Teknolojinin Eğitimdeki Yeni Rolü: Sosyal Bilgiler Öğretmen Adaylarının Bakış Açıları

Abstract

Bu çalışmanın amacı, sosyal bilgiler öğretmen adaylarının bilgisayar destekli eğitimi tanımlamaları ve teknolojinin eğitimde kullanılmasına yönelik bakış açılarını tespit etmektir. Çalışma kapsamında adayların başlıca yaptıkları detaylı tanımlamalar ve yorumlar incelenerek teknolojinin eğitimde bir araç mı yoksa öğretim stratejisi rolü mü olduğu incelenmiştir. Öğretmen adaylarının temel bilgisayar becerileri ve bunlara bağlı olarak derslerde teknoloji kullanımına nasıl baktıkları ele alınmıştır. Erciyes Üniversitesi Eğitim Fakültesi Sosyal Bilgiler Öğretmenliği Birinci sınıf öğrencileri ile yapılan bu çalışmadaki verilerin analizi, hem nitel hem de nicel verilere dayanmaktadır. Likert ölçekli anket nicel veriler için kullanılmıştır. Elde edilen bulgulara göre sosyal bilgiler öğretmen adaylarının temel bilgisayar becerilerinin kendilerine üniversite seviyesinde gösterilen ders kapsamı ve popüler olan internet uygulamaları ile sınırlı olduğu ve ancak sahibi oldukları ve kendi sınıflarında uygulanan bilgisayar konularının eğitimde entegre edilmesine sıcak bakmaktadırlar. Ayrıca adaylar bilgisayar destekli eğitimi tanımlarken ortaya çıkan nitel bulgular teknolojinin eğitim için bir araç ve öğretim stratejisi olacağı görüşüdür

Keywords

• Sosyal bilgiler eğitimi, bilgisayar destekli öğretim, öğretmen adaylari, öğretmen eğitimi, eğitim teknolojileri

The New Role of Technology in Education: Social Studies Teacher Candidates’ Perceptions

Abstract

The purpose of this paper is to explore how the social studies teacher candidates‟ describe computer supported education and their perception about technology integration in their field of study which is classroom teaching in this case. Within its scope, this study examined whether the teacher candidates view technology as tool or instructional strategy in education. The study was conducted among the first year students in college of education Social Studies Education program in Erciyes University of Turkey. The study is based on both quantitative and qualitative data. For the quantitative data Likert-scale was used and for the qualitative data patternmatching was employed. The primary findings showed that students defined technology supported education in different views and their experiences in technology based classrooms seems affected their perception about technology integration in their future classrooms. In addition, based on the explanation of the candidates, technology was viewed both as tool and instructional strategy

Keywords

• Social studies education, educational technology, teacher candidates, technology integration, teacher education

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