Neredeyiz? - Erken Çocukluk Sınıflarında Teknolojiyle Matematik Öğretimi

Öz

Bu çalışmada, okul öncesi öğretmenlerinin teknoloji hakkındaki genel algıları ve teknolojiyi matematik etkinliklerine entegre edilmesi üzerine olan alanyazına katkı yapmayı amaçlanmıştır. Toplamda 20 okul öncesi öğretmeninin katıldığı bu nitel çalışmada veriler odak grup görüşmeleri ile toplanmıştır. Yapılan analizler sonucunda, okul öncesi öğretmenlerinin teknolojiye karşı olumlu bir tutuma sahip oldukları ve teknolojinin küçük çocukların yaşamlarında ve öğrenmelerinde önemli rol oynadığını kabul ettikleri, ancak anasınıflarında teknoloji entegrasyonunun hala sınırlı seviyede olduğu bulunmuştur. Öğretmenler sınıflardaki yetersiz veya eksik ekipman, teknoloji kullanımına yönelik becerilerindeki sınırlılıklar ve sınırlı mesleki gelişim olanakları gibi bariyerlerin varlığından söz etmişlerdir. Ayrıca öğretmenler matematik etkinliklerinde teknolojiyi sadece şarkı çalmak, resim göstermek ve video oynatmak gibi kendi kontrollerinde olacak şekilde kullandıklarını ifade etmişlerdir. Sonuç olarak, okul öncesi öğretmen yetiştiren kurumların eğitim programlarını ve Millî Eğitim Bakanlığı’nın ise öğretmenlere sunulan ve teknoloji kullanımına yönelik olan hizmet-içi eğitimlerinin yapısını yeniden değerlendirmeleri önerilmektedir. Yapılan bu çalışmanın sınırlılıkları ve gelecekte yapılacak olan çalışmalara yönelik öneriler sunulmuştur.

Anahtar Kelimeler

• erken çocukluk
• teknoloji entegrasyonu
• matematik öğretimi

Are we catching up - Teaching Mathematics with Technology in Early Childhood Classrooms

Abstract

This study contributes to the existing research on early childhood teachers’ perceptions of technology and its integration into mathematics-related activities. In this qualitative study, the analysis draws on focus group discussions with 20 teachers. The findings suggest that although early childhood teachers held a positive attitude towards technology and acknowledged its role in young children’s lives and learning, its integration remains limited in these classrooms. The participant teachers mentioned barriers that hinder technology integration, including inadequate classroom equipment, limited teacher competence, and insufficient professional development opportunities. Also, most participants reported only using songs, videos, and images to teach mathematical concepts through drills and practice within a controlled instructional setting. Therefore, education authorities should re-consider early childhood teacher education programs and professional development opportunities to enable pre- and in-service teachers to teach mathematical concepts to young children with technology. Implications for future studies and limitations of the study are provided.

Keywords

• early childhood
• technology integration
• mathematics

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