Early Childhood Teachers and Computers: Beliefs and Self-Reported Practices

Year 2016, Issue: 10, 19 - 33, 25.07.2016

Ramazan Sak , Feyza Tantekin Erden , İkbal Tuba Şahin Sak , Hadi Esmeray

Abstract

There are disadvantages as well as advantages to the use of computers, and early childhood teachers have an important role to play in the appropriate incorporation of computer technology into learning. To fulfill this role, they not only need to have the skills and knowledge to implement this relatively new way of learning, but also to have a positive attitude towards and belief in the validity of the use of computer technology in the classroom. Thus, it is important to analyze early childhood teachers’ beliefs about computer use, since these are keys to understanding their practices in the classroom. The current study aims to determine early childhood teachers’ beliefs and self-reported practices relating to computer use in the context of Turkey. The participants in this study were selected purposefully and consisted of 16 early childhood teachers. Data was obtained via a semi-structured interview protocol and analyzed through the word-repetition technique. Following data analysis, five themes were determined: (1) the availability and use of computers and the Internet, (2) the aims of computer use, (3) the advantages and disadvantages of computer use, (4) the teacher’s role in computer use and (5) teachers’ suggestions for effective computer use in early childhood classrooms. The teachers who participated in this study recognized the benefits of computer technology. However; they also expressed a need for more access to technology and more training. It is hoped that, with the help of technology-development projects, the early education of children will be enhanced.

Ramazan Sak** Feyza Tantekin Erden*** İkbal Tuba Şahin Sak**** Hadi Esmeray

Abstract

Bilgisayar kullanımının avantajları olduğu kadar dezavantajları da bulunmaktadır ve okul öncesi öğretmenleri bilgisayar teknolojisinin öğrenme sürecine uygun şekilde adapte edilmesinde önemli bir rol oynamaktadırlar. Bu görevi yerine getirmek için öğretmenlerin kısmen daha yeni sayılan bu öğrenme yolunu yalnızca bilmeleri veya bununla ilgili birtakım becerilere sahip olmaları yeterli değildir. Bunlara ilaveten sınıfta bilgisayar teknolojisini kullanmanın doğruluğu ile ilgili inançları ve olumlu tutumları da oldukça önemlidir. Bu nedenle, özellikle öğretmenlerin sınıf içi uygulamalarını da anlamak açısından okul öncesi öğretmenlerinin bilgisayar kullanımı ile ilgili inançlarını analiz etmek gerekmektedir. Bu çalışmanın amacı, Türkiye bağlamında okul öncesi öğretmenlerinin bilgisayar kullanımı ile ilgili inanç ve kendi söylemlerine dayanan uygulamalarını belirlemektir. Çalışmanın katılımcılarını amaçlı olarak seçilmiş 16 okul öncesi öğretmeni oluşturmaktadır. Çalışmanın verisi yarı yapılandırılmış bir görüşme formu ile toplanmış ve kelime tekrarı tekniği ile analiz edilmiştir. Veri analizi sonucunda, beş tema belirlenmiştir: (1) bilgisayar ve İnternet ulaşılabilirliği ve kullanımı, (2) bilgisayar kullanımının amaçları, (3) bilgisayar kullanımının avantaj ve dezavantajları, (4) bilgisayar kullanımında öğretmenin rolü ve (5) okul öncesi sınıflarında etkili bilgisayar kullanımı için öğretmen önerileri. Çalışmaya katılan öğretmenlerin, bilgisayar teknolojisinin faydalarının farkında olduklarını söylemek mümkündür. Bununla birlikte öğretmenler, hem teknolojiyle ilgili daha fazla eğitime ihtiyaç duyduklarını, hem de teknolojiye daha fazla erişim imkânlarının olması gerektiğini ifade etmişlerdir. Bu sonuçlar ışığında, teknoloji-gelişim projelerinin de yardımıyla okul öncesi eğitimin geliştirilmesi beklenmektedir

Keywords

bilgisayar kullanımı, okul öncesi öğretmenleri, öğretmen inançları, öğretmen uygulamaları

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