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

Year 2019, Volume: 9 Issue: 2, 539 - 565, 31.07.2019

Ayça Çebi İlknur Reisoğlu

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

Cited By: 8

Abstract

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.  

Keywords

dijital yeterlik eğitimi, öğretmen adayları, digcomp

Thanks

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

Abstract

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.

Keywords

digital competence training, pre-service teachers

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