PROF DR ILHAN GUNBAYI Ph Dc TAYFUN YORUK

PROF. DR. ILHAN GUNBAYI Ph. Dc. TAYFUN YORUK Ph. Dc. RABIA VEZNE

INTRODUCTION Art Picture Drawing pictures like nature, view, and things based on the artist’s imagination Technical Drawing v. s. If drawing picture is based on some pre-determined rules and if it is being produced by using specific methods, then it means mostly pictures about professional areas are being made

WHY TECHNICAL DRAWING? A drawing made in a country should be able to be used in another country independently. That is why technical drawing is considered as a common language of engineers.

WHY TECHNICAL DRAWING? (Cont. ) Any language that provides communication should consist some rules so it can mean the same thing to everyone. Similarly, if it will be used as a communication tool, drawing should have some rules too (Reddy, 2009).

WHY TECHNICAL DRAWING? (Cont. ) Technical drawing is transmission of things that needs to be expressed with pictures and lines. In line of this general purpose, the aims of technical drawing can be stated as follows (NERDC, 2007): 1. To understand theoretical and applied concepts in order to establish visual communication in manufacturing and construction industry, 2. To introduce modern drawing applications, 3. To set up the foundations of future works and technological improvements in construction and engineering fields, 4. To improve and extend entrepreneurship skills in different drawing fields.

HOW ABOUT TURKEY? VET Schools in Turkey has technical drawing courses as major area courses in the 10 th grade. These courses are given by major branch course teachers and they have curriculum including basics of technical drawing. Main subjects of this course are not only drawing of polygons with basic lines and features, but also drawing the perspective of 3 D figures, and based on these perspectives, producing 3 D drawings

HOW ABOUT TURKEY? (Cont. ) The courses in technical drawing laboratories with mechanical drawing tools is described by General Directorate of Lifelong Learning under the Ministry of National Education, as (HBOGM, 2016): “In this course, the aim is to make the student qualified enough to do basic geometrical drawings and activities, do projection and configuration by introducing them to concepts related to technical drawings and vocational drawings in the field. ”

DIGITAL AGE In our age, computers are crucial in production and in engineering fields. As its importance and definition are taken into consideration, computers also help technical drawing work to be completed much more faster. Computer Aided Design (CAD) applications which were first used in the 1950’s by United States Air Force with light pens, started professionally with 2 D modelling of solids (machine parts, buildings, standart and non-standart elements, etc. ). 2 D projections are especially crucial for montage drawings (Nestorović, 2008). 3 D drawings followed 2 D drawings with the gained experience.

DIGITAL AGE(Cont. ) With the improvement in computer technologies, most of drawings are being made by computers. In this way the error margin is almost zero, and we can say that production expenses are lowered with the pre-cautions taken before the production process.

ABOUT THE STUDY This action research was done in order to raise awareness to technical drawing courses taught in VET schools in Turkey. The aim of this study is to make current curriculum more modern with the demands of the era, which was designed to improve students’ handicraft at first place. This study also intended to help the improvement of vocational and technical education.

ACTION PLAN This study was done at Akdeniz Univesity under the title of “Improving Technical Drawing Skills of VET Teachers” and funded by European Training Foundation (ETF). This study consists of 2 phases.

ACTION PLAN(Cont. ) Phase 1: Training of Trainers 1. Preparation of training contents and approval from Antalya Provincial Directorate of National Education 2. Selection of 15 teachers who would be “trainers” from Antalya Provincial Directorate of National Education 3. Obtaining official permission and organizing training place 4. Applying pre-test to 15 trainers before “Training of Trainers”

ACTION PLAN(Cont. ) Phase 1: Training of Trainers 5. 6. 7. 8. Applying 40 -hour training Applying post-test to 15 trainers after “Training of Trainers” Doing interviews with 15 trainers after training and collecting data. Interpretation of content and functionality of training after the “Training of Trainers” with doing content analysis of the interviews.

