Araştırma Makalesi
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Pandemi Sürecinde Ortaokul Öğretmenlerinin Eğitimde Teknoloji Entegrasyonuna İlişkin Bakış Açılarının İncelenmesi

Yıl 2021, Cilt: 9 Sayı: 1, 157 - 168, 22.02.2021
https://doi.org/10.18506/anemon.821577

Öz

This paper aims to investigate teachers’ opinions on technology integration in teaching and learning process and to examine how Covid-19 pandemic influenced their attitudes and opinions towards technology integration in education. For this purpose, case study approach was employed. The participants of the study consisted of 25 teachers of different branches working at state secondary schools in Turkey. Open-ended questions prepared by the researchers were used to obtain data. Content analysis method was used to analyze the data. According to the findings of the study, it is evident that perceptions of teachers participated in the study about technology integration in teaching and learning process is positive in general.

Kaynakça

  • Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211. doi: 10.1016/0749-5978(91)90020-T
  • Anggraini, R. D. (2018). Pemanfaatan YouTube Sebagai Media Pembelajaran dalam Meningkatkan Kreatifitas Guru Bahasa Inggris Mts Al-Insan. Universitas Muhammadiyah Tanggerang, 446-452.
  • Araujo L., & Luiz, A. (2015). Determinants of the use of technological innovation in distance learning: A study with business school instructors. Turkish Online Journal of Distance Education, 16 (1), 19-37.
  • Arntzen, J., & Krug, D. (2011). ICT ecologies of learning: Active socially engaged learning, resiliency and leadership. In S. D’Agustino (Ed.), Adaptation, resistance and access to instructