Research Article
BibTex RIS Cite

Öğretmenlerin Akıllı Tahta Kullanımına Yönelik Olumsuz Tutumları: Problemler ve İhtiyaçlar

Year 2012, Volume: 11 Issue: 2, 423 - 439, 26.06.2012

Abstract

Akıllı tahtalar, son yıllarda yazılım ve donanımındaki gelişmelere paralel olarak eğitimin her kademesinde, özellikle de ilköğretim okullarında hızla yaygınlaşan bir teknoloji haline gelmiştir. Yapılan araştırmalar, genel olarak akıllı tahtaların öğrencilerin daha hızlı, etkili ve eğlenceli bir şekilde öğrenmesine katkı sağladığını göstermektedir. Ancak bu çalışmada akıllı tahtaların öğretime ve öğrenmeye katkılarından çok, bu teknolojiyi kullanan öğretmenlerin yaşadığı problemlerin ve algıladıkları olumsuz noktaların ortaya çıkarılması amaçlanmıştır. Bu amaçla, ilköğretim okullarında (6, 7 ve 8. sınıflarda) görev yapan, akıllı tahtayı kendi derslerinde kullanan farklı alanlardan 140 öğretmene alan yazında dile getirilen başlıca problemlerden yola çıkarak geliştirilen anket soruları yöneltilmiştir. Bunun dışında öğretmenlerin bu teknolojiye ilişkin olumsuz olarak nitelendirdikleri hususları belirtmeleri istenmiş ve elde edilen veriler nitel olarak incelenmiştir. Öğretmenlerin akıllı tahtayı öğrencilerine yeterince kullandırmamaları, çoğunlukla teknik ve pedagojik bilgi eksikliğinden kaynaklanan problemler, materyal eksikliği gibi konular başlıca çözülmesi gereken sorunlar olarak öne çıkmaktadır.