ACTION PLAN(Cont. ) Phase 2: Training of 303 VET teachers 1. Selection of schools and teachers who will participate in training with Antalya Provincial Directorate of National Education 2. Obtaining official permission and organizing training place 3. Applying pre-test to teachers who would participate in the study 4. Applying 40 -hour training

ACTION PLAN(Cont. ) Phase 2: Training of 303 VET teachers 5. Applying post-test to teachers who will participate in the study 6. Analyzing Paired Samples t-test between pre and post-tests and interpretation of the difference between opinions about integration of computers on technical drawings before and after the training

METHOD Action research strategy in which qualitative methods and quantitative methods were used was selected for this study. “Action research simultaneously assists in problem solving and expands scientific knowledge, as well as enhancing the competencies of the respective actors, being performed collaboratively in an immediate situation using data feedback in a cyclical process, aimed at an increased understanding of a given social situation, primarily applicable for the understanding of change processes in social systems and undertaken within a mutually acceptable framework. ” (Hult & Lennung, 1980, p. 241250).

METHOD(Cont. ) In short, “the advantages of an action research can be summarized such as direct links between research and problem solving, Possible personal benefits for practitioner/professional self development, a continuous cycle of change and development - organizational benefits, practitioner participation, an accumulation of action research may lead to policy and practice changes” (Gunbayi & Akcan, 2015).

SAMPLING This study was held in two phases. Although the participant profile was the same, the number of the participants were different in two phases. In the first phase, while selecting the teachers for the “training of trainers”, it was important that the teachers should have attended technical drawing courses in their past learnings or taught technical drawing courses in their schools. For this purpose, VET schools were checked, and 15 teachers from 9 different VET schools were chosen on a volunteer basis.

SAMPLING(Cont. ) Participants’ Branches of Phase 1 Branch Number Graphics and Photographs 3 Information Technologies 6 Metal Work 1 Machine Technologies 2 Machine Design 1 Construction Technologies 1 Art and Design 1

SAMPLING In the second phase of the study, 303 teachers working at VET schools in Antalya attended the trainings provided by 15 trainers. The only criteria to select these teachers was working at a VET school in Antalya.

DATA COLLECTION In order to get the opinions of VET teachers on improving their technical drawing skills, semi-structured individual interviews were used because this would provide an indepth exploration of the topic. (Cohen et al, 2007). Data were collected from February 29 th, 2016 to March 4 th, 2016. Face-to-face interviews were used and informants' experiences, thoughts and feelings were recorded in a taped diary.

DATA COLLECTION(Cont. ) Besides, pre and post-test were applied to participants before and after the trainings in order to analyze the differences between their opinions before and after the trainings. By the way, information about the effectiveness of the trainings and necessity of the integration of new technologies into technical drawing courses were tired to gather.

DATA ANALYSIS During data analysis, the data were organized categorically and chronologically, reviewed repeatedly and continually coded. Interview transcripts were regularly reviewed. In addition, the data analysis process was aided by the use of a qualitative data analysis computer program called NVIVO 10. These kinds of computer programs do not actually perform the analysis but facilitate and assist it. (Kelle, 1995; Cohen, Mannion, Morrison, 2007).

ETHICAL CONSIDERATIONS Participants were briefed about the aims of the research, kept informed at all stages and offered anonymity. A consent form was signed between researcher and each participant about the use of the data in terms of how its analysis would be reported and disseminated. Care was also taken not to impose the researcher’s beliefs on others since researcher’s beliefs were secondary, and it was the participants thinking which was required.

FINDINGS Trainers who took part in the first phase of the research were asked questions about what they gained from this training, results and usage of the training in future. In the second phase of the research, pre-test and post-test were applied to 303 teachers who attended second training. The aim of this pre and post-test are to measure the sufficiency and necessity of the training. Paired Samples t-Test was used to analyze the results.

Opinions of Participants After Training of Trainers At the end of Training of Trainers program, semi-structured interviews were done with participants. The questions were: 1. Demographic information 2. Did TED-VET training course meet your expectations? 3. How did you prepare before the training? 4. How will you assess the impact of the training on your Professional development? 5. What do you think the training is like? Why?

