The Impact of Innovative Technological Practices for Gifted Children's Education on Support Classroom Teachers' Attitudes and Opinions towards Technology Use

Yıl 2024, Cilt: 17 Sayı: 4, 849 - 872, 31.10.2024

Pelin Yıldırım , Burcu Alan , Selin Yıldız

https://doi.org/10.30831/akukeg.1477823

Öz

The aim of this study is to determine how innovative practices aimed at meeting the educational needs of gifted children, taught during activities, influence the attitudes and opinions of resource room teachers towards the use of technology in education. This study, conducted with 30 teachers working in the Southeastern and Eastern Anatolia Regions, employed a mixed-methods approach and included various activities such as animations, augmented reality, educational games, and STEAM. Data were collected through the attitude scale and diaries towards the use of technology in education. The results indicate that teachers' attitudes towards technology use did not differ by gender and that innovative applications were beneficial for all teachers. However, deficiencies were observed in teachers' ability to adapt to technologies related to coding, engineering, and STEAM. To address these deficiencies and keep technological knowledge and skills up to date, it is recommended to organize regular professional development programs and seminars.

Anahtar Kelimeler

gifted children, innovative practices, resource room teachers, technology use in education

Etik Beyan

Ethical approval for this study was obtained with decision number 6 dated 23.12.2021 from the Ethics Committee of Social and Humanities Research at Firat University.

Özel Yetenekli Çocukların Eğitimi için Yenilikçi Teknolojik Uygulamaların Destek Eğitim Odası Öğretmenlerinin Teknoloji Kullanımına Yönelik Tutum ve Görüşlerine Etkisi

Öz

Bu çalışmanın amacı, özel yetenekli çocukların eğitim ihtiyaçlarına yönelik hazırlanan yenilikçi uygulamaların öğretildiği etkinliklerin, destek eğitim odası öğretmenlerinin eğitimde teknoloji kullanımına yönelik tutum ve görüşlerini nasıl etkilediğini belirlemektir. Güneydoğu ve Doğu Anadolu Bölgesi'nde görev yapan 30 öğretmenle gerçekleştirilen bu çalışmada karma yöntem kullanılmış, animasyon, artırılmış gerçeklik, eğitsel oyun ve STEAM gibi çeşitli etkinlikler düzenlenmiştir. Veriler, eğitimde teknoloji kullanımına yönelik tutum ölçeği ve günlükler aracılığıyla toplanmıştır. Sonuçlar, öğretmenlerin teknoloji kullanımına yönelik tutumlarının cinsiyete göre farklılaşmadığını ve yenilikçi uygulamaların tüm öğretmenler için faydalı olduğunu göstermektedir. Ancak öğretmenlerin kodlama, mühendislik ve STEAM alanlarındaki teknolojilere uyum sağlama konusunda eksiklikler yaşadığı gözlemlenmiştir. Bu eksikliklerin giderilmesi ve teknolojik bilgi ile becerilerin güncel tutulabilmesi için düzenli mesleki gelişim programları ve seminerlerin yapılması önerilmektedir.

Anahtar Kelimeler

özel yetenekli çocuklar, yenilikçi uygulamalar, destek eğitim odası öğretmenleri, eğitimde teknoloji kullanımı

