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TEACHERS’ OPINIONS ABOUT INFORMATION AND COMMUNICATION TECHNOLOGY USE IN EDUCATION: A METAPHORICAL STUDY

Yıl 2019, Cilt , Sayı 31, 121 - 159, 26.03.2019
https://doi.org/10.14520/adyusbd.492882

Öz

The aim of the study is to determine teachers’ opinions on the use of information and communication technologies in education. The research was designed as a phenomenological study, one of the qualitative research methods. Convenience sampling was used for choosing the participants. However, in the study group,13 teachers from all levels of education and from different educational backgrounds have been included to ensure the participant diversity. Therefore, maximum diversity sampling is also taken as a basis for determining the participants. The data were collected via individual face-to-face interviews using a semi-structured interview form prepared by the researcher. Descriptive and inductive content analyses were used in the analysis process. Teachers have indicated that they mostly use information and communication technologies in their learning and teaching activities to increase their permanence, use rich content in lessons, attract students’ attention, motivate them and make the lessons fun. It has also been determined that information and communication technologies are used in the areas of data storage and transportation, administrative works, preparation for classes, communication, measurement and evaluation, research, access to information and sharing it, and personal and professional development. As a result, teachers have a positive perception about the use of information and communication technologies in education and they try to use them effectively in schools. Teachers have stressed that the use of information and communication technologies in education is mainly beneficial and that they may also have devastating effects. Moreover, information and communication technologies are seen as a deeply changing, developing and expanding field, and it is emphasized that the sufficient technology use is decisive for the effectiveness of information and communication technology in education.