Code A B C D E F G H I J K L M N O Branch Information Technologies Metal Work Graphics and Photographs Information Technologies Machine Technologies Machine Design Machine Technologies Construction Technologies Information Technologies Graphics and Photographs Art and Design Work Year 12 34 24 17 7 12 12 17 23 17 15 6 5 12 15 Age 34 55 47 38 30 34 36 40 45 40 40 31 29 36 38 Sex M M W W W M M M Demographic Information of Participants

Theme 1: Fulfilling Expectations A B C D E F G H I J K L M N O n Contribution to lack of knowledge in ICT based √ √ √ √ 8 drawing No expectation √ √ 4 Up-to-date information √ √ 2 Out of field usage √ 1 % 53, 33 26, 67 13, 33 6, 67

Theme 1: Fulfilling Expectations(Cont. ) 4 participants (%26, 67) had no expectations from training. 8 participants (%53, 33) said that they increased their field information. Fulfilling Expectations Lack of field knowledge No expectation Up-to-date information Out of field usage A B C D E F G H I J K L M N O n % √ √ √ √ 8 53, 33 √ √ 4 26, 67 √ √ 2 13, 33 √ 1 6, 67

Theme 1: Fulfilling Expectations(Cont. ) Fulfilling Expectations Lack of field knowledge No expectation Up-to-date information Out of field usage A B C D E F G H I J K L M N O n % √ √ √ √ 8 53, 33 √ √ 4 26, 67 √ √ 2 13, 33 √ 1 6, 67 “TED-VET training course fulfilled my expectations. Before this, I have never had a graphical training or used graphic program. Also, my basic knowledge was lacking too. With this course I believe I learned how to use a program especially about technical drawing. ” (A 1, 1)

Theme 1: Fulfilling Expectations(Cont. ) Fulfilling Expectations Lack of field knowledge No expectation Up-to-date information Out of field usage A B C D E F G H I J K L M N O n % √ √ √ √ 8 53, 33 √ √ 4 26, 67 √ √ 2 13, 33 √ 1 6, 67 “This training fulfilled my expectations because I graduated from university 12 years ago, and since then, I have never taken a graphical-based drawing training neither from Ministry of National Education nor from another institution. I have never joined a training like this. I needed it time to time. Especially technical drawing. This training met my needs. ” (F 1, 1)

Theme 1: Fulfilling Expectations(Cont. ) Fulfilling Expectations Lack of field knowledge No expectation Up-to-date information Out of field usage A B C D E F G H I J K L M N O n % √ √ √ √ 8 53, 33 √ √ 4 26, 67 √ √ 2 13, 33 √ 1 6, 67 “I came to the course with curiosity because I was going to learn new program. I was satisfied, it fulfilled my expectations. Since I am a Construction Technologies teacher, drawing is important in our field. I came because it is a new program, something I don’t know and I said that I am glad I learned. I think that I didn’t come in vane. ” (L 1, 1)

Theme 2: Preparation Before Training A B C D E F G H I J K L M N O n No Preparation Pre-Knowledge Software Examination √ √ √ √ 8 4 3 % 53, 33 26, 67 20, 00

Theme 2: Preparation Before Training(Cont. ) 8 participants (%53, 33) did no preparation, Preparation Before Training No Preparation Pre Knowledge Software Examination 4 participants (%26, 67) already had knowledge, 3 participants (%20) examined the software. A B C D E F G H I J K L M N O n √ √ √ √ 8 4 3 % 53, 33 26, 67 20, 00

Theme 2: Preparation Before Training (Cont. ) Preparation Before Training No Preparation Pre-Knowledge Software Examination A B C D E F G H I J K L M N O n √ √ √ % √ 8 53, 33 √ 4 26, 67 √ 3 20, 00 “I haven’t done any preparations before the course. Because I had no idea what we will do, I didn’t need to prepare. ” (G 2, 1) “We haven’t done any preparation before coming to the course. Because we didn’t know the program’s name, we didn’t prepare. ” (J 2, 1)

