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Teknoloji Destekli Öğrenme Ortamlarında Öğretmenler ve Öğrencilerin Karşılaştığı Pedagojik Problemler: FATİH Projesi Örneği

Year 2017, Volume , Issue 12, 67 - 83, 25.07.2017

Abstract

Bu çalışmanın amacı, Fırsatları Arttırma ve Teknolojiyi İyileştirme Hareketi Projesinin (FATİH) pilot uygulamasına katılan öğretmen ve öğrencilerin; öğretmenler, öğrenciler ve okul müdürlerinin bakış açısından karşılaştıkları pedagojik sorunları araştırmaktır. Türkiye Cumhuriyeti Hükümeti, okulların eğitimde Bilgi ve İletişim Teknolojilerinden yararlanmaları için FATİH projesini Türkiye çapında başlatmıştır. Araştırmanın örneklemini; Türkiye’nin doğusunda yer alan dört il merkezinde projenin pilot uygulamasına katılan 167 öğretmen, 667 öğrenci ve 31 okul müdürü oluşturmaktadır. Veriler likert ölçeği anketleri ve grup görüşmeleri ile toplanmıştır. Anketler projede yer alan okullardaki öğretmenlere, öğrencilere ve okul yöneticilere online ortamda uygulanmıştır. Toplanan nicel veriler analiz edildikten sonra belirlenen öğrenci, öğretmen ve okul idarecileri ile odak grup görüşmeleri yapılmıştır. Nicel veriler betimsel analizlere tabi tutulurken, nitel veriler içerik analizine tabi tutulmuştur. İçerik analizinin güvenirliğini sağlamak için veriler iki araştırmacı tarafından analiz edilerek tutarlılık katsayısı hesaplanmıştır. Nicel ve nitel sonuçlar bazı farklılıklar göstermesine rağmen bulgular öğretmenlerin sınıf yönetiminde zorluk çektiklerini, sınıftaki lider rollerini kaybettiklerini, bilgi ve iletişim teknolojilerinin entegrasyonu ile birlikte öğrencileriyle olan iletişim ve etkileşimlerini kaybettiklerini göstermektedir. Öğrenciler açısından ise; yeni teknolojilerin öğrencilerde dikkat dağınıklığına yol açtığı, öğrencilerin zamanlarının çoğunu bu teknolojilerle oynayarak geçirmelerine neden olduğu ve öğrencilerin pasif hale gelmesine neden olmak gibi birçok pedagojik soruna yol açtığı ve öğrencilerin bu teknolojileri sadece oyun oynamak için kullandıkları öğretmenler, öğrenciler ve okul müdürleri tarafından dile getirilmiştir. 