Kaynakça

• Al Khateeb, J. M., & Hadidi, M. S. (2009). Teachers' and mothers' satisfaction with resource room programs in Jordan. Journal of the International Association for Special Education, 10(1), 56-59. https://www.researchgate.net/publication/271516413_Teachers'_and_mothers'_satisfaction_with_resource_room_programs_in_Jordan
• Anandhita, V. H., & Ariansyah, K. (2018, 17-18 October). Gender inequality on the internet access and use in Indonesia: Evidence and implications [Conference presentation]. 2018 International Conference on ICT for Rural Development (IC-ICTRuDev), Bali, Indonesia.
• Ardic, M. A. (2021). Examination of secondary education teachers' attitudes towards technology use in education. Cumhuriyet International Journal of Education, 10(2), 649-675. https://doi.org/10.30703/cije.748219
• Ardies, J., De Maeyer, S., Gijbels, D., & van Keulen, H. (2015). Students attitudes towards technology. International Journal of Technology and Design Education, 25(1), 43-65. https://link.springer.com/article/10.1007/s10798-014-9268-x
• Asik, M. (2023). Fen bilimleri öğretmenlerinin destek eğitim odalarında yürütülen fen bilimleri dersine ilişkin görüşlerinin incelenmesi (Examining the opinions of science teachers regarding the science course studied in support education rooms) [Master's thesis]. Agri Ibrahim Cecen University.
• Avci, U., Kula, A., & Haslaman, T. (2019). Teachers’ opinions on technology that they want to integrate into the learning-teaching process. Acta Infologica, 3(1), 13-21. https://doi.org/10.26650/acin.556003
• Aydin, A. (2015). Zihinsel yetersizliğe sahip öğrencilere destek eğitim odasında verilen eğitim hizmetlerine ilişkin öğretmen görüşleri (Teacher's opinions regarding the instruction service provided to mentally disabled students in the resource room) [Unpublished master's thesis]. Bolu Abant Izzet Baysal University.
• British Educational Communication and Technology Agency [BECTA], X. (2001, August). Gifted and talented children and ICT. Computer games in education project. Access Address: http://tim-brosnan.net/ITPGCE/coursematerials/SEN/docs/gtchild.pdf
• Buyukozturk, S. (2017). Sosyal bilimler için veri analizi el kitabı (Handbook of data analysis for the social sciences) (23rd ed.). Pegem Akademi Publishing.
• Caliskan, E. (2017). Özel yetenekli öğrencilerin eğitiminde bilişim teknolojilerinin kullanımına yönelik öğretmen görüşlerinin incelenmesi (An investigation of teachers' views on the use of information technologies in the training of talented and gifted pupils). Gazi University Journal of Gazi Educational Faculty, 37(3), 811-833. https://doi.org/10.17152/gefad.330149
• Cartwright, D. P. (1953). Analysis of qualitative material. L. Festinger, & D. Katz (Eds.). In Research methods in the behavioral sciences. Holt, Rinehart & Winston.
• Cepni, S. (2011). Araştırma ve proje çalışmalarına giriş (Introduction to research and project work). Celepler Printing House.
• Cevahir, E. (2020). SPSS ile nicel veri analizi rehberi (A guide to quantitative data analysis with SPSS). Kibele Publications.
• Creswell, J. W., & Plano-Clark, V. L. (2007). Designing and conducting mixed methods research (1st ed.). SAGE Publications.
• Creswell, J. W., Clark, V. L. P., Gutmann, M. L., & Hanson, W. E. (2003). Research methods in the Behavioral sciences. A. Tashakkori, & C. Teddue (Eds.). In Handbook of mixed methods in social & behavioral. SAGE Publications.
• Denzin, N. K., & Lincoln, Y. S. (1994). Handbook of qualitative research. Sage Publications.
• Diffily, D. (2002). Project-based learning: Meeting social studies standards and the needs of gifted learners. Gifted Child Today, 25(3), 40-59. https://doi.org/10.4219/gct-2002-69
• Dursun, M., Tozoglu, E., Bayraktar, G., Cingoz, B., & Tozoglu, B. (2017). Attitudes of the students at Physical Education (PE) teaching and sports department towards technology use in education. International Journal of Sport Culture and Science, 5(1), 11-19. https://doi.org/10.14486/IntJSCS639
