Abstract
It is important to use the social constructivism theory in gaining collaborative work and problem-solving which is one of the main proficiencies in 21st century. Collaborative problem solving method which is one of the subtitles of social constructivism theory allows students to work in teams in a social environment. Qualitative research method is adopted as the research model in this study. The purpose of this study is to determine the strong and weak points of problem-based collaborative learning environment which were developed through dynamic web technologies used by pre-service teachers. As a data collecting tool halfstructured student interview questions which are composed of 6 openended questions and weekly process reports were used. This study was conducted during the practice period of the second semester in the 20122013 academic years. The subjects of the study were made up of by 51 pre-service teachers in the primary education period from the department of Computer and Teaching Technologies in the Ahmet Kelesoglu Education Faculty of Necmettin Erbakan University based in a metropolitan city. The findings were revealed after the content analysis of the qualitative data obtained from group-based student interviews at the end of the practice period of 8 weeks. In the light of data obtained from the study, it was seen that the students hesitated to make use of a technology-based classroom environment at the beginning of the study, but as the practice process progressed, the designed environment contributed to; their collaboration ability, to their problem-solving ability, and to their ability to work collaboratively, particularly in terms of lesson preparation and activating their meta information
Keywords
IT integration collaborative learning technology-based collaborative learning dynamic web technologies and ınteraction online learning
References
- Aydın, F. (2009). İşbirlikli öğrenme yönteminin 10. Sınıf coğrafya dersinde başarıya, tutuma ve motivasyona etkileri, Yayınlanmamış Doktora Tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
- Biggs, J., and Tang, C. (2011). Teaching for quality learning at university. New York: The McGraw-Hill International.
- Brooks, J. G., and Brooks, M. G. (1999). In Search of Understanding: The Case for Constructivist Classrooms. Alexandria, Virginia USA: ASCD - Association for Supervision and Curriculum Development.
- Cress, U., and Kimmerle, J. (2008). A systemic and cognitive view on collaborative knowledge building with wikis. Computer Supported Collaborative Learning, 3(7), 105-122.
- Creswell, J. W., and Plano-Clark, V. L. (2007). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage.
- Demetriadisa, S., Barbasb, A., Molohidesb, A., Palaigeorgioua, G., Psillosb, D., Vlahavasa, I., Tsoukalasa, I., and Pombortsisa, A. (2003).
- Culture in negotiation: Teachers’acceptance, resistance attitudes considering the infusion of technology into schools. Computers and Education, 41(1), 19-37.
- Deperlioğlu, Ö., ve Köse, U. (2010, 10-12 Şubat). Web 2.0 teknolojilerinin eğitim üzerindeki etkileri ve örnek bir öğrenme yaşantısı. Akademik Bilişim’10 - XII. Akademik Bilişim Konferansı Bildirileri, Muğla Üniversitesi, Muğla.
- Duffy, T. M., and Cunningham, D. J. (1996). Constructivism: implications for the design and delivery of instruction. In D. H. Jonassen (Ed.), Hand Book of Research For Educational Communications and Technology (pp. 170-197). New York: Simon and Schuster Macmillan Publishing.
- Ekinci, N. (2005). İşbirliğine dayalı öğrenme. Eğitimde Yeni Yönelimler. Ankara: Pegem Akademi.
- Fer, S., ve Cırık, İ. (2007). Yapılandırmacı öğrenme: Kuramdan uygulamaya. İstanbul: Morpa Kültür Yayınları.
- Finegold, D., and Notabartolo, A. S. (2010). 21st-Century Competencies and Their Impact: An Interdisciplinary Literature Review. Web: http://www.hewlett.org/library/grantee-publication/21st-century-competencies-and-their-impact-interdisciplinary-literature-review 18 Şubat 2015’de alınmıştır.
- Hickey, D., and McCaslin, M. (2001). Educational psychology, socail constructivism, and educational practice: a case of emergent identity. Educational Psychologist, 36(2), 133-140.
- Lim, C. P., and Hang, D. (2003). An activity theory approach to research of ICT integration in Singapore school. Computers and Education, 41, 49-63.
- Mayer, R. E. (1999). Designing ınstruction for constructivist learning. In C. M. Reigeluth (Ed.), Instructional design theories and models (pp. 141-161). Mahwah, NJ: Lawrence Erlbaum.
- Miles, M. B., and Huberman, A. M. (1994). Qualitative data analysis: an expanded sourcebook (2nd edition). Thousand Oaks, California: SAGE.
- Mishra, P., and Kereluik, K. (2011). What 21st Century Learning? A review and a synthesis. SITE Conference. Michigan State University.
- Mishra, P., and Koehler, M.J. (2006). Technological pedagogical content knowledge: a new framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
- NCREL, and Metiri Group. (2003). "enGauge 21st century skills: Literacy in the digital age". Napierville, IL and Los Angeles, CA: NCREL and Metiri.
