Öğretmenlerin Akıllı Tahta Kullanımına Yönelik Olumsuz Tutumları: Problemler ve İhtiyaçlar

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

Yalın Kılıç Türel

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.

Keywords

Akıllı tahta, etkileşimli tahta, ilköğretimde teknoloji kullanımı, teknoloji entegrasyonu, öğretim teknolojileri

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

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.

Keywords

Interactive whiteboards, smart boards, middle schools, technology integration, instructional technology

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