Kaynakça

  • Balkı, E., & Saban, A. (2009). “Teachers’ perceptions and practices of information technologies: The case of private Esentepe elementary school.” Elementary Education Online, 8(3): 771-781.
  • Berg, B.L. & Lune, H. (2015). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Sosyal Bilimlerde Nitel Araştırma Yöntemleri (Çev. H. Aydın). Konya: Eğitim Yayınevi.
  • Black, A. (2013). Picturing Experience: Metaphor as Method, Data and Pedagogical Resource. In W. Midgley, K. Trimmer, & A. Davies, (Eds.). Metaphors for, in and of Education Research (26-50). UK: Cambridge Scholars Publishing.
  • Brigas, C., Ravasco, C., Fonseca, C., Mateus, J., & Bolota, U. (2016). Use of ICT in school context: pupil’s, parents’ and teachers’ perceptions. In M.J. Marcelino, A. J. Mendes, M. Cristina & A.o Gomes (Eds.), ICT in Education: Multiple and Inclusive Perspectives (pp. 97-113). Cham: Springer.
  • Buabeng-Andoh, C. (2012). “Factors influencing teachers' adoption and integration of information and communication technology into teaching: A review of the literature.” International Journal of Education and Development using Information and Communication Technology, 8(1): 136-155.
  • Büyüöztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2010). Bilimsel Araştırma Yöntemleri. Ankara: Pegem Akademi.
  • Comi, S., Argentin, G., Gui, M., Origo, F., & Pagani, L. (2017). “Is it the way they use it? Teachers, ICT and student achievement.” Economics of Education Review, 56: 24-39.
  • Creswell, J. W. (2017). Nitel araştırmacılar için 30 temel beceri (H. Özcan, Çev.). Ankara: Anı Yayıncılık.
  • Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Los Angeles: Sage publications.
  • Çetin, S. (2008). İlköğretim Okulu Yöneticilerinin Bilgisayar Teknolojisini Kullanma Yeterliklerinin Değerlendirilmesi. Yüksek Lisans Tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Dawes, L. (2001). What stops teachers using new technology. In M. Leask (Ed.), Issues in teaching using ICT (pp.61-79). New York: RoutledgeFalmer.
  • Donnelly, D., McGarr, O., & O’Reilly, J. (2011). “A framework for teachers’ integration of ICT into their classroom practice.” Computers & Education, 57(2): 1469-1483.
  • Drossel, K., Eickelmann, B., & Gerick, J. (2017). “Predictors of teachers’ use of ICT in school–the relevance of school characteristics, teachers’ attitudes and teacher collaboration.” Education and Information Technologies, 22(2): 551-573.
  • Ersoy, E. (2010). Eğitim Yöneticilerinin E-Okul Sisteminin İşleyişine İlişkin Görüşleri ve Memnuniyet Düzeyleri (Esenyurt-Beylikdüzü İlçeleri Örneği). Yüksek Lisans Tezi, Yeditepe Üniversitesi Sosyal Bilimler Enstitüsü, İstanbul.
  • Ertmer, P. A. (1999). “Addressing first-and second-order barriers to change: Strategies for technology integration”. Educational technology research and development, 47(4): 47-61.
  • European Commission. (2013). Survey of Schools: ICT in Education. Benchmarking Access, Use and Attitudes to Technology in Europe’s Schools. Available at https://ec.europa.eu/digital-agenda/sites/digital-agenda/files/KK-31-13-401-EN-N.pdf. Accessed September 2018.
  • Gil-Flores, J., Rodríguez-Santero, J., & Torres-Gordillo, J. J. (2017). “Factors that explain the use of ICT in secondary-education classrooms: The role of teacher characteristics and school infrastructure.” Computers in Human Behavior, 68: 441-449.
  • Haddad, W.D. & Jurich, S. (2002). ICT for Education: Potential and Potency. In Haddad, W. & Drexler, A. (eds). Technologies for Education: Potentials, Parameters, and Prospects. (27-40). Washington DC: Academy for Educational Development and Paris: UNESCO.
  • Hays, D. G., & Singh, A. A. (2012). Qualitative inquiry in clinical and educational settings. New York: Guilford Press.
  • Häkkinen, P., & Hämäläinen, R. (2012). “Shared and personal learning spaces: Challenges for pedagogical design.” The Internet and Higher Education, 15(4): 231-236.
  • Köroğlu, A. (2014). Okul öncesi öğretmenlerinin ve öğretmen adaylarının bilişim teknolojileri özyeterlik algıları, teknolojik araç gereç kullanım tutumları ve bireysel yenilikçilik düzeylerinin incelenmesi. Yayımlanmamış Yüksek Lisans Tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Kuş, E. (2007). Nicel-nitel araştırma teknikleri. Ankara. Anı Yayıncılık.
