Exploring Pre-service Teachers’ Perception Regarding Factors in Technology Integration with Q Methodology

Abstract

The aim of this study is to understand the perspectives of pre-service teachers on the factors affecting technology integration with the Q methodology. Forty-one pre-service teachers studying at the faculty of education of a state university participated in the research. Twelve statements reflecting the factors of technology integration were selected. In determining the Q statements, attention was paid to include elements at four levels in the integration process: teacher, institutional and system, teacher design thinking and student. The data were analyzed with the PQMethod 2.35 program. Principal component analysis was used in the factor analysis, and after the rotation process, a three-factor solution was reached: (a) individual-oriented perspective, (b) individual and school-oriented perspective, (c) planning, individual, school and system-oriented perspective. Among these identified perspectives, it was seen that there was a consensus on supporting teachers' professional development, access to technology, positive attitudes of students, and guidebooks supporting technology integration. However, it was seen that there were different areas in the opinions of the pre-service teachers in the three factors determined. It has been observed that pre-service teachers in the individual-oriented perspective prioritize teachers' value beliefs about the role of technology in education. It has been concluded that the pre-service teachers in the individual and school-oriented perspective attach more importance to the technological and pedagogical competencies of the teachers. It has been seen that the planning of the lesson plans for the integration of technology is a priority factor for the pre-service teachers with a planning, individual, institution and system-oriented perspective. Recommendations for teacher educators are presented for each identified perspective.

Keywords

• Technology integration
• pre-service teachers
• Q methodology

Öğretmen Adaylarının Teknoloji Entegrasyonundaki Faktörlere İlişkin Algılarının Q Metodolojisi ile İncelenmesi

Abstract

Bu çalışmanın amacı, öğretmen adaylarının Q metodolojisi ile teknoloji entegrasyonunu etkileyen faktörler ile ilgili perspektiflerinin anlaşılmasıdır. Araştırmaya bir devlet üniversitesinin eğitim fakültesinde öğrenim gören, 41 öğretmen adayı katılmıştır. Teknolojisi entegrasyonunu faktörleri yansıtan 12 ifade seçilmiştir. Q ifadelerinin belirlenmesinde, entegrasyon sürecinde öğretmen, kurumsal ve sistem, öğretmen tasarım düşüncesi ve öğrenci olmak üzere dört düzeyde ögelerin yer almasına dikkat edilmiştir. Veriler PQMethod 2.35 programı ile analiz edilmiştir. Faktör analizinde temel bileşenler analizi kullanılmış, döndürme işleminden sonra ve üç faktörlü çözüme ulaşılmıştır: (a) birey odaklı perspektif, (b) birey ve okul odaklı perspektif, ( c) planlama, birey, okul ve sistem odaklı perspektif. Belirlenen bu perspektifler arasında öğretmenlerin mesleki gelişimlerinin desteklenmesi, teknoloji erişimi, öğrencilerin olumlu tutumları ve kılavuz kitapların teknoloji entegrasyonunu desteklemesi konusunda görüş birliği olduğu görülmüştür. Bununla birlikte, belirlenen üç faktördeki öğretmen adaylarının görüşlerinde farklılaşan alanlar olduğu görülmüştür. Birey odaklı perspektifteki öğretmen adaylarının öğretmenlerin teknolojinin eğitimdeki rolüne ilişkin değer inançlarına öncelik verdiği görülmüştür. Birey ve okul odaklı perspektifteki öğretmen adaylarının, öğretmenlerin teknolojik ve pedagojik yeterliklerine daha fazla önem verdikleri sonucuna ulaşılmıştır. Planlanma, birey, kurum ve sistem odaklı perspektifteki öğretmen adayları için öğretmenlerin teknoloji entegrasyonuna yönelik dersi planlamaları daha öncelikli bir etmen olduğu görülmüştür. Tanımlanan her bir perspektif için öğretmen eğitimcileri için öneriler sunulmuştur.

Keywords

• Teknoloji entegrasyonu
• öğretmen adayları
• Q metodolojisi

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