Theme 2: Preparation Before Training(Cont. ) Preparation Before Training No Preparation Pre-Knowledge Software Examination A B C D E F G H I J K L M N O n √ √ √ % √ 8 53, 33 √ 4 26, 67 √ 3 20, 00 “Actually, I didn’t have much information about course. We have used Adobe’s different programs before. Especially in graphics course. That’s why I was prepared about the program menus. ” (D 2, 2) “I didn’t prepare much for the course. I use some drawing programs professionally because I am a machine drawing teacher. But we prepared ourselves psychologically just because we were going to learn a new drawing program. ” (I 2, 2)

Theme 2: Preparation Before Training(Cont. ) Preparation Before Training No Preparation Pre-Knowledge Software Examination A B C D E F G H I J K L M N O n √ √ √ % √ 8 53, 33 √ 4 26, 67 √ 3 20, 00 “We already had some vector based drawing programs that we used. I looked at their menus to see if there any similarities. Because we were using them before, some things seemed so similar to me. There are one or two differences but this program is more simple and nicer. ” (B 2, 3)

Theme 3: Contribution to Professional Development New Software New Drawing Technique Developing Material Outside of Course New Teaching Material No Contribution A B C D E F G H I J K L M N O n √ √ √ √ √ % 7 3 46, 67 20, 00 3 20, 00 2 2 13, 33

Theme 3: Contribution to Professional Development New Software (Cont. ) A B C D E F G H I √ √ √ New Drawing Technique Developing Material Outside of Course New Teaching Material No Contribution J K L M N O n √ √ √ √ % 7 3 46, 67 20, 00 3 20, 00 2 13, 33 2 participants (%13, 33) thought that the training had no impact on their professional development. 7 participants (%46, 67) said that training helped them to learn a new software, 3 participants (%20) said that they learned a new drawing technique, 3 participants (%20) said that they learned about material development outside of course 2 participants (%13, 33) said that they learned a new teaching material.

Theme 3: Contribution to Professional Development New Software (Cont. ) A B C D E F G H I √ √ √ New Drawing Technique Developing Material Outside of Course New Teaching Material No Contribution J K L M N O n √ √ √ √ % 7 3 46, 67 20, 00 3 20, 00 2 13, 33 “I think that the course impacted my professional development positively. Because I am a computer teacher, I think that being able to use a drawing program is and will be necessary, so I find it very useful. I believe I will make use of it especially in modeling and project studies. Besides that I think I will use it on creating graphics on web sites. Again, because I graduated from computer and instructional technologies department, it will help me to prepare materials in my field. ” (A 3, 1)

Theme 3: Contribution to Professional Development New Software (Cont. ) A B C D E F G H I √ √ √ New Drawing Technique √ Developing Material Outside of Course New Teaching Material No Contribution J K L M N O n √ √ √ √ % 7 46, 67 3 20, 00 2 13, 33 “I can say that its impact on my professional development is strong. We happened to start a new program. I don’t teach technical drawing courses at my school, but next year I will want the techical drawing courses persistently. ” (D 3, 1)

Theme 3: Contribution to Professional Development (Cont. ) Contribution to Professional Development New Software A B C D E F G H I √ √ √ New Drawing Technique √ Developing Material Outside of Course New Teaching Material No Contribution J K L M N O n √ √ √ √ % 7 46, 67 3 20, 00 2 13, 33 “Just like I said before, drawing is so important in our field. So it had strong impacts on my professional development. ” (L 3, 1) “Firstly, I learned scaling. I haven’t been using much scaling before this. I knew functions like alignment but here is the first time I have learned choosing middle of circle, finding the middle of a diameter. I didn’t know these before actually. ” (C 3, 2)