  • Küçük, M., & Yalçın, Y. (2014). “Turkish Elementary School Teacher Candidates’ Technology Metaphors.” Turkish Journal of Teacher Education, 3(1): 53-63.
  • Lakoff, G. & Johnson, M. (2015). Metaforlar Hayat Anlam ve Dil (G.Y. Demir, Çev.). İstanbul: İtihaki (Orijinal çalışma basım tarihi 2003).
  • Livingstone, S. (2012) “Critical reflections on the benefits of ICT in education.” Oxford Review of Education, 38(1): 9-24.
  • Luu, K. (2009). An Analysis of the Relationship Between Information And Communication Technology (ICT) and Scientific Literacy in Canada and Australia. Dissertation of Master of Education. Faculty of Education, Queen’s University. Kingston, Ontario, Canada.
  • Mama, M., & Hennessy, S. (2013). “Developing a typology of teacher beliefs and practices concerning classroom use of ICT.” Computers & Education, 68: 380-387.
  • Marton, F. (2005). Phenomenography: A research approach to investigating different understandings of reality. In R. R.Sherman & R. B.Webb (Eds.), Qualitative research in education: Focus and methods, (pp.140-160). London: RoutledgeFalmer.
  • MEB. (2018a). FATİH Projesi Eğitim Teknolojileri Zirvesi 2018. Retrieved from http://fatihprojesietz.meb.gov.tr/
  • MEB. (2018b). Eğitimde FATİH Projesi. Retrieved from http://fatihprojesi.meb.gov.tr/proje-hakkinda/
  • Midgley, W. & Trimmer, K. (2013). ‘Walking the labyrinth’: A metaphorical understanding of approaches to metaphors for, in and of education research. In W. Midgley, K. Trimmer, & A. Davies, (Eds.). Metaphors for, in and of Education Research (1-9). UK: Cambridge Scholars Publishing.
  • Nikolopoulou, K., & Gialamas, V. (2017). Investigating young children’s engagement with computer use as a school activity computeruse as a school activity: a pilot study pilot study of computer use in school activity. In P. Anastasiades & N. Zaranis (Eds.), Research on e-Learning and ICT in Education (pp. 47-57). Springer, Cham.
  • OECD. (2001). Schooling for tomorrow learning to change: ICT in schools. Paris: Centre for Educatıonal Research and Innovation- Organisation for Economic Co-Operatıon and Development.
  • Patton, M. Q. (2001). Qualitative research and evaluation methods (3rd ed.). London: Sage.
  • Prestridge, S. (2012). “The beliefs behind the teacher that influences their ICT practices.” Computers & education, 58(1): 449-458.
  • Şahin, A. (2014). “The role of information and communication technologies in schools: perspectives of teachers.” International Journal of Academic Research in Progressive Education and Development, 3(2): 112-124.
  • Şişman Eren, E., & Şahin-İzmirli, Ö. (2012). “İlköğretim okul müdürü ve bilişim teknolojileri öğretmenlerine göre bilişim teknolojileri dersinde yaşanan sorunlar ve çözüm önerileri (Eskişehir ili örneği).” Kuram ve Uygulamada Eğitim Bilimleri, 12(4): 2861-2888.
  • Tepebaşılı, F. (2013). Metafor Yazıları. Konya: Çizgi Kitabevi.
  • Tondeur, J., Roblin, N. P., Braak, J.v., Voogt,J. & Prestridge, S. (2017) “Preparing beginning teachers for technology integration in education: ready for take-off?”. Technology, Pedagogy and Education, 26(2): 157-177.
  • Valtonen, T., Kukkonen, J., Kontkanen, S., Mäkitalo‐Siegl, K., & Sointu, E. (2018). “Differences in pre‐service teachers' knowledge and readiness to use ICT in education.” Journal of Computer Assisted Learning, 34(2): 174-182.
  • Vanderlinde, R., Aesaert, K., & Van Braak, J. (2014). “Institutionalised ICT use in primary education: A multilevel analysis.” Computers & Education, 72: 1-10.
  • Webber, C.F. (2003). “New Technologies and Educative Leadership.” Journal of Educational Administration: 41(2): 119-123.
  • Yıldırım, A., & Şimşek, H. (2011). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayınevi.
  • Zhao, H., Coombs, S., & Zhou, X. (2010). “Developing professional knowledge about teachers through metaphor research: facilitating a process of change.” Teacher Development: 14(3), 381-395.