• Erdogmus, F. U., & Cagiltay, K. (2009, 11-13 February). Türkiye’de eğitim teknolojileri alanında yapılan master ve doktora tezlerinde genel eğilimler (General trends in master's and doctoral theses in the field of educational technologies in Turkey) [Conference presentation]. Academic Informatics Conference, Harran University, Sanliurfa.
• Ersoy, M., & Gurgen, L. (2021). Eğitim teknolojileri ile ilgili makalelerin incelenmesi (Examination of articles related to educational technologies). E-International Journal of Educational Research, 12(2), 1-16. https://doi.org/10.19160/e-ijer.927830
• Fazlioglu, Y., & Dogan, M. K. (2013). Öğretmenlerin kaynaştırmaya ilişkin tutumlarının incelenmesi (To investigate teachers attitudes towards inclusion). Trakya University Journal of Social Sciences, 15(2), 223-234. https://dergipark.org.tr/en/download/article-file/321434
• Gokbulut, B., & Coklar, A. N. (2018). Investigation of the relationship between teachers’ technology use and psychological capital. Anadolu University Journal of Education Faculty, 2(4), 280-294. https://dergipark.org.tr/en/download/article-file/613026
• Gulcu, A., Solak, M., Aydin, S., & Kocak, Ö. (2013). İlköğretimde görev yapan branş öğretmenlerinin eğitimde teknoloji kullanımına ilişkin görüşleri (Opinions of branch teachers working in primary education on the use of technology in education). Electronic Turkish Studies, 8(6), 195-213. https://doi.org/10.7827/TurkishStudies.4899
• Gunduzoglu, K. (2023). Bilişim teknolojilerinin eğitimdeki rolü ve üstün yetenekli öğrenciler üzerine İstanbul özelinde araştırma (The role of information technologies in education and research on gifted students in Istanbul) [Master's thesis]. Istanbul Kultur University.
• Gunes, M. A., & Buluc, B. (2017). The relationship between classroom teachers’ technology use and their self efficacy beliefs. Turkish Science Research Foundation, 10(1), 94-113. https://dergipark.org.tr/en/download/article-file/281995
• Guven, D. (2021). Zihin yetersizliği olan öğrencilerin devam ettiği destek eğitim odası hizmetine yönelik bir durum çalışması (A case study for resource room service attended by students with intellectual disability). Ankara University Faculty of Educational Sciences Journal of Special Education, 22(4), 895-919. https://doi.org/10.21565/ozelegitimdergisi.731858
• Isman, A. (2002). Sakarya ili öğretmenlerinin eğitim teknolojileri yönündeki yeterlilikleri (Competencies of teachers in Sakarya province regarding educational technologies). Sakarya University Faculty of Education Journal, (3), 9-40. http://www.tojet.net/articles/v1i1/1110.pdf
• Kale, M., & Demir, S. (2017). İlkokullardaki destek oda eğitiminin Türkçe ve Matematik derslerindeki başarı üzerindeki etkisinin incelenmesi (Investigation of the effect of support room education in primary schools on the success of students in Turkish and Mathematics courses). Turkish Science Research Foundation Science Journal, 10(4), 47-57. https://dergipark.org.tr/en/download/article-file/393448
• Kartopu, S. (2013). Özel eğitim okullarında görev yapan görsel sanatlar dersi öğretmenlerinin mesleki sorunları (Professional problems of visual arts teachers employed on special education institutions) [Master's thesis]. Gazi University.
• Kıroglu, E. S., & Guven, U. (2024). Bilsem öğretmenlerinin Web 2.0 araçlarıyla ilgili görüşlerinin incelenmesi (Examination of the views of Bilsem teachers on Web 2.0 tools). Journal of Bayburt Education Faculty, 19(41), 1803-1826. https://doi.org/10.35675/befdergi.1239568
• Kucuk, E., Yigit, B., Dalbudak, S., Karakaya, F., & Zayif, G. (2024). Teknolojinin eğitime etkilerine dair öğretmen görüşleri (Teacher perspectives on the impact of technology on education). International Journal of Social and Humanities Sciences Research (JSHSR), 11(105), 686-692. https://jshsr.org/index.php/pub/article/view/2609/2512
