Bağcı, HakkıÇoklar, Ahmet Naci2020-03-262020-03-262010Bağcı, H., Çoklar, A. N., (2010). Roles Assigned by Prospective Teachers to Themselves in Terms of Use of Educational Technology: A Metaphor Study. Innovation and Creativity in Education, (2), 4412-4416. Doi: 10.1016/j.sbspro.2010.03.7031877-0428https://dx.doi.org/10.1016/j.sbspro.2010.03.703https://hdl.handle.net/20.500.12395/252412nd World Conference on Educational Sciences (WCES-2010) -- FEB 04-08, 2010 -- Bahceschir Univ, Istanbul, TURKEYIn this of qualitative nature study, metaphors developed by prospective teachers who are being taught at Departments of Primary Education, Chemistry Teaching, Pre-school Education, Social Studies Education, Turkish and Primary School Mathematic Teaching at Afyon Kocatepe University, Turkey in terms of their roles in use of educational technology were analyzed. Totally, 45 different metaphors were obtained from 131 prospective teachers. Considering their reasons, those metaphors were coded into themes. Metaphors developed in terms of roles of prospective teachers in use of educational technology can be clustered under six different categories: being important / useful, assistant / guide, user, producer / designer, learner and attitude. Results indicated that prospective teachers were mostly assigned roled of being important / useful, assistant / guide and user. As an another result, it was seen that departments at which prospective teachers are taught differed on their metaphors.en10.1016/j.sbspro.2010.03.703info:eu-repo/semantics/openAccessTeachers' roleseducational technologyuse of educational technologyprospective teachersroles of technology useConference Object244124416N/AWOS:000282002804063N/A