ÖĞRETMEN ADAYLARININ DİJİTAL YETERLİKLERİNİN GELİŞTİRİLMESİNE YÖNELİK BİR EĞİTİM ETKİNLİĞİ: BÖTE VE DİĞER BRANŞLARDAKİ ÖĞRETMEN ADAYLARININ GÖRÜŞLERİ

Yıl 2019, , 539 - 565, 31.07.2019

Ayça Çebi , İlknur Reisoğlu

https://doi.org/10.17943/etku.562663

Cited By: 9

Öz

Bu
çalışmada, DigComp çerçevesi temel alınarak, öğretmen adaylarının dijital
yeterliklerini geliştirmeye ve desteklemeye yönelik bir eğitim etkinliği
tasarlanmıştır. Çalışmanın amacı, verilen dijital yeterlik eğitiminin öğretmen
adaylarının eğitimden önceki bilgi ve becerilerinde değişim meydana getirip
getirmediği belirlemek; Bilgisayar ve Öğretim Teknolojileri Eğitimi (BÖTE) ve
diğer branşlardaki öğretmen adaylarında eğitim öncesi ve eğitim sonrası
durumlarının karşılaştırmaktır. Bu bağlamda, Türkiye’nin 28 farklı
üniversitelerinden 30 öğretmen adayına, 6 gün boyunca toplam 51 saat, “bilgi ve
veri okuryazarlığı”,  “iletişim ve
işbirliği”, “dijital içerik oluşturma”, “güvenlik” ve “problem çözme”
konularında dijital yeterlik eğitimi verilmiştir. Eğitimin öncesinde ve
sonrasında öğretmen adaylarının dijital yeterliklerine ilişkin görüşlerini
belirlemek amacıyla araştırmacılar tarafından geliştirilen 33 maddelik bir
anket kullanılmıştır. Elde edilen veriler non-parametrik testler ile analiz
edilmiştir. Çalışmanın sonucunda gerek BÖTE gerekse de diğer branşlardaki
öğretmen adaylarının “bilgi ve veri okuryazarlığı”, “iletişim ve işbirliği”,
“dijital içerik oluşturma”, “güvenlik” ve “problem çözme” alanlarıyla ilgili
gelişim gösterdiği sonucuna ulaşılmıştır. Ayrıca BÖTE ve diğer öğretmen
adaylarının eğitim öncesi ve eğitim sonrası durumları karşılaştırıldığında,
eğitim öncesinde “bilgi ve veri okuryazarlığı” hariç diğer tüm alanlarda BÖTE
öğretmen adayları lehine anlamlı farklar elde edilirken, eğitim sonunda BÖTE
öğretmen adayları ve diğer branşlardaki öğretmen adayları arasında dijital yeterliklerine
ilişkin birçok görüşte farkın olmadığı tespit edilmiştir. Gerçekleştirilen
çalışmanın geleceğin okullarında görev yapacak öğretmen adaylarının dijital
yeterlik alanlarındaki eksikliklerin belirlenmesi ve verilecek dijital yeterlik
eğitimlerinde hangi konulara odaklanılması gerektiğine ilişkin alanyazına katkı
sağlayacağı düşünülmektedir.  

Anahtar Kelimeler

dijital yeterlik eğitimi, öğretmen adayları, digcomp

Teşekkür

Bu çalışmadaki veriler TÜBİTAK 2237-A kodlu Bilimsel Eğitim Etkinliklerini Destekleme Programı kapsamında desteklenen etkinlikten elde edilmiştir.

A TRAINING ACTIVITY FOR IMPROVING THE DIGITAL COMPETENCES OF PRE-SERVICE TEACHERS: THE VIEWS OF PRE-SERVICE TEACHER IN CEIT AND OTHER DISCIPLINES

Öz

In this
study, based on the DigComp framework, a training activity was designed to
develop and support the pre-service teachers' digital competences. The aim of
the study is to determine whether the digital competencies training has changed
the Computer Education and Instructional Technology (CEIT) knowledge and skills
of pre-service teachers, compare the pre-training and post-training status of the
CEIT and other disciplines pre-service teachers. In this context, Turkey's 30
pre-service teachers from 28 universities are given a total of 51 hours training
about “Information and data literacy”, “Communication and collaboration”, “Digital
content creation”, “Safety” and “Problem-solving”. A 33-item questionnaire
developed by the researchers was used to determine pre-service teachers'
opinions on their digital competencies before and after the training.  The data were analyzed by nonparametric
tests. As a result of the study, it has been concluded that pre-service
teachers in both the CEIT and other disciplines have developed digital
competencies in terms of “Information and data literacy”, “Communication and collaboration”,
“Digital content creation”, “Safety” and “Problem-solving”. In addition, when
the pre-training and post-training status of the CEIT and other pre-service
teachers were compared, there were significant differences in favor of the CEIT
pre-service teachers in all the fields except “Information and data literacy”
before the training. At the end of the training, it was determined that there
was no difference in many opinions about the digital competencies among the CEIT
pre-service teachers and other disciplines. It is thought that the study will
contribute to the literature about determining the deficiencies in the digital
competence areas of the pre-service teachers who will work in the schools of
the future and what issues should be focused on the digital competence
training.