• Levent, F. (2014). Üstün yetenekli çocukları anlamak: Üstün yetenekli çocuklar sarmalında aile, eğitim sistemi ve toplum (Understanding gifted children: Family, education system and society in the spiral of gifted children). Nobel Publishing.
• Levent, F., & Bakioglu, A. (2013). Üstün yeteneklilerin eğitiminde Türkiye için öneriler (Suggestions for gifted education in Turkey). Journal of Gifted Education Research, 1(1), 31-44. http://www.faruklevent.com/dosyalar/ustun-yetenekliler-oneriler.pdf
• Menzi, N., Caliskan, E., & Cetin, O. (2012). Examination of the competencies of pre-service teachers in terms of some variables. Anadolu Journal of Educational Sciences International, 2(1), 1-18. https://dergipark.org.tr/en/download/article-file/17517 Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Sage Publications. Ministry of National Education [MoNE]. (2018). Special education services regulation. Ankara: General Directorate of Special Education Guidance and Consultancy Services.
• Nar, B. (2017). Üstün/özel yetenekli öğrencilere yönelik destek eğitim odası uygulaması: Sınıf öğretmenlerinin öz yeterlikleri ve görüşleri (Implementation of the resource room for the gifted students: The views and selfefficacy of the classroom teachers) [Master's thesis]. Istanbul Aydin University.
• Ocak, G., & Kus-Serin, G. (2024). Öğretmenlerin bireysel yenilikçilikleri ile dijital okuryazarlık düzeylerinin, bilişim teknolojisi kullanım düzeylerine etkisi (The effect of teachers' individual innovation and digital literacy levels on information technology use levels). Anadolu Journal of Educational Sciences International, 14(1), 147-169. https://doi.org/10.18039/ajesi.1288676
• Oktay, S., & Cakir, R. (2012, 27-30 June). Investigation of the relationship between primary school teachers' use of technology and their attitudes towards technology [Conference presentation]. X. National Science and Mathematics Education Congress, Nigde Omer Halisdemir University, Nigde.
• Oldeweme, A., Märtins, J., Westmattelmann, D., & Schewe, G. J. J. (2021). The role of transparency, trust, and social infuence on uncertainty reduction in times of pandemics: Empirical study on the adoption of COVID-19 tracing apps. Journal of Medical Internet Research, 23(2), e25893. https://doi.org/10.2196/25893
• Opengin, E. (2018). İlkokul düzeyindeki üstün yetenekli öğrencilere yönelik destek eğitim odasının yürütülmesinde karşılaşılan sorunlar ve sorunlara yönelik çözüm müdahaleleri (Problems encountered during the implementation of a resource room for gifted students at primary school level and measures for intervening in these problems) [Unpublished master's thesis]. Anadolu University.
• Organisation for Economic Co-operation and Development [OECD]. (2013). PISA 2012 Assessment and analytical framework: Mathematics, reading, science, problem solving and financial literacy. OECD Publishing. http://dx.doi.org/10.1787/9789264190511-en.
• Ozmen, F., & Komurlu, F. (2011). Eğitim denetiminde elektronik ürün dosyası (e-portfolio) kullanımı hakkında ilköğretim denetçilerinin görüşleri1 (The views of primary education inspectors on the use of electronic product file (e-portfolio) in education inspection). National Education, 41(191), 157-168. https://dergipark.org.tr/en/download/article-file/442538
• Ozturk, T. (2006). Sosyal bilgiler öğretmen adaylarının eğitimde teknoloji kullanımına yönelik yeterliliklerinin değerlendirilmesi (Balıkesir örneği) (Evaluation of social studies teacher nominees’ competency regarding their use of technology in education (Balikesir sample) [Master's thesis]. Gazi University.
• Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Sage Publications.
• Pektas, H. (2008). Özel eğitim programlarından ve farklı programlardan mezun öğretmenlerin bireyselleştirilmiş eğitim programı kullanma durumlarının saptanması (The proficiency of the teachers who are graduated from the department of special education and the teachers who are greduated from departmens other than special education in relation to preparing and practicing “individualized education schedule”) [Master's thesis]. Gazi University.
