentions},
  organization = {Association for Educational Communications and Technology Conference},
  city = {Anaheim, Ca},
  country = {United States Of America},
  year = {2013}
}

@conferencepaper{sadik2013tic,
  author = {{Hoey, B., Aslan, S., Zachmeier, A., Sadik, O., Glazewski, K., Ottenbreit-Leftwich, A., & Brush, T.}},
  title = {Technology integration concerns: Expanding the dialogue between pre-service teachers and exemplary technology-using in-service teachers},
  organization = {Association for Educational Communications and Technology Conference},
  city = {Anaheim, Ca},
  country = {United States Of America},
  year = {2013}
}

@conferencepaper{sadik2012trb,
  author = {Sadik, Olgun},
  title = {The relationship between technology integration barriers and pre-service teachers’ beliefs and intentions.},
  organization = {Poster presented at Association for Educational Communications and Technology},
  country = { Louisville, KY.},
  year = {2013}
}

@misc{sadik,
  author = {Sadik, Olgun},
  title = {Kodlama dersi neden önemli?},
  howpublished = {Sozcu},
  month = apr,
  year = {2016},
  note = {http://www.sozcu.com.tr/2016/egitim/kodlama-dersi-neden-onemli-1176856}
}

@misc{misc,
  author = {Sadik, Olgun},
  title = {Kodlama dersi mühendislik okuyan öğrenci sayısını da etkiler!},
  howpublished = {Sozcu},
  month = apr,
  year = {2016},
  note = {http://www.sozcu.com.tr/2016/egitim/kodlama-dersi-muhendislik-okuyan-ogrenci-sayisini-da-etkiler-1177840/}
}