Yükseköğretimde Teknoloji Entegrasyonu: Öğretim Elemanlarının Durumları

Year 2021, , 717 - 733, 31.12.2021

Erkan Çalışkan Nezih Önal , Semirhan Gökçe

https://doi.org/10.2399/yod.21.608630

Cited By: 1

Abstract

Hem öğretme hem de öğrenme süreçleri açısından eğitimde teknoloji kullanımı oldukça önemli görüldüğünden öğretim ortam ve yöntemlerine teknoloji entegrasyonu bir gereklilik olarak ortaya çıkmaktadır. Bu gereklilik tüm öğretim aşamalarındaki kurumlar için vazgeçilmez olduğu gibi yükseköğretim kurumları için de çok önemlidir. Bu noktada öğretim sürecinde teknoloji kullanımı sadece öğrenci başarısını artırmakla kalmayıp, öğretim elemanlarına da birçok avantaj sağlamaktadır. Öğretim elemanlarının teknolojiden eğitsel amaçlarla yararlanmaları için öncelikle teknolojiyi kullanmayı kabullenmeleri, var olan durumlara destek olarak kullandıktan sonra öğretimlerini teknoloji ile yeniden yapılandırma sürecine girmeleri gerekmektedir. Bu çalışmanın amacı, bir Anadolu üniversitesinde görevli öğretim elemanlarının teknoloji entegrasyonuna yönelik durumlarının ve yaşadıkları sorunların belirlenmesidir. İlişkisel tarama modelinde desenlenen çalışmada nitel ve nicel veri çözümleme teknikleri birlikte kullanılmıştır. Elde edilen verilerin çözümlenmesi sonucu, öğretim elemanlarının teknopedagojik eğitim yeterliliklerinin gelişmiş ve bilgi ve iletişim teknolojilerine (BİT) yönelik yüksek düzeyde teknoloji kabul ve kullanım durumlarının olduğu belirlenmiştir. Öğretim elemanları teknoloji entegrasyonu konusunda yoğun olarak sınıf ortamında görsel vb. içeriklerin sunu biçiminde yansıtılmasından yararlandıklarını ifade etmelerine rağmen süreç içerisinde karşılaşılan sorunların ağırlıklı olarak altyapı, kişisel, destek hizmetleri, öğrenci ve yazılım kaynaklı sorunlar olduğunu belirtmişlerdir. Çalışmadan elde edilen bulgular, öğretim elemanlarının aldıkları eğitimlerden ziyade günlük hayat tecrübelerinin teknopedagojik yeterliklerini daha fazla geliştirdiğini ortaya çıkarmıştır.

Keywords

Öğretim elemanı, teknoloji entegrasyonu, teknoloji kabul modeli, teknolojik pedagojik alan bilgisi, teknopedagojik yeterlilik, yükseköğretim

Supporting Institution

Niğde Ömer Halisdemir Üniversitesi Bilimsel Araştırma Projeleri Koordinasyon Birimi

Project Number

2016/03- HIDEP

Technology Integration in Higher Education: Situations of Faculty Members

Abstract

Since the use of technology in education is considered critical in terms of both teaching and learning, technology integration into instructional methods and teaching environments is a must. This requirement is indispensable for the education organizations at all levels of education, including higher education organizations. The use of instructional technology not only increases the success of the students but also offers many advantages to the academic staff. To benefit from technology for educational purposes, the staff must first adopt the technology and use it to support their teaching and then restructure their teaching experience with technology. The purpose of this study is to investigate the issues in technology integration of academic staff at a Turkish university located in Central Anatolia. Both qualitative and quantitative data analysis techniques were used in this study designed as a correlational survey research. The results showed that the techno-pedagogical competence of academic staff was almost at the advanced level. Moreover, the staff had high level of information and communication technologies (ICT) acceptance so they used technology in their teaching quite often. The participants reported that they used technology during the presentation of slides, and listed their major problems as insufficient infrastructure, limited ICT skills, inadequate technical support, and student- and software- related problems. The findings indicated that it was the daily life experiences of the academic staff rather than the in-service trainings that enhanced their technological and pedagogical skills.

Keywords

Academic staff, higher education, techno-pedagogical competence, technological pedagogical content knowledge, technology acceptance model, technology integration

Project Number

2016/03- HIDEP

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