• Plumm, K. M. (2008). Technology in the classroom: Burning the bridges to the gaps in gender-biased education? Computers & Education, 50(3), 1052-1068. https://doi.org/10.1016/j.compedu.2006.10.005
• Qazi, A., Hasan, N., Abayomi-Alli, O., Hardaker, G., Scherer, R., Sarker, Y., ... & Maitama, J. Z. (2022). Gender differences in information and communication technology use & skills: A systematic review and meta-analysis. Education and Information Technologies, 27, 4225-4258. https://link.springer.com/article/10.1007/s10639-021-10775-x
• Rahiem, M. D. H. (2020). Technological barriers and challenges in the use of ICT during the COVID-19 emergency remote learning. Universal Journal of Educational Research, 88(11B), 6124-6133. https://dx.doi.org/10.13189/ujer.2020.082248
• Sak, U., Ayas, M. B., Sezerel, B. B., Opengin, E., Ozdemir, N. N., & Gurbuz, S. D. (2015). Türkiye’de üstün yeteneklilerin eğitiminin eleştirel bir değerlendirilmesi (Gifted and talented education in Turkey: Critics and prospects). Turkish Journal of Giftedness and Education, 5(2), 110-132. https://hdl.handle.net/11421/22808
• Sayin, Z. (2020). Öğretmenlerin kodlama eğitiminde eğilimlerinin belirlenmesi (The determination of teachers' trends in coding education). Journal of Instructional Technologies and Teacher Education, 9(1), 52-64. https://dergipark.org.tr/en/download/article-file/1168105
• Sayginer, S. (2016). Öğretmen adaylarının bilgisayar yeterlilik düzeyleri ile teknolojiye yönelik algıları arasındaki ilişkinin çeşitli değişkenler açısından incelenmesi (An analysis of relationship between computer competencies and perceptions of pre-service teachers towards technology in terms of certain variables). Mustafa Kemal University Journal of Social Sciences Institute, 13(34), 298-312. https://dergipark.org.tr/en/download/article-file/226454
• Schofield, J. W. (1995). Computers and classroom culture. Cambridge University Press.
• Semiz, N. (2018). Özel gereksinimli öğrencilere yönelik destek eğitim odası uygulamalarına ilişkin öğretmen ve aile görüşlerinin belirlenmesi (Identifying the teacher and family views on resource rooms practices aimed at students with special needs) [Unpublished master's thesis]. Abant Izzet Baysal University.
• Tasci, G., Kasapoglu, F., Kis, A., & Omur, Y. E. (2023). Eğitimde teknoloji kullanımının cinsiyet açısından incelenmesi: Bir meta-analiz çalışması (Examining the use of technology in education in terms of gender: A meta-analysis). Inonu University Journal of the Graduate School of Education, 10(20), 1-14. https://doi.org/10.29129/inujgse.1149426
• Teo, T., Milutinović, V., & Zhou, M. (2016). Modelling Serbian pre-service teachers' attitudes towards computer use: A SEM and MIMIC approach. Computers & Education, 94, 77-88. https://doi.org/10.1016/j.compedu.2015.10.022
• Turkish Grand National Assembly [TGNA] Commission. (2012). Parliamentary research report established for the purpose of discovering gifted children, identifying problems related to their education, and ensuring their effective employment that will contribute to the development of our country. Ankara: Turkish Grand National Assembly.
• Wilhelm, C. (2018). Gender role orientation and gaming behavior revisited: examining mediated and moderated effects. Information, Communication & Society, 21(2), 224-240. https://doi.org/10.1080/1369118X.2016.1271902
• Yildirim, A., & Simsek, A. (2011). Sosyal bilimlerde nitel araştırma yöntemleri (Qualitative research methods in the social sciences) (8th ed.). Seckin Publications.
• Zengin, S., Akel, E., Colak, A., Colak, N., Ay, Z. O., & Metin, E. (2024). Eğitimde teknoloji kullanımına ilişkin öğretmen görüşleri (Teachers' views on the use of technology in education). International Journal of Social and Humanities Sciences Research (JSHSR), 11(103), 165-173. https://doi.org/10.5281/zenodo.10616592