References

  • Ashfield, J. & Wood, R. (2008). The use of the interactive whiteboard for creative teaching and learning in literacy and mathematics: A case study. British Journal of Educational Technology, 39(1), 84-96.
  • Ateş, M. (2010). The using of active board at secondary school geography lessons. Marmara Geographical Review, 22, 409-427.
  • Beauchamp, G. (2004). Teacher use of the interactive whiteboard in primary schools: Towards an effective transition framework. Technology, Pedagogy and Education, 13(3), 327–348.
  • Beauchamp, G. & Parkinson, J. (2005). Beyond the ‘wow’ factor: Developing interactivity with the interactive whiteboard. School Science Review, 86(3), 97-103.
  • BECTA (2003). What the research says about Interactive Whiteboards. Retrieved October 12, 2009, from http://partners.becta.org.uk/page_documents/research/wtrs_whiteboards.pdf
  • Beeland, W.D. (2002). Student engagement, visual learning and technology: can interactive whiteboards help? Annual Conference of the Association of Information Technology for Teaching Education, Trinity College, Dublin.
  • Bell, M. A. (2002). Teacher feature: Why use an interactive whiteboard? A baker’s dozen reasons Teachers.net http://teachers.net/gazette/JAN02/mabell.html 3(1). Retrieved November 22, 2009, from
  • Brown, S. (2003). Interactive whiteboards in education. Joint Information Systems Committee Technology http://www.jisc.ac.uk/uploaded_documents/Interactivewhiteboards.pdf. Retrieved September 29, 2009, from
  • Erduran, A., & Tataroğlu, B. (2010) Comparison of the science and mathematics teachers’ opinions on the usage of interactive whiteboard in education. 9th International Educational Technology Conference (IETC2009), Ankara.
  • Glover, D., Miller, D., Averis, D., & Door, V. (2007). The evolution of an effective pedagogy for teachers using the interactive whiteboard and modern languages: An empirical analysis from the secondary sectors. Learning, Media and Technology, 32(1), 5-20.
  • Gürel, G., Ülgen, E., Çağıltay, K. ve Yıldırım, S. (2007). Problems and Expectations of Instructors In Terms Of Technology Use in Higher Education: A Descriptive Study. Proceedings of the 32nd IUT (Improving University Teaching) Conference, Jaen, Spain, July 4-7, 2007.
  • Hall, I., & Higgins, S. (2005). Primary school students’ perceptions of interactive whiteboards. Journal of Computer Assisted learning, 21, 102–117.
  • Hutchinson, A. (2007). Literature Review Exploring the Integration of Interactive Whiteboards in K-12 Education. learntech/documents/smart-iwb-litreview07.pdf September 29, 2009 from
  • http://www.innovativelearning.ca/sec
  • Karal, H., Aydın, Y. ve Ursavaş, Ö. F. (2009). Struggles for integration of the Technologies into learning environment in Turkey. International Journal of Social Sciences, 4(2), 102-111.
  • Karasar, N. (2008). Bilimsel araştırma yöntemi. Ankara: Nobel.
  • Kayaduman, H., Sırakaya, M. ve Seferoğlu, S. S. (2011). Eğitimde FATİH projesinin öğretmenlerin yeterlik durumları açısından incelenmesi. XIII. Akademik Bilişim Konferansı (AB11), 2-4 Şubat 2011, İnönü Üniversitesi, Malatya.
  • Lee, M. (2010). Interactive whiteboards and schooling: The context. Technology, Pedagogy and Education, 19(2), 133-141.
  • Levy P. (2002). Interactive whiteboards in learning and teaching in two Sheffield schools: A developmental http://www.shef.ac.uk/eirg/projects/wboards Retrieved September 6, 2009, from
  • Mathews-Aydinli, J., & Elaziz, F. (2010). Turkish students' and teachers' attitudes toward the use of interactive whiteboards in EFL classrooms, Computer Assisted Language Learning, 23(3), 235-252.
  • MEB (2011). Milli Eğitim Bakanlığı. http://www.meb.gov.tr
  • Saltan, F., Arslan, K. ve Gök, A. (2010) Teachers’ Acceptance of Interactive White Boards: A Case Study. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference, 2010 (pp. 2360-2365). Chesapeake, VA: AACE.
  • Slay, H., Siebörger, I., & Hodgkinson-Williams, C. (2008). Interactive whiteboards: Real beauty or just "lipstick"? Computers & Education, 51, 1321-1341.
  • Smith, H. J., Higgins, S., Wall, K., & Miller, J. (2005). Interactive whiteboards: boon or bandwagon? A critical review of the literature. Journal of Computer Assisted Learning, 21(2), 91–101.
  • Smith, L. (2008). An investigation into the effect of a NATE/Becta training programme on the use of interactive whiteboards in teaching and learning in Secondary English. English in Education. 42(3), 269-282.
  • Somyürek, S., Atasoy, B., & Özdemir, S. (2009). Board’s IQ: What makes a board smart? Computers & Education, 53(2), 368-374.
  • Türel, Y. K. (2010). Developing Teachers’ Utilization of Interactive Whiteboards. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010,Chesapeake, VA: AACE. (pp.3049-3054).
  • Türel, Y. K. (2011a) An interactive whiteboard evaluation survey for university students: Validity and reliability analyses, e-Journal of New World Sciences Academy Education Sciences, 6(2), 1894- 1903.
  • Türel, Y. K. (2011b). An interactive whiteboard student survey: Development, validity and reliability. Computers & Education, 57, 2441–2450.
  • Türel, Y. K., & Demirli, C. (2010). Instructional Interactive Whiteboard Materials: Designers' Perspectives, Procedia Journal of Social and Behavioral Sciences, 9, 1437-1442.
  • Wall, K., Higgins, S., & Smith, H. (2005). The visual helps me understand the complicated things: Pupil views of teaching and learning with interactive whiteboards. British Journal of Educational Technology, 36(5), 851–867.

Teachers\' Negative Attitudes towards Interactive Whiteboard Use: Needs and Problems

Year 2012, Volume: 11 Issue: 2, 423 - 439, 26.06.2012

Abstract

Recently, along with the development of new software and hardware, Interactive Whiteboards (IWBs) have
become a widely used technology at every level of education. In general, earlier studies reveal that IWBs facilitate students’
learning in fast, effective, and enjoyable ways. Rather than the examination of contributions and advantages of IWBs, this study
aims to uncover negative aspects that teachers perceive or face while using IWBs to teach in their courses. In total, 140 primary
school teachers of various subjects (e.g., math, science, language, etc.) responded to a questionnaire based on the negative aspects
of IWBs. In addition, teachers were asked, through open-ended questions, to write the problems and shortcomings of IWBs.
Results showed that teachers avoided use of IWBs during their lectures. Results also indicated that teachers experienced a lack of
technical skills, pedagogical knowledge, and lack of materials regarding the effective use of IWB.

