Okul Öncesi Eğitimde Teknoloji Entegrasyonu: Dijital Hikâye Anlatımı Üzerine Öğretmen Görüşleri

Aslıhan Kocaman-karoğlu

doi:10.17569/tojqi.87166

Teachers’ Opinions about Digital Storytelling in Preschool Education

Year 2016, Volume: 7 Issue: 1, 175 - 205, 29.01.2016

Aslıhan Kocaman-karoğlu

https://doi.org/10.17569/tojqi.87166

Cited By: 15

Abstract

In this study, digital stories were created with preschool students in the technology integration process. Qualitative research method was employed in the study in which digital storytelling experience and the process were described. Also teachers’ opinions who were involved the process have been described in accordance with the benefits of digital storytelling with preschool children, the difficulties encountered in the process and recommendations were provided. The study group consisted of 17 students with age five and 3 of their teachers in a private school, in 2014-2015 academic years. According to the study findings the teachers found digital storytelling applications useful as it supports students’ active participation, contribute achieving concrete experiences and technological development. Teachers explained that they had difficulties originated from the lack of theoretical and technological knowledge in the process. Also they made suggestions about different points such as hardware qualifications, informing parents about the process, making introductory seminars to the teachers. This study is important because it is an example of technology integration in an instructional environment.

Keywords: Digital storytelling, technology integration, information and communication technologies, early childhood education, qualitative study

Okul Öncesi Eğitimde Dijital Hikâye Anlatımı Üzerine Öğretmen Görüşleri

Öz

Bu çalışmada, teknoloji entegrasyonu sürecinde bir sınıf etkinliği olarak ana sınıfı öğrencileriyle dijital hikâyeler oluşturulmuştur. Nitel araştırma yöntemi kullanılan çalışmada, okul öncesi grupla oluşturulan dijital hikâye anlatımı deneyimi ve yaşanan süreç anlatılmıştır. Ayrıca süreçte görev alan öğretmenlerin görüşleri, okul öncesi öğrencilerle dijital hikâye uygulamalarının faydaları, süreçte karşılaşılan güçlükler ve öneriler doğrultusunda incelenmiştir. Çalışma grubunu 2014-2015 öğretim döneminde özel bir okul öncesi kurumda öğrenim gören 5 yaş grubundaki 17 öğrenci ve öğrencilerin 3 öğretmeni oluşturmaktadır. Çalışma bulgularına göre öğretmenler dijital hikâye anlatımı uygulamalarını öğrencilerin aktif katılımını destekleyen, somut deneyimler elde etmelerine ve teknolojik gelişimlerine katkı sağlayan uygulamalar olmaları dolayısıyla faydalı bulduklarını belirtmişlerdir. Süreçte teorik ve teknolojik bilgi eksikliğinden kaynaklı güçlükler yaşadıklarından bahsetmişlerdir. Donanımsal yeterlik, velilerin süreç hakkında bilgilendirilmesi, öğretmenlere tanıtıcı seminerler yapılması gibi noktalarda da önerilerde bulunmuşlardır. Çalışma, sınıfta dijital hikâye anlatımı etkinlikleri yoluyla öğrenme ortamlarında teknoloji entegrasyonunu destekleyerek bu yönde yapılan çalışmalara bir örnek teşkil etmesi bakımından önemlidir.

Anahtar Sözcükler: Dijital hikâye anlatımı, teknoloji entegrasyonu, bilgi ve iletişim teknolojileri, okul öncesi eğitimi, nitel araştırma

Keywords

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