Anahtar Kelimeler

digital competence training, pre-service teachers

Kaynakça

• Aesaert, K., van Nijlen, D., Vanderlinde, R., & van Braak, J. (2014). Direct measures of digital information processing and communication skills in primary education: Using item response theory for the development and validation of an ICT competence scale. Computers & Education, 76, 168-181. doi:https://doi.org/10.1016/j.compedu.2014.03.013
• Agyei, D. D., & Voogt, J. M. (2011). Exploring the Potential of the Will, Skill, Tool Model in Ghana: Predicting Prospective and Practicing Teachers’ Use of Technology. Computers & Education, 56 (1), 91–100. doi: https://doi.org/10.1016/j.compedu.2010.08.017
• Ala-Mutka, K., Punie, Y., & Redecker, C. (2008). Digital competence for lifelong learning. Institute for Prospective Technological Studies (IPTS), European Commission, Joint Research Centre. Technical Note: JRC, 48708, 271-282.
• Avrupa Komisyonu (2007). Key competences for lifelong learning - A European framework. Luxembourg
• Boone, H.N. & Boone, D.A. (2012). Analyzing Likert data. Journal of Extension, 50(2).
• Carretero, S., Vuorikari, R., & Punie, Y. (2017). The Digital Competence Framework for Citizens. Publications Office of the European Union.
• Caspersen, J., & Raaen, F. D. (2014). Novice teachers and how they cope. Teachers and Teaching: Theory and Practice, 20, 189–211. doi:10.1080/13540602.2013.848570
• Cohen, J. W. (1988). Statistical power analysis for the behavioral sciences (2. baskı). Hillsdale, NJ: Lawrence Erlbaum Associates.
• Coşkun, Y. D., Cumaoğlu, G. K. ve Seçkin, H. (2013). Bilgisayar öğretmen adaylarının bilişim alanıyla ilgili okuryazarlık kavramlarına yönelik görüşleri. International Journal of Human Sciences, 10(1), 1259-1272.
• Ferrari, A. (2012). Digital competence in practice: An analysis of frameworks. Luxembourg: Publications Office of the European Union. doi:10.2791/82116
• Fraenkel, J.R., Wallen, N.E. & Hyun, H. H. (2012). How to design & evaluate research in education (8th Ed.). London: McGraw Hill.
• Gudmundsdottir, G. B., & Hatlevik, O. E. (2018). Newly qualified teachers’ professional digital competence: implications for teacher education. European Journal of Teacher Education, 41(2), 214-231.doi: https://doi.org/10.1080/02619768.2017.1416085
• Gudmundsdottir, G.B. (2010). From digital divide to digital equity: Learners’ ICT competence in four primary schools in Cape Town, South Africa. International Journal of Education and Development using Information & Communication Technology, 6(2), 84-105.
• Hatlevik, O. E., & Christophersen, K. A. (2013). Digital competence at the beginning of upper secondary school: Identifying factors explaining digital inclusion. Computers & Education, 63, 240-247.doi: https://doi.org/10.1016/j.compedu.2012.11.015
• Hatlevik, O. E., Ottestad, G., & Throndsen, I. (2015). Predictors of digital competence in 7th grade: a multilevel analysis. Journal of Computer Assisted Learning, 31(3), 220-231. doi: 10.1111/jcal.12065
• Ilomäki, L., Paavola, S., Lakkala, M., & Kantosalo, A. (2016). Digital competence–an emergent boundary concept for policy and educational research. Education and Information Technologies, 21(3), 655-679. doi: https://doi.org/10.1007/s10639-014-9346-4
• Instefjord, E. (2014). Appropriation of digital competence in teacher education. Nordic Journal of Digital Literacy, 9(4), 313–329.
• Instefjord, E. (2015). Appropriation of digital competence in teacher education. Nordic Journal of Digital Literacy, 10, 155-171.
• Instefjord, E. J., & Munthe, E. (2017). Educating digitally competent teachers: A study of integration of professional digital competence in teacher education. Teaching and Teacher Education, 67, 37-45. doi: https://doi.org/10.1016/j.tate.2017.05.016
• Janssen, J., Stoyanov, S., Ferrari, A., Punie, Y., Pannekeet, K., & Sloep, P. (2013). Experts' views on digital competence: Commonalities and differences. Computers & Education, 68, 473-481. doi: https://doi.org/10.1016/j.compedu.2013.06.008