References

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  • Butler, D., & Sellbom, M. (2002). Barriers to AdoptingTechnology for Teaching and Learning. Educause Quarterly, 2, 22-28.
  • Brinkerhoff, J. (2006). Effects of a long-duration, professional development academy on technology skills, computer self-efficacy, and technology integration beliefs and practices. Journal of Research on Technology in Education, 39 (1), 22-43.
  • Clark, R. E. (1994). Media will never influence learning. Educational Technology Research & Development, 42 (2), 21-29.
  • Cox, M., Preston, C., & Cox, K. (1999). What Factors Support or Prevent Teachers from Using ICT in their Classrooms? British Educational Research Association Annual Conference. September, pp. 2-5. Brighton: University of Sussex at Brighton.
  • Cuban, L., Kirkpatrick, H., & Peck, G. (2001). High Access and Low Use of Technologies in High School: Explaining an apparent paradox. American Educational Research Journal, 38 (4), 813-834.
  • Deaney, R., Ruthven, K., & Hennessy, S. (2003). Pupil perspectives on the contribution of information and communication technology to teaching and learning in the secondary school. Research Papers in Education, 18 (2), 141-165.
  • Ertmer, P. A. (1999). Addressing first- and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47 (4), 47-61.
  • Ertmer, P. A. (2005). Teacher pedagogical beliefs: the final frontier in our quest for technology integration? Educational Technology Research and Development, 53 (4), 25-39.
  • Frey, J. H., & Fontana, A. (1991). The group interview in social research. The Social Science Journal, 28 (2), 175-187.
  • Gall, G., & Gall, J. (2003). Educational research: An introduction. Pearson Education, Inc.
  • Ghavifekr, S., Kunjappan, T., Ramasamy, L., & Anthony, A. (2016). Teaching and Learning with ICT Tools: Issues and Challenges from Teachers' Perceptions. Malaysian Online Journal of Educational Technology, 4(2), 38-57.
  • Gil-Flores, J., Rodríguez-Santero, J., & Torres-Gordillo, J. J. (2017). Factors that explain the use of ICT in secondary-education classrooms: The role of teacher characteristics and school infrastructure. Computers in Human Behavior, 68, 441-449.
  • Glover, D., & Miller, D. (2001). Running with technology: the pedagogic impact of the large-scale introduction of interactive whiteboards in one secondary school. Journal of Information Techology for Teacher Education, 10 (3), 257-278.
  • Goktas, Y., Gedik, N., & Baydas, O. (2013). Enablers and barriers to the use of ICT in primary schools in Turkey: A comparative study of 2005–2011. Computers & Education, 68, 211-222.
  • Jagdish, R. (2006). ICT for Curriculum Support and Teaching. DRTC15 Conference on ICT for Digital Learning Environment. Bangalore: Indian Statistical Institute.
  • Kozma, R. B. (1994). Will media influence learning? Reframing the debate. Educational Technology Research & Development, 42 (2), 7-19.
  • Kraushaar, J. M., & David, C. (2010). Examining the Affects of Student Multitasking With Laptops during the Lecture. Journal of Information Systems Education, 21 (2), 241-251.
  • Laurillard, D. (2009). The pedagogical challenges to collaborative technologies. Computer-Supported Collaborative Learning, 4, 5-20.
  • Lipponen, L. (1999). The Challenges for Computer Supported Collaborative Learning in Elementary and Secondary Level: Finnish Perspectives. In Proceedings of the 1999 conference on Computer support for collaborative learning. December, p. 46. International Society of the Learning Sciences.
  • Marshall, C., & Rossman, G. (1999). Designing qualitative research. London: Sage.
  • McCormick, R., & Scrimshaw, P. (2001). Information and Communications Technology, Knowledge and Pedagogy. Education, Communication and Information, 1 (1), 37-57.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.
  • Ministry of National Education (MONE). (2013, 03 12). About Fatih Project. Retrieved 03 12, 2013 from Fatih Projesi: http://fatihprojesi.meb.gov.tr/tr/icerikincele.php?id=6
  • Mumtaz, S. (2000). Factors affecting teachers' use of information and communications technology: a review of the literature. Journal of Information Technology for Teacher Education, 9 (3), 319-342.
  • Ottenbreit-Leftwich, A. T., Glazewski, K., Newby, T., & Ertmer, P. (2010). Teacher value beliefs associated with using technology: Addressing professional and student needs. Computers & Education, 55 (3), 1321-1335.
  • Pelgrum, W. (2001). Obstacles to the integration of ICT in education: results from a worldwide educational assessment. Computers & Education, 37, 163-178.
  • Sana, F., Tina, W., & Nicholas, J. (2013). Laptop multitasking hinders classroom learning for both users and nearby peers. Computers & Education (62), 24-31.
  • Watson, D. M. (2001). Pedagogy before Technology: Re-thinking the Relationship between ICT and Teaching. Education and Information Technologies, 6 (4), 251–266.
  • Webb, M., & Cox, M. (2004). A Review of Pedagogy Related to Information and Communications Technology. Technology, Pedagogy and Education, 13 (3).
  • Wood, E., Zivcakova, L., Gentile, P., Archer, K., De Pasquale, D., & Nosko, A. (2012). Examining the impact of off-task multi-tasking with technology on real-time classroom learning. Computers & Education, 58 (1), 365-374.