EĞİTİMDE BİLİŞİM TEKNOLOJİSİ KULLANIMINA İLİŞKİN ÖĞRETMEN GÖRÜŞLERİ: METAFOR ÇALIŞMASI

Yıl 2019, Cilt , Sayı 31, 121 - 159, 26.03.2019
https://doi.org/10.14520/adyusbd.492882

Öz

Çalışmanın amacı, eğitimde bilişim teknolojisi kullanımına ilişkin öğretmen görüşlerini belirlemektir. Araştırmada nitel araştırma yöntemlerinden olgubilim deseni kullanılmıştır. Çalışmada kolay ulaşılabilir durum örneklemesi kullanılmıştır. Ancak katılımcı çeşitliliğini sağlamak amacıyla tüm öğretim kademelerinden farklı eğitim seviyesine sahip 13 öğretmen çalışmaya alınmıştır. Dolayısıyla çalışma grubu maksimum çeşitlilik özelliği de göstermektedir. Veriler araştırmacı tarafından hazırlanmış yarı-yapılandırılmış görüşme formunun kullanıldığı bireysel yüz yüze görüşmelerle toplanmıştır. Analiz sürecinde betimsel ve tümevarımsal içerik analizleri kullanılmıştır. Öğretmenler bilişim teknolojilerini çoğunlukla öğrenme düzeyini ve kalıcılığını artırma, derslerde zengin içerik kullanımı, öğrencilerin dikkatini çekme, güdüleme ve dersleri eğlenceli hale getirme amacına yönelik kullandıklarını belirtmişlerdir. Ayrıca içerik saklama ve taşıma, idari işleri yürütme, derslere hazırlık, iletişim, ölçe ve değerlendirme, araştırma, bilgiye erişim ve paylaşım, kişisel ve mesleki gelişim alanlarında da bilişim teknolojilerinden yararlanıldığı belirlenmiştir. Sonuç olarak öğretmenlerin eğitimde bilişim teknolojisi kullanımına ilişkin olumlu algıya sahip oldukları, okullarda bilişim teknolojilerinden etkin şekilde yararlanmaya çalıştıkları görülmektedir. Öğretmenler eğitimde bilişim teknolojilerinin kullanımını ağırlıklı olarak faydalı görmekle birlikte yıkıcı etkilerinin olabileceğine de işaret etmektedirler. Ayrıca, bilişim teknolojileri sürekli değişen, gelişen ve genişleyen derin bir alan olarak görülmekte olup teknoloji kullanımı yeterliğinin eğitimde bilişim teknolojilerinin etkililiği açısından belirleyici olduğuna vurgu yapılmaktadır.

