Özel Eğitim Öğretmenleri Ve Teknoloji: Bir Metafor Analizi

Year 2022, , 64 - 87, 30.06.2022

Seda Özer Şanal

https://doi.org/10.17522/balikesirnef.887466

Cited By: 1

Abstract

Bu çalışma teknolojinin özel eğitim bağlamındaki yerine odaklanmış ve özel eğitim öğretmenlerinin teknolojiye yönelik algıları metafor analizi aracılığı ile incelenmiştir. Çalışma verileri 164 özel eğitim öğretmeninden elde edilmiştir. Olgu bilim kapsamında yürütülen bu çalışmada katılımcıların teknolojiye yönelik algıları olarak bir metafor ve bu metaforun gerekçesi çözümlenmiştir. Özel eğitim öğretmenlerinin teknolojiye yönelik belirttikleri metaforlar (1) Süreç, (2) Materyal, (3) Gereklilik ve (4) Yaklaşım olmak üzere dört kategoride toplanmıştır. Özel eğitim öğretmenlerinin ilk sırada gelişen, geliştiren, değişen, değiştiren, üreten, büyüyen özelliklerini atfederek teknolojiyi süreç olarak algıladıkları görülmüştür. Materyal kategorisinde araç gereç, bilgisayar, ansiklopedi gibi metaforlar sıklıkla aktarılmıştır. Gereklilik kategorisinde ise, öğretim sürecini, öğretmeni ve öğrenciyi zorlayan ve bu zorlamanın güncel gelişmeleri takip etmek, ek eğitimler almak, sertifika programlarına katılmak, kişisel hobiler edinmek gibi alanlarda olduğu vurgulanmıştır. Yaklaşım kategorisi ise teknolojinin bir yaşam biçimi, bir felsefe ya da inanç olarak ifade edilmesini kapsamıştır.

Keywords

Eğitim teknolojisi, öğretim teknolojisi, özel eğitim, teknoloji entegrasyonu

Special Education Teachers And Technology: A Metaphor Analysis

Abstract

In this study conducted within the scope of phenomenology, a metaphor as the participants' perceptions towards technology and the rationale of this metaphor were analyzed. Study data were obtained from 164 special education teachers. The metaphors that special education teachers stated for technology were grouped into four categories: (1) Process, (2) Material, (3) Necessity, and (4) Approach. It has been observed that special education teachers’ perceive technology as a process by attributing its developing, changing, and producing. In the material category, metaphors such as tools, computers, and encyclopedias were frequently conveyed. In the category of necessity, it was emphasized that the teaching process is challenging the teacher and the student, and this challenge is in areas such as following up-to-date developments, receiving additional training, participating in certificate programs, and acquiring personal hobbies. The category of approach included expressing technology as a way of life, a philosophy or a belief.

Keywords

Educational technology, , instructional technology, special education, technology integration

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