Year 2017, Volume , Issue 12, 67 - 83, 25.07.2017

Abstract

References

  • Balanskat, A., Blamire, R., & Kefala, S. (2006). The ICT Impact Report A review of studies of ICT impact on schools in Europe. European Commission, European Schoolnet.
  • Butler, D., & Sellbom, M. (2002). Barriers to AdoptingTechnology for Teaching and Learning. Educause Quarterly, 2, 22-28.
  • Brinkerhoff, J. (2006). Effects of a long-duration, professional development academy on technology skills, computer self-efficacy, and technology integration beliefs and practices. Journal of Research on Technology in Education, 39 (1), 22-43.
  • Clark, R. E. (1994). Media will never influence learning. Educational Technology Research & Development, 42 (2), 21-29.
  • Cox, M., Preston, C., & Cox, K. (1999). What Factors Support or Prevent Teachers from Using ICT in their Classrooms? British Educational Research Association Annual Conference. September, pp. 2-5. Brighton: University of Sussex at Brighton.
  • Cuban, L., Kirkpatrick, H., & Peck, G. (2001). High Access and Low Use of Technologies in High School: Explaining an apparent paradox. American Educational Research Journal, 38 (4), 813-834.
  • Deaney, R., Ruthven, K., & Hennessy, S. (2003). Pupil perspectives on the contribution of information and communication technology to teaching and learning in the secondary school. Research Papers in Education, 18 (2), 141-165.
  • Ertmer, P. A. (1999). Addressing first- and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47 (4), 47-61.
  • Ertmer, P. A. (2005). Teacher pedagogical beliefs: the final frontier in our quest for technology integration? Educational Technology Research and Development, 53 (4), 25-39.
  • Frey, J. H., & Fontana, A. (1991). The group interview in social research. The Social Science Journal, 28 (2), 175-187.
  • Gall, G., & Gall, J. (2003). Educational research: An introduction. Pearson Education, Inc.
  • Ghavifekr, S., Kunjappan, T., Ramasamy, L., & Anthony, A. (2016). Teaching and Learning with ICT Tools: Issues and Challenges from Teachers' Perceptions. Malaysian Online Journal of Educational Technology, 4(2), 38-57.
  • Gil-Flores, J., Rodríguez-Santero, J., & Torres-Gordillo, J. J. (2017). Factors that explain the use of ICT in secondary-education classrooms: The role of teacher characteristics and school infrastructure. Computers in Human Behavior, 68, 441-449.
  • Glover, D., & Miller, D. (2001). Running with technology: the pedagogic impact of the large-scale introduction of interactive whiteboards in one secondary school. Journal of Information Techology for Teacher Education, 10 (3), 257-278.
  • Goktas, Y., Gedik, N., & Baydas, O. (2013). Enablers and barriers to the use of ICT in primary schools in Turkey: A comparative study of 2005–2011. Computers & Education, 68, 211-222.
  • Jagdish, R. (2006). ICT for Curriculum Support and Teaching. DRTC15 Conference on ICT for Digital Learning Environment. Bangalore: Indian Statistical Institute.
  • Kozma, R. B. (1994). Will media influence learning? Reframing the debate. Educational Technology Research & Development, 42 (2), 7-19.
  • Kraushaar, J. M., & David, C. (2010). Examining the Affects of Student Multitasking With Laptops during the Lecture. Journal of Information Systems Education, 21 (2), 241-251.
  • Laurillard, D. (2009). The pedagogical challenges to collaborative technologies. Computer-Supported Collaborative Learning, 4, 5-20.
  • Lipponen, L. (1999). The Challenges for Computer Supported Collaborative Learning in Elementary and Secondary Level: Finnish Perspectives. In Proceedings of the 1999 conference on Computer support for collaborative learning. December, p. 46. International Society of the Learning Sciences.
  • Marshall, C., & Rossman, G. (1999). Designing qualitative research. London: Sage.
  • McCormick, R., & Scrimshaw, P. (2001). Information and Communications Technology, Knowledge and Pedagogy. Education, Communication and Information, 1 (1), 37-57.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.
  • Ministry of National Education (MONE). (2013, 03 12). About Fatih Project. Retrieved 03 12, 2013 from Fatih Projesi: http://fatihprojesi.meb.gov.tr/tr/icerikincele.php?id=6
  • Mumtaz, S. (2000). Factors affecting teachers' use of information and communications technology: a review of the literature. Journal of Information Technology for Teacher Education, 9 (3), 319-342.
  • Ottenbreit-Leftwich, A. T., Glazewski, K., Newby, T., & Ertmer, P. (2010). Teacher value beliefs associated with using technology: Addressing professional and student needs. Computers & Education, 55 (3), 1321-1335.
  • Pelgrum, W. (2001). Obstacles to the integration of ICT in education: results from a worldwide educational assessment. Computers & Education, 37, 163-178.
  • Sana, F., Tina, W., & Nicholas, J. (2013). Laptop multitasking hinders classroom learning for both users and nearby peers. Computers & Education (62), 24-31.
  • Watson, D. M. (2001). Pedagogy before Technology: Re-thinking the Relationship between ICT and Teaching. Education and Information Technologies, 6 (4), 251–266.
  • Webb, M., & Cox, M. (2004). A Review of Pedagogy Related to Information and Communications Technology. Technology, Pedagogy and Education, 13 (3).
  • Wood, E., Zivcakova, L., Gentile, P., Archer, K., De Pasquale, D., & Nosko, A. (2012). Examining the impact of off-task multi-tasking with technology on real-time classroom learning. Computers & Education, 58 (1), 365-374.