References

  • Ashfield, J. & Wood, R. (2008). The use of the interactive whiteboard for creative teaching and learning in literacy and mathematics: A case study. British Journal of Educational Technology, 39(1), 84-96.
  • Ateş, M. (2010). The using of active board at secondary school geography lessons. Marmara Geographical Review, 22, 409-427.
  • Beauchamp, G. (2004). Teacher use of the interactive whiteboard in primary schools: Towards an effective transition framework. Technology, Pedagogy and Education, 13(3), 327–348.
  • Beauchamp, G. & Parkinson, J. (2005). Beyond the ‘wow’ factor: Developing interactivity with the interactive whiteboard. School Science Review, 86(3), 97-103.
  • BECTA (2003). What the research says about Interactive Whiteboards. Retrieved October 12, 2009, from http://partners.becta.org.uk/page_documents/research/wtrs_whiteboards.pdf
  • Beeland, W.D. (2002). Student engagement, visual learning and technology: can interactive whiteboards help? Annual Conference of the Association of Information Technology for Teaching Education, Trinity College, Dublin.
  • Bell, M. A. (2002). Teacher feature: Why use an interactive whiteboard? A baker’s dozen reasons Teachers.net http://teachers.net/gazette/JAN02/mabell.html 3(1). Retrieved November 22, 2009, from
  • Brown, S. (2003). Interactive whiteboards in education. Joint Information Systems Committee Technology http://www.jisc.ac.uk/uploaded_documents/Interactivewhiteboards.pdf. Retrieved September 29, 2009, from
  • Erduran, A., & Tataroğlu, B. (2010) Comparison of the science and mathematics teachers’ opinions on the usage of interactive whiteboard in education. 9th International Educational Technology Conference (IETC2009), Ankara.
  • Glover, D., Miller, D., Averis, D., & Door, V. (2007). The evolution of an effective pedagogy for teachers using the interactive whiteboard and modern languages: An empirical analysis from the secondary sectors. Learning, Media and Technology, 32(1), 5-20.
  • Gürel, G., Ülgen, E., Çağıltay, K. ve Yıldırım, S. (2007). Problems and Expectations of Instructors In Terms Of Technology Use in Higher Education: A Descriptive Study. Proceedings of the 32nd IUT (Improving University Teaching) Conference, Jaen, Spain, July 4-7, 2007.
  • Hall, I., & Higgins, S. (2005). Primary school students’ perceptions of interactive whiteboards. Journal of Computer Assisted learning, 21, 102–117.
  • Hutchinson, A. (2007). Literature Review Exploring the Integration of Interactive Whiteboards in K-12 Education. learntech/documents/smart-iwb-litreview07.pdf September 29, 2009 from
  • http://www.innovativelearning.ca/sec
  • Karal, H., Aydın, Y. ve Ursavaş, Ö. F. (2009). Struggles for integration of the Technologies into learning environment in Turkey. International Journal of Social Sciences, 4(2), 102-111.
  • Karasar, N. (2008). Bilimsel araştırma yöntemi. Ankara: Nobel.
  • Kayaduman, H., Sırakaya, M. ve Seferoğlu, S. S. (2011). Eğitimde FATİH projesinin öğretmenlerin yeterlik durumları açısından incelenmesi. XIII. Akademik Bilişim Konferansı (AB11), 2-4 Şubat 2011, İnönü Üniversitesi, Malatya.
  • Lee, M. (2010). Interactive whiteboards and schooling: The context. Technology, Pedagogy and Education, 19(2), 133-141.
  • Levy P. (2002). Interactive whiteboards in learning and teaching in two Sheffield schools: A developmental http://www.shef.ac.uk/eirg/projects/wboards Retrieved September 6, 2009, from
  • Mathews-Aydinli, J., & Elaziz, F. (2010). Turkish students' and teachers' attitudes toward the use of interactive whiteboards in EFL classrooms, Computer Assisted Language Learning, 23(3), 235-252.
  • MEB (2011). Milli Eğitim Bakanlığı. http://www.meb.gov.tr
  • Saltan, F., Arslan, K. ve Gök, A. (2010) Teachers’ Acceptance of Interactive White Boards: A Case Study. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference, 2010 (pp. 2360-2365). Chesapeake, VA: AACE.
  • Slay, H., Siebörger, I., & Hodgkinson-Williams, C. (2008). Interactive whiteboards: Real beauty or just "lipstick"? Computers & Education, 51, 1321-1341.
  • Smith, H. J., Higgins, S., Wall, K., & Miller, J. (2005). Interactive whiteboards: boon or bandwagon? A critical review of the literature. Journal of Computer Assisted Learning, 21(2), 91–101.
  • Smith, L. (2008). An investigation into the effect of a NATE/Becta training programme on the use of interactive whiteboards in teaching and learning in Secondary English. English in Education. 42(3), 269-282.
  • Somyürek, S., Atasoy, B., & Özdemir, S. (2009). Board’s IQ: What makes a board smart? Computers & Education, 53(2), 368-374.
  • Türel, Y. K. (2010). Developing Teachers’ Utilization of Interactive Whiteboards. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010,Chesapeake, VA: AACE. (pp.3049-3054).
  • Türel, Y. K. (2011a) An interactive whiteboard evaluation survey for university students: Validity and reliability analyses, e-Journal of New World Sciences Academy Education Sciences, 6(2), 1894- 1903.
  • Türel, Y. K. (2011b). An interactive whiteboard student survey: Development, validity and reliability. Computers & Education, 57, 2441–2450.
  • Türel, Y. K., & Demirli, C. (2010). Instructional Interactive Whiteboard Materials: Designers' Perspectives, Procedia Journal of Social and Behavioral Sciences, 9, 1437-1442.
  • Wall, K., Higgins, S., & Smith, H. (2005). The visual helps me understand the complicated things: Pupil views of teaching and learning with interactive whiteboards. British Journal of Educational Technology, 36(5), 851–867.
There are 31 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Yalın Kılıç Türel