• Keskin, İ. ve Yazar, T. (2015). Öğretmenlerin yirmi birinci yüzyıl beceriler ışığında ve yaşam boyu öğrenme bağlamında dijital yeterliliklerinin incelenmesi [Examining digital competence of teachers within the context of lifelong learning based on of the twenty-first century skills]. Journal of Human Sciences, 12(2), 1691-1711.doi:10.14687/ijhs.v12i2.3503
• Krumsvik, R. J. (2014). Teacher educators' digital competence. Scandinavian Journal of Educational Research, 58(3), 269-280. doi: 10.1080/00313831.2012.726273
• Krumsvik, R. J., Jones, L. Ø., Øfstegaard, M., & Eikeland, O. J. (2016). Upper secondary school teachers’ digital competence: Analysed by demographic, personal and professional characteristics. Nordic Journal of Digital Literacy, 11(03), 143-164.
• Maderick, J. A., Zhang, S., Hartley, K., & Marchand, G. (2016). Preservice teachers and self-assessing digital competence. Journal of Educational Computing Research, 54(3), 326-351. doi: 10.1177/0735633115620432
• Milli Eğitim Bakanlığı (MEB) (2018). 2023 Eğitim Vizyonu. 1 Nisan 2018 tarihinde http://2023vizyonu.meb.gov.tr/doc/2023_EGITIM_VIZYONU.pdf adresinden erişildi.
• Napal, M., Peñalva, A., & Mendióroz, A. M. (2018). Development of Digital Competence in Secondary Education Teachers’ Training. Education Sciences, 8(3), 1-12. doi:10.3390/educsci8030104.
• Ng, W. (2012). Can we teach digital natives digital literacy? Computers & Education, 59, 1065-1078. doi: https://doi.org/10.1016/j.compedu.2012.04.016
• Pettersson, F. (2018). On the issues of digital competence in educational contexts–a review of literature. Education and Information Technologies, 23(3), 1005-1021. doi: https://doi.org/10.1007/s10639-017-9649-3
• Ramírez-Montoya, M. S., Mena, J., & Rodríguez-Arroyo, J. A. (2017). In-service teachers’ self-perceptions of digital competence and OER use as determined by a xMOOC training course. Computers in Human Behavior, 77, 356-364. doi:https://doi.org/10.1016/j.chb.2017.09.010
• Redecker, C. (2017). European Framework for the Digital Competence of Educators: DigCompEdu. In: Punie, Y. (ed). EUR 28775 EN. Publications Office of the European Union, Luxembourg. doi: http://dx.doi.org/10.2760/159770Resnick,L.B.
• Røkenes, F. M., & Krumsvik, R. J. (2014). Development of Student Teachers’ Digital Competence in Teacher Education-A Literature Review. Nordic Journal of Digital Literacy, 9(04), 250-280.
• Røkenes, F. M., & Krumsvik, R. J. (2016). Prepared to teach ESL with ICT? A study of digital competence in Norwegian teacher education. Computers & Education, 97, 1-20. doi: https://doi.org/10.1016/j.compedu.2016.02.014
• Siddiq, F., Hatlevik, O. E., Olsen, R. V., Throndsen, I., & Scherer, R. (2016). Taking a future perspective by learning from the past–A systematic review of assessment instruments that aim to measure primary and secondary school students' ICT literacy. Educational Research Review, 19, 58-84. doi: https://doi.org/10.1016/j.edurev.2016.05.002
• Şahin, A., Doğan, B., & Çermik, H. (2009). Öğretmen Adaylarının Arama Motoru Kullanırken Karşılaştıkları Temel Sorunlar. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 25, 166-177.
• Tømte, C. E. (2013). Educating Teachers for the New Millennium?-Teacher training, ICT and digital competence. Nordic Journal of Digital Literacy, 10(Jubileumsnummer), 138-154.
• Tømte, C. E., Enochsson, A. B., Buskqvist, U., & Kårstein, A. (2015). Educating online student teachers to master professional digital competence: The TPACK-framework goes online. Computers & Education, 84, 26-35. doi:https://doi.org/10.1016/j.compedu.2015.01.005
• Üstündağ, M. T., Güneş, E., & Bahçivan, E. (2017). Turkish adaptation of digital literacy scale and in-vestigating pre-service science teachers’ digital literacy. Journal of Education and Future,(12), 19-29.
• Vuorikari, R., Punie, Y., Carretero Gomez, S., & van den Brande, L. (2016). DigComp 2.0: The Digital Competence Framework for Citizens. Update Phase 1: The Conceptual Reference Model. Luxembourg: Publication Office of the European Union.