Details

Journal Section Makaleler
Authors

Suat ÇELİK


Türkan KARAKUŞ


Engin KURŞUN
0000-0002-5649-8595


Yüksel GÖKTAŞ


Mevlüt ÖZBEN

Publication Date July 25, 2017
Application Date August 4, 2017
Acceptance Date
Published in Issue Year 2017, Volume , Issue 12

Cite

Bibtex @research article { jef332819, journal = {Journal of Education and Future}, issn = {2146-8249}, address = {}, publisher = {Nesibe Aydın Egitim Kurumları}, year = {2017}, volume = {}, pages = {67 - 83}, doi = {}, title = {Teknoloji Destekli Öğrenme Ortamlarında Öğretmenler ve Öğrencilerin Karşılaştığı Pedagojik Problemler: FATİH Projesi Örneği}, key = {cite}, author = {Çelik, Suat and Karakuş, Türkan and Kurşun, Engin and Göktaş, Yüksel and Özben, Mevlüt} }
APA Çelik, S. , Karakuş, T. , Kurşun, E. , Göktaş, Y. & Özben, M. (2017). Teknoloji Destekli Öğrenme Ortamlarında Öğretmenler ve Öğrencilerin Karşılaştığı Pedagojik Problemler: FATİH Projesi Örneği . Journal of Education and Future , (12) , 67-83 . Retrieved from https://dergipark.org.tr/en/pub/jef/issue/30777/332819
MLA Çelik, S. , Karakuş, T. , Kurşun, E. , Göktaş, Y. , Özben, M. "Teknoloji Destekli Öğrenme Ortamlarında Öğretmenler ve Öğrencilerin Karşılaştığı Pedagojik Problemler: FATİH Projesi Örneği" . Journal of Education and Future (2017 ): 67-83 <https://dergipark.org.tr/en/pub/jef/issue/30777/332819>
Chicago Çelik, S. , Karakuş, T. , Kurşun, E. , Göktaş, Y. , Özben, M. "Teknoloji Destekli Öğrenme Ortamlarında Öğretmenler ve Öğrencilerin Karşılaştığı Pedagojik Problemler: FATİH Projesi Örneği". Journal of Education and Future (2017 ): 67-83
RIS TY - JOUR T1 - Teknoloji Destekli Öğrenme Ortamlarında Öğretmenler ve Öğrencilerin Karşılaştığı Pedagojik Problemler: FATİH Projesi Örneği AU - Suat Çelik , Türkan Karakuş , Engin Kurşun , Yüksel Göktaş , Mevlüt Özben Y1 - 2017 PY - 2017 N1 - DO - T2 - Journal of Education and Future JF - Journal JO - JOR SP - 67 EP - 83 VL - IS - 12 SN - 2146-8249- M3 - UR - Y2 - 2022 ER -
EndNote %0 Journal of Education and Future Teknoloji Destekli Öğrenme Ortamlarında Öğretmenler ve Öğrencilerin Karşılaştığı Pedagojik Problemler: FATİH Projesi Örneği %A Suat Çelik , Türkan Karakuş , Engin Kurşun , Yüksel Göktaş , Mevlüt Özben %T Teknoloji Destekli Öğrenme Ortamlarında Öğretmenler ve Öğrencilerin Karşılaştığı Pedagojik Problemler: FATİH Projesi Örneği %D 2017 %J Journal of Education and Future %P 2146-8249- %V %N 12 %R %U
ISNAD Çelik, Suat , Karakuş, Türkan , Kurşun, Engin , Göktaş, Yüksel , Özben, Mevlüt . "Teknoloji Destekli Öğrenme Ortamlarında Öğretmenler ve Öğrencilerin Karşılaştığı Pedagojik Problemler: FATİH Projesi Örneği". Journal of Education and Future / 12 (July 2017): 67-83 .
AMA Çelik S. , Karakuş T. , Kurşun E. , Göktaş Y. , Özben M. Teknoloji Destekli Öğrenme Ortamlarında Öğretmenler ve Öğrencilerin Karşılaştığı Pedagojik Problemler: FATİH Projesi Örneği. JEF. 2017; (12): 67-83.
Vancouver Çelik S. , Karakuş T. , Kurşun E. , Göktaş Y. , Özben M. Teknoloji Destekli Öğrenme Ortamlarında Öğretmenler ve Öğrencilerin Karşılaştığı Pedagojik Problemler: FATİH Projesi Örneği. Journal of Education and Future. 2017; (12): 67-83.
IEEE S. Çelik , T. Karakuş , E. Kurşun , Y. Göktaş and M. Özben , "Teknoloji Destekli Öğrenme Ortamlarında Öğretmenler ve Öğrencilerin Karşılaştığı Pedagojik Problemler: FATİH Projesi Örneği", Journal of Education and Future, no. 12, pp. 67-83, Jul. 2017
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