Kaynakça

  • Balkı, E., & Saban, A. (2009). “Teachers’ perceptions and practices of information technologies: The case of private Esentepe elementary school.” Elementary Education Online, 8(3): 771-781.
  • Berg, B.L. & Lune, H. (2015). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Sosyal Bilimlerde Nitel Araştırma Yöntemleri (Çev. H. Aydın). Konya: Eğitim Yayınevi.
  • Black, A. (2013). Picturing Experience: Metaphor as Method, Data and Pedagogical Resource. In W. Midgley, K. Trimmer, & A. Davies, (Eds.). Metaphors for, in and of Education Research (26-50). UK: Cambridge Scholars Publishing.
  • Brigas, C., Ravasco, C., Fonseca, C., Mateus, J., & Bolota, U. (2016). Use of ICT in school context: pupil’s, parents’ and teachers’ perceptions. In M.J. Marcelino, A. J. Mendes, M. Cristina & A.o Gomes (Eds.), ICT in Education: Multiple and Inclusive Perspectives (pp. 97-113). Cham: Springer.
  • Buabeng-Andoh, C. (2012). “Factors influencing teachers' adoption and integration of information and communication technology into teaching: A review of the literature.” International Journal of Education and Development using Information and Communication Technology, 8(1): 136-155.
  • Büyüöztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2010). Bilimsel Araştırma Yöntemleri. Ankara: Pegem Akademi.
  • Comi, S., Argentin, G., Gui, M., Origo, F., & Pagani, L. (2017). “Is it the way they use it? Teachers, ICT and student achievement.” Economics of Education Review, 56: 24-39.
  • Creswell, J. W. (2017). Nitel araştırmacılar için 30 temel beceri (H. Özcan, Çev.). Ankara: Anı Yayıncılık.
  • Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Los Angeles: Sage publications.
  • Çetin, S. (2008). İlköğretim Okulu Yöneticilerinin Bilgisayar Teknolojisini Kullanma Yeterliklerinin Değerlendirilmesi. Yüksek Lisans Tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Dawes, L. (2001). What stops teachers using new technology. In M. Leask (Ed.), Issues in teaching using ICT (pp.61-79). New York: RoutledgeFalmer.
  • Donnelly, D., McGarr, O., & O’Reilly, J. (2011). “A framework for teachers’ integration of ICT into their classroom practice.” Computers & Education, 57(2): 1469-1483.
  • Drossel, K., Eickelmann, B., & Gerick, J. (2017). “Predictors of teachers’ use of ICT in school–the relevance of school characteristics, teachers’ attitudes and teacher collaboration.” Education and Information Technologies, 22(2): 551-573.
  • Ersoy, E. (2010). Eğitim Yöneticilerinin E-Okul Sisteminin İşleyişine İlişkin Görüşleri ve Memnuniyet Düzeyleri (Esenyurt-Beylikdüzü İlçeleri Örneği). Yüksek Lisans Tezi, Yeditepe Üniversitesi Sosyal Bilimler Enstitüsü, İstanbul.
  • Ertmer, P. A. (1999). “Addressing first-and second-order barriers to change: Strategies for technology integration”. Educational technology research and development, 47(4): 47-61.
  • European Commission. (2013). Survey of Schools: ICT in Education. Benchmarking Access, Use and Attitudes to Technology in Europe’s Schools. Available at https://ec.europa.eu/digital-agenda/sites/digital-agenda/files/KK-31-13-401-EN-N.pdf. Accessed September 2018.
  • Gil-Flores, J., Rodríguez-Santero, J., & Torres-Gordillo, J. J. (2017). “Factors that explain the use of ICT in secondary-education classrooms: The role of teacher characteristics and school infrastructure.” Computers in Human Behavior, 68: 441-449.
  • Haddad, W.D. & Jurich, S. (2002). ICT for Education: Potential and Potency. In Haddad, W. & Drexler, A. (eds). Technologies for Education: Potentials, Parameters, and Prospects. (27-40). Washington DC: Academy for Educational Development and Paris: UNESCO.
  • Hays, D. G., & Singh, A. A. (2012). Qualitative inquiry in clinical and educational settings. New York: Guilford Press.
  • Häkkinen, P., & Hämäläinen, R. (2012). “Shared and personal learning spaces: Challenges for pedagogical design.” The Internet and Higher Education, 15(4): 231-236.
  • Köroğlu, A. (2014). Okul öncesi öğretmenlerinin ve öğretmen adaylarının bilişim teknolojileri özyeterlik algıları, teknolojik araç gereç kullanım tutumları ve bireysel yenilikçilik düzeylerinin incelenmesi. Yayımlanmamış Yüksek Lisans Tezi, Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Kuş, E. (2007). Nicel-nitel araştırma teknikleri. Ankara. Anı Yayıncılık.