Publication Date June 26, 2012
Published in Issue Year 2012 Volume: 11 Issue: 2

Cite

APA Türel, Y. K. (2012). Öğretmenlerin Akıllı Tahta Kullanımına Yönelik Olumsuz Tutumları: Problemler ve İhtiyaçlar. İlköğretim Online, 11(2), 423-439.
AMA Türel YK. Öğretmenlerin Akıllı Tahta Kullanımına Yönelik Olumsuz Tutumları: Problemler ve İhtiyaçlar. EEO. June 2012;11(2):423-439.
Chicago Türel, Yalın Kılıç. “Öğretmenlerin Akıllı Tahta Kullanımına Yönelik Olumsuz Tutumları: Problemler Ve İhtiyaçlar”. İlköğretim Online 11, no. 2 (June 2012): 423-39.
EndNote Türel YK (June 1, 2012) Öğretmenlerin Akıllı Tahta Kullanımına Yönelik Olumsuz Tutumları: Problemler ve İhtiyaçlar. İlköğretim Online 11 2 423–439.
IEEE Y. K. Türel, “Öğretmenlerin Akıllı Tahta Kullanımına Yönelik Olumsuz Tutumları: Problemler ve İhtiyaçlar”, EEO, vol. 11, no. 2, pp. 423–439, 2012.
ISNAD Türel, Yalın Kılıç. “Öğretmenlerin Akıllı Tahta Kullanımına Yönelik Olumsuz Tutumları: Problemler Ve İhtiyaçlar”. İlköğretim Online 11/2 (June 2012), 423-439.
JAMA Türel YK. Öğretmenlerin Akıllı Tahta Kullanımına Yönelik Olumsuz Tutumları: Problemler ve İhtiyaçlar. EEO. 2012;11:423–439.
MLA Türel, Yalın Kılıç. “Öğretmenlerin Akıllı Tahta Kullanımına Yönelik Olumsuz Tutumları: Problemler Ve İhtiyaçlar”. İlköğretim Online, vol. 11, no. 2, 2012, pp. 423-39.
Vancouver Türel YK. Öğretmenlerin Akıllı Tahta Kullanımına Yönelik Olumsuz Tutumları: Problemler ve İhtiyaçlar. EEO. 2012;11(2):423-39.