Theme 3: Contribution to Professional Development New Software (Cont. ) A B C D E F G H I √ √ √ New Drawing Technique √ Developing Material Outside of Course New Teaching Material No Contribution J K L M N O n √ √ √ √ % 7 46, 67 3 20, 00 2 13, 33 “This course had some impacts on my professional development. I would like to learn all details of this program. Because we may need invitation cards, banners, web site designs, and school logos while working at school. ” (F 3, 3) “This course also had an impact on my professional development. Even though we drew before, some things needs to be documented, some things need to be described better with vectorial drawings, and we needed to draw better in order to encourage students. ” (F 3, 4)

METAPHORS on TRAINING ØMetaphors are a mental construction which plays a constitutive role in structuring human beings’ experience and in shaping their imagination and reasoning. In other words, rather than being a product of a comparison between two existing things or ideas, metaphor is what brings abstract concepts into being (Sfard, 1994, Günbayı, 2011). ØWith the help of metaphors, we can bring out the relation between objects which are related to each other (Martinez, Sauleda, Huber, 2011).

METAPHORS on TRAINING(Cont. ) In this study, metaphors were used to bring out participants’ deeper perceptions about training, participants were asked to liken the training something. Metaphors produced were grouped according to their similarities and categorized. Metaphor Groups Metaphors Nature Life Other Structure A √ B √ C √ D √ E √ F √ G √ H √ I √ J √ K √ L √ M √ N √ O √ n 5 5 3 2 % 33, 33 20, 00 13, 33

METAPHORS on TRAINING(Cont. ) Metaphor Groups Metaphors Nature Life Other Structure A √ B √ C √ D √ E √ F √ G √ H √ I √ J √ K √ L √ M √ N √ O √ n 5 5 3 2 % 33, 33 20, 00 13, 33 The metaphors formulated by 5 participants (%33, 33) were grouped under “Nature”, other 5 (%33, 33) “Life”, 3 (%20) “Other” and 2 “Structure”. Participants produced metaphors and stated their reasons as follows:

METAPHORS on TRAINING “We can think it is like a rainbow because it is about graphics. Why do I think it is rainbow? Because I am a programmer, I wasn’t doing studies about graphics and I was using colorless, angled and sided objects while preparing other teaching materials. But with the help of graphic program, I think I can visualize them more, make them colorful. That’s why I see it like a rainbow. ” (A 4, 1) “It is like a horizon line. As you know, horizon line is the furthest distance you can see. If you don’t choose a target, you can never reach the place you want to be. I believe the training contributed to my professional development. ” (O 4, 1)

METAPHORS on TRAINING “I see this trainings as a dam. A dam can be effective when it is filled. As teachers, if we can be filled like a dam with these trainings and if we use technology actively we can be more successful. These trainings fill us like a dam. ” (I 4, 4) “a kid who knows walking learns how to run. ” (C 4, 2)

COMPARISON of PRE & POST-TESTS Participants were asked to answer the pre-test and post-test which consisted 4 sections and 25 questions. These sections were about participants’ demographic information, vocational knowledge before and after the training, knowledge about adult training before and after training, and getting their thoughts about the training organization before and after the trainings.

COMPARISON of PRE & POST-TESTS(Cont. ) Paired Samples t-Test Results of Pre-Test and Post-Test Measurement Pre - Test Post - Test N X SS Sd t p 318 2. 17 4. 52 0. 15 0. 12 302 216. 59 . 000 There was a significant difference between pre-test and post-test answers as it can be seen in Table. When average scores were analysed, participants’ post-test results (X=4. 52) about vocational training knowledge, adult training knowledge and post training organizationswere much higher than pre-test results (X=2. 17).

COMPARISON of PRE & POST-TESTS (Cont. ) Pre-Test Score & Post. Test Score N 318 Correlation , 019 Correlation analysis result was very low at 0. 019, which means there is no meaningful relation between these two variables. It also supported the results given in Paired Samples t-Test analysis.

COMPARISON of PRE & POST-TESTS(Cont. ) According to the results given in tables above, it can be said that the participants: • improved their vocational knowledge, • learned new information about training of adults, • and they had positive thoughts about organization of the training.

DISCUSSION and CONCLUSION The aim of these trainings were to integrate computers in technical drawing, and make technical drawings without an error. Also, another aim was to show that technical drawing which needed attention and was sometimes boring could be more fun with computer.