  • Küçük, M., & Yalçın, Y. (2014). “Turkish Elementary School Teacher Candidates’ Technology Metaphors.” Turkish Journal of Teacher Education, 3(1): 53-63.
  • Lakoff, G. & Johnson, M. (2015). Metaforlar Hayat Anlam ve Dil (G.Y. Demir, Çev.). İstanbul: İtihaki (Orijinal çalışma basım tarihi 2003).
  • Livingstone, S. (2012) “Critical reflections on the benefits of ICT in education.” Oxford Review of Education, 38(1): 9-24.
  • Luu, K. (2009). An Analysis of the Relationship Between Information And Communication Technology (ICT) and Scientific Literacy in Canada and Australia. Dissertation of Master of Education. Faculty of Education, Queen’s University. Kingston, Ontario, Canada.
  • Mama, M., & Hennessy, S. (2013). “Developing a typology of teacher beliefs and practices concerning classroom use of ICT.” Computers & Education, 68: 380-387.
  • Marton, F. (2005). Phenomenography: A research approach to investigating different understandings of reality. In R. R.Sherman & R. B.Webb (Eds.), Qualitative research in education: Focus and methods, (pp.140-160). London: RoutledgeFalmer.
  • MEB. (2018a). FATİH Projesi Eğitim Teknolojileri Zirvesi 2018. Retrieved from http://fatihprojesietz.meb.gov.tr/
  • MEB. (2018b). Eğitimde FATİH Projesi. Retrieved from http://fatihprojesi.meb.gov.tr/proje-hakkinda/
  • Midgley, W. & Trimmer, K. (2013). ‘Walking the labyrinth’: A metaphorical understanding of approaches to metaphors for, in and of education research. In W. Midgley, K. Trimmer, & A. Davies, (Eds.). Metaphors for, in and of Education Research (1-9). UK: Cambridge Scholars Publishing.
  • Nikolopoulou, K., & Gialamas, V. (2017). Investigating young children’s engagement with computer use as a school activity computeruse as a school activity: a pilot study pilot study of computer use in school activity. In P. Anastasiades & N. Zaranis (Eds.), Research on e-Learning and ICT in Education (pp. 47-57). Springer, Cham.
  • OECD. (2001). Schooling for tomorrow learning to change: ICT in schools. Paris: Centre for Educatıonal Research and Innovation- Organisation for Economic Co-Operatıon and Development.
  • Patton, M. Q. (2001). Qualitative research and evaluation methods (3rd ed.). London: Sage.
  • Prestridge, S. (2012). “The beliefs behind the teacher that influences their ICT practices.” Computers & education, 58(1): 449-458.
  • Şahin, A. (2014). “The role of information and communication technologies in schools: perspectives of teachers.” International Journal of Academic Research in Progressive Education and Development, 3(2): 112-124.
  • Şişman Eren, E., & Şahin-İzmirli, Ö. (2012). “İlköğretim okul müdürü ve bilişim teknolojileri öğretmenlerine göre bilişim teknolojileri dersinde yaşanan sorunlar ve çözüm önerileri (Eskişehir ili örneği).” Kuram ve Uygulamada Eğitim Bilimleri, 12(4): 2861-2888.
  • Tepebaşılı, F. (2013). Metafor Yazıları. Konya: Çizgi Kitabevi.
  • Tondeur, J., Roblin, N. P., Braak, J.v., Voogt,J. & Prestridge, S. (2017) “Preparing beginning teachers for technology integration in education: ready for take-off?”. Technology, Pedagogy and Education, 26(2): 157-177.
  • Valtonen, T., Kukkonen, J., Kontkanen, S., Mäkitalo‐Siegl, K., & Sointu, E. (2018). “Differences in pre‐service teachers' knowledge and readiness to use ICT in education.” Journal of Computer Assisted Learning, 34(2): 174-182.
  • Vanderlinde, R., Aesaert, K., & Van Braak, J. (2014). “Institutionalised ICT use in primary education: A multilevel analysis.” Computers & Education, 72: 1-10.
  • Webber, C.F. (2003). “New Technologies and Educative Leadership.” Journal of Educational Administration: 41(2): 119-123.
  • Yıldırım, A., & Şimşek, H. (2011). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Ankara: Seçkin Yayınevi.
  • Zhao, H., Coombs, S., & Zhou, X. (2010). “Developing professional knowledge about teachers through metaphor research: facilitating a process of change.” Teacher Development: 14(3), 381-395.

Ayrıntılar

Birincil Dil Türkçe
Konular Sosyal
Bölüm Makaleler
Yazarlar

Ahmet ŞAHİN (Sorumlu Yazar)
ALANYA ALAADDİN KEYKUBAT ÜNİVERSİTESİ
0000-0002-1254-393X
Türkiye

Yayımlanma Tarihi 26 Mart 2019
Yayınlandığı Sayı Yıl 2019, Cilt , Sayı 31

Kaynak Göster

APA Şahin, A. (2019). EĞİTİMDE BİLİŞİM TEKNOLOJİSİ KULLANIMINA İLİŞKİN ÖĞRETMEN GÖRÜŞLERİ: METAFOR ÇALIŞMASI . Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi , (31) , 121-159 . DOI: 10.14520/adyusbd.492882