TY - JOUR T1 - Öğretmenlerin Akıllı Tahta Kullanımına Yönelik Olumsuz Tutumları: Problemler ve İhtiyaçlar TT - Teachers\' Negative Attitudes towards Interactive Whiteboard Use: Needs and Problems AU - Türel, Yalın Kılıç PY - 2012 DA - June JF - İlköğretim Online JO - İOO PB - Sinan OLKUN WT - DergiPark SN - 1305-3515 SP - 423 EP - 439 VL - 11 IS - 2 LA - tr AB - Akıllı tahtalar, son yıllarda yazılım ve donanımındaki gelişmelere paralel olarak eğitimin her kademesinde, özellikle de ilköğretim okullarında hızla yaygınlaşan bir teknoloji haline gelmiştir. Yapılan araştırmalar, genel olarak akıllı tahtaların öğrencilerin daha hızlı, etkili ve eğlenceli bir şekilde öğrenmesine katkı sağladığını göstermektedir. Ancak bu çalışmada akıllı tahtaların öğretime ve öğrenmeye katkılarından çok, bu teknolojiyi kullanan öğretmenlerin yaşadığı problemlerin ve algıladıkları olumsuz noktaların ortaya çıkarılması amaçlanmıştır. Bu amaçla, ilköğretim okullarında (6, 7 ve 8. sınıflarda) görev yapan, akıllı tahtayı kendi derslerinde kullanan farklı alanlardan 140 öğretmene alan yazında dile getirilen başlıca problemlerden yola çıkarak geliştirilen anket soruları yöneltilmiştir. Bunun dışında öğretmenlerin bu teknolojiye ilişkin olumsuz olarak nitelendirdikleri hususları belirtmeleri istenmiş ve elde edilen veriler nitel olarak incelenmiştir. Öğretmenlerin akıllı tahtayı öğrencilerine yeterince kullandırmamaları, çoğunlukla teknik ve pedagojik bilgi eksikliğinden kaynaklanan problemler, materyal eksikliği gibi konular başlıca çözülmesi gereken sorunlar olarak öne çıkmaktadır. KW - Akıllı tahta KW - etkileşimli tahta KW - ilköğretimde teknoloji kullanımı KW - teknoloji entegrasyonu KW - öğretim teknolojileri N2 - Recently, along with the development of new software and hardware, Interactive Whiteboards (IWBs) havebecome a widely used technology at every level of education. In general, earlier studies reveal that IWBs facilitate students’learning in fast, effective, and enjoyable ways. Rather than the examination of contributions and advantages of IWBs, this studyaims to uncover negative aspects that teachers perceive or face while using IWBs to teach in their courses. In total, 140 primaryschool teachers of various subjects (e.g., math, science, language, etc.) responded to a questionnaire based on the negative aspectsof IWBs. In addition, teachers were asked, through open-ended questions, to write the problems and shortcomings of IWBs.Results showed that teachers avoided use of IWBs during their lectures. Results also indicated that teachers experienced a lack oftechnical skills, pedagogical knowledge, and lack of materials regarding the effective use of IWB. CR - Ashfield, J. & Wood, R. (2008). The use of the interactive whiteboard for creative teaching and learning in literacy and mathematics: A case study. 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