DISCUSSION and CONCLUSION (Cont. ) In interviews, teachers expressed their expectations from training, preparation before training and training’s effect on their professional development. In “Fulfilling the Expectations” theme, most of teachers stated that they participated because they wanted to improve their vocational knowledge. It can be understood from here that teachers do not see themselves qualified enough about technical drawing and technical drawing with computers. In this case, it was apparent that this study was useful.

DISCUSSION and CONCLUSION(Cont. ) In “Preparation Before Training” theme, more than half of the participants did no preparation before the training. The reason of this can be that there was no software which is used in technical drawing courses or there was no written material for the software. When interviews were analyzed, it can be understood that participants especially working in information technologies were more advantageous.

DISCUSSION and CONCLUSION(Cont. ) Information technologies teachers were familiar with a lot of software because of their field and they did not have any problems in doing preparations for trainings. Although they did not know anything about the software used during training, knowing at least one graphic software helped them. With these qualifications of information technologies teachers, they will be much more beneficial and successful in disseminating these training throughout the country.

DISCUSSION and CONCLUSION(Cont. ) In “Contribution to Professional Development” theme, except 2 teachers, all participants said that this training helped them to improve their vocational knowledge in various ways. Nearly half of the teachers said that they learned a new software to improve their vocational knowledge. Participants also stated that they learned new drawing techniques. Some participants stated that they would produce materials in and outside of the course. Especially in this theme, it can be seen that teachers thought that computers would increase the efficiency in technical drawing courses.

DISCUSSION and CONCLUSION(Cont. ) It is crucial that teachers also try to learn how they can use it more effectively outside the courses. It can be concluded that using computers in technical drawing courses affect both teachers and students positively. Moreover, with using computers in technical drawing courses, students do not spend money on stationery expenses. They also learn to use technology in every part of their lives.

DISCUSSION and CONCLUSION(Cont. ) In order to understand participants’ opinions on this training deeply, they were asked what the training was like as a metaphor question. When their answers were analyzed, all participants except one said that this training was a step for their professional development. It was remarkable that teachers expressed metaphors which were related to their professional field. According to metaphors of nature, life or building, it can be said that teachers took their career a step further.

DISCUSSION and CONCLUSION(Cont. ) Paired Samples t-Test analysis was applied on the averages of the pre and post-tests. According to the analysis, there was a significant statistical difference between these scores. This significant difference meant that trainings were done successfully. It was understood that participants’ technical drawing skills level before and after the training were not the same. After the training, participants thought that computers should be used in technical drawing.

DISCUSSION and CONCLUSION(Cont. ) This study was carried out in Antalya and trainings were provided by Antalya Provincial Directorate of National Education and Akdeniz University. It is necessary that training periods and context should be redesigned by the Ministry of National Education in order to disseminate it in all VET schools in Turkey.

DISCUSSION and CONCLUSION(Cont. ) …technology integration to the technical drawing curriculum should be done by the Ministry. Moreoever, some part of technical drawing courses can be held in computer laboratories. Thus, students will have an opportunity start to use computers in technical drawing courses.

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ACKNOWLEDGEMENT Improving Technical Drawing Software Skills of VET Teachers (Ted. VET) Project is funded by European Training Foundation (ETF) which is a specialized agency of the European Union based in Turin, Italy. Project duration is 12 months. It will be carried out between January, 2016 and January, 2017 http: //www. ted-vet. net/index. html 68

Q&R SESSION • If we were to do this action study once more, what would you suggest us to do extra/differently or not to do? Why? 69

THANK YOU VERY MUCH FOR YOUR PARTICIPATION AND CONTRIBUTION! PROF. DR. ILHAN GUNBAYI TAYFUN YORUK RABIA VEZNE Akdeniz University, Faculty of Educational Sciences Division Educational Administration Program e-mail: igunbayi@akdeniz. edu. tr Phone: +90 -242 -3102135 Fax: +90 -242 -2261953 70