- Nelson, L. M. (2009). Collaborative problem solving. In C. M. Reigeluth (Ed.), Instructional-design theories and models: A new paradigm of ınstructional theory (Volume-2). (pp. 241-269). New York: Lawrence Erlbaum Associates Inc. Publisher.
- Newman, D. R., Webb, B., and Cochrane, C. (1995). A content analysis method to measure critical thinking in face-to-face and computer supported group learning. Interpersonal Computing and Technology, 3(2), 56-77.
- Pink, D. H. (2005). A whole new mind: Moving from the Information Age to the Conceptual Age. NewYork: Penguin Group.
- Prensky, M. (2001). Digital natives, digital ımmigrants part 2: do they really think differently? On the Horizon Conference, 9(6), pp.1-6.
- Strauss, A. L., and Corbin, J. (1998). Basics of qualitative research techniques and procedures for developing grounded theory. Thousand Oaks, CA: Sage.
- VanBraak, J. (2001). Factors influencing the use of computer mediated communication by teachers in secondary schools. Computers and Education, 36(1), 41-57.
- Wilkie, K., and Burns, I. (2003). Problem-based learning: A handbook for nurses. Palgrave Macmillan, Basingstoke.
- Yıldırım, A., ve Şimşek, H. (2008). Nitel araştırma yöntemleri. Ankara: Seçkin Yayınevi.
- Yükseköğrenim Kurumu (YÖK). (2006). Türkiye’nin yükseköğretim stratejisi-taslak raporu. Ankara: Yükseköğrenim Kurumu (YÖK) yayınları.
DİNAMİK WEB TEKNOLOJİLERİ İLE GELİŞTİRİLEN İŞBİRLİKLİ ÖĞRENME ORTAMINI KULLANAN ÖĞRETMEN ADAYLARININ GÖRÜŞLERİ
Abstract
21. yüzyıl yeterliklerinden olan işbirlikli çalışma ve problem çözmenin
kazandırılmasında sosyal yapılandırmacılık kuramının kullanılması
önemlidir. Sosyal yapılandırmacılık kuramının alt başlıklarından bir olan
işbirlikli problem çözme yöntemi öğrencilerin takım halinde sosyal bir
ortamda çalışmalarına olanak tanımaktadır. Araştırmanın amacı, dinamik
web teknolojileri ile geliştirilen problem temelli işbirlikli öğrenme
ortamının öğretmen adayları tarafından kullanım sürecinde güçlü ve zayıf
yanlarının belirlenmesidir. Çalışmada nitel araştırma yöntemi
benimsenmiştir. Veri toplama aracı olarak, 6 tane açık uçlu sorudan
oluşan yarı yapılandırılmış öğrenci görüşme soruları ve haftalık süreç
raporları kullanılmıştır. Araştırma 2012-2013 yılı bahar döneminde 8
hafta süren uygulama sürecinde gerçekleştirilmiştir. Araştırmanın çalışma
grubunu Necmettin Erbakan Üniversitesi Ahmet Keleşoğlu Eğitim
Fakültesi Bilgisayar ve Öğretim Teknolojileri Öğretmenliği Bölümü 3.
sınıfında eğitim gören birinci öğretim şubesindeki 51 öğretmen adayı
oluşturmaktadır. 8 hafta süren uygulama sonunda çalışma grubundan
toplanan grup tabanlı öğrenci görüşmelerinden alınan nitel veriler içerik
analizi yapılarak bulgular ortaya konulmuştur. Araştırma sonunda
öğrencilerin çalışmanın başında teknoloji destekli bir ders ortamını
kullanmaktan çekindikleri; ancak, çalışma süreci ilerledikçe tasarlanan
ortamın öğrencilerin birlikte çalışma, problem çözme ve teknoloji destekli olarak işbirlikli çalışma yeteneklerinin arttığı, özellikle derse hazırlıklı gelme ve önbilgileri etkinleştirme açısından katkı sağladığı ortaya çıkmıştır.
Keywords
BT entegrasyonu işbirlikli öğrenme teknoloji destekli işbirlikli öğrenme dinamik web teknolojileri ve etkileşim çevrimiçi öğrenme
References
- Aydın, F. (2009). İşbirlikli öğrenme yönteminin 10. Sınıf coğrafya dersinde başarıya, tutuma ve motivasyona etkileri, Yayınlanmamış Doktora Tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
- Biggs, J., and Tang, C. (2011). Teaching for quality learning at university. New York: The McGraw-Hill International.
- Brooks, J. G., and Brooks, M. G. (1999). In Search of Understanding: The Case for Constructivist Classrooms. Alexandria, Virginia USA: ASCD - Association for Supervision and Curriculum Development.
- Cress, U., and Kimmerle, J. (2008). A systemic and cognitive view on collaborative knowledge building with wikis. Computer Supported Collaborative Learning, 3(7), 105-122.
- Creswell, J. W., and Plano-Clark, V. L. (2007). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage.
- Demetriadisa, S., Barbasb, A., Molohidesb, A., Palaigeorgioua, G., Psillosb, D., Vlahavasa, I., Tsoukalasa, I., and Pombortsisa, A. (2003).
- Culture in negotiation: Teachers’acceptance, resistance attitudes considering the infusion of technology into schools. Computers and Education, 41(1), 19-37.
- Deperlioğlu, Ö., ve Köse, U. (2010, 10-12 Şubat). Web 2.0 teknolojilerinin eğitim üzerindeki etkileri ve örnek bir öğrenme yaşantısı. Akademik Bilişim’10 - XII. Akademik Bilişim Konferansı Bildirileri, Muğla Üniversitesi, Muğla.
- Duffy, T. M., and Cunningham, D. J. (1996). Constructivism: implications for the design and delivery of instruction. In D. H. Jonassen (Ed.), Hand Book of Research For Educational Communications and Technology (pp. 170-197). New York: Simon and Schuster Macmillan Publishing.
- Ekinci, N. (2005). İşbirliğine dayalı öğrenme. Eğitimde Yeni Yönelimler. Ankara: Pegem Akademi.
- Fer, S., ve Cırık, İ. (2007). Yapılandırmacı öğrenme: Kuramdan uygulamaya. İstanbul: Morpa Kültür Yayınları.
- Finegold, D., and Notabartolo, A. S. (2010). 21st-Century Competencies and Their Impact: An Interdisciplinary Literature Review. Web: http://www.hewlett.org/library/grantee-publication/21st-century-competencies-and-their-impact-interdisciplinary-literature-review 18 Şubat 2015’de alınmıştır.
- Hickey, D., and McCaslin, M. (2001). Educational psychology, socail constructivism, and educational practice: a case of emergent identity. Educational Psychologist, 36(2), 133-140.
- Lim, C. P., and Hang, D. (2003). An activity theory approach to research of ICT integration in Singapore school. Computers and Education, 41, 49-63.
- Mayer, R. E. (1999). Designing ınstruction for constructivist learning. In C. M. Reigeluth (Ed.), Instructional design theories and models (pp. 141-161). Mahwah, NJ: Lawrence Erlbaum.
- Miles, M. B., and Huberman, A. M. (1994). Qualitative data analysis: an expanded sourcebook (2nd edition). Thousand Oaks, California: SAGE.
- Mishra, P., and Kereluik, K. (2011). What 21st Century Learning? A review and a synthesis. SITE Conference. Michigan State University.
- Mishra, P., and Koehler, M.J. (2006). Technological pedagogical content knowledge: a new framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
- NCREL, and Metiri Group. (2003). "enGauge 21st century skills: Literacy in the digital age". Napierville, IL and Los Angeles, CA: NCREL and Metiri.
- Nelson, L. M. (2009). Collaborative problem solving. In C. M. Reigeluth (Ed.), Instructional-design theories and models: A new paradigm of ınstructional theory (Volume-2). (pp. 241-269). New York: Lawrence Erlbaum Associates Inc. Publisher.
- Newman, D. R., Webb, B., and Cochrane, C. (1995). A content analysis method to measure critical thinking in face-to-face and computer supported group learning. Interpersonal Computing and Technology, 3(2), 56-77.
- Pink, D. H. (2005). A whole new mind: Moving from the Information Age to the Conceptual Age. NewYork: Penguin Group.
- Prensky, M. (2001). Digital natives, digital ımmigrants part 2: do they really think differently? On the Horizon Conference, 9(6), pp.1-6.
- Strauss, A. L., and Corbin, J. (1998). Basics of qualitative research techniques and procedures for developing grounded theory. Thousand Oaks, CA: Sage.
- VanBraak, J. (2001). Factors influencing the use of computer mediated communication by teachers in secondary schools. Computers and Education, 36(1), 41-57.
- Wilkie, K., and Burns, I. (2003). Problem-based learning: A handbook for nurses. Palgrave Macmillan, Basingstoke.
- Yıldırım, A., ve Şimşek, H. (2008). Nitel araştırma yöntemleri. Ankara: Seçkin Yayınevi.
- Yükseköğrenim Kurumu (YÖK). (2006). Türkiye’nin yükseköğretim stratejisi-taslak raporu. Ankara: Yükseköğrenim Kurumu (YÖK) yayınları.
Details
| Primary Language | Turkish |
|---|---|
| Journal Section | Articles |
| Authors | |
| Publication Date | April 29, 2015 |
| Published in Issue | Year 2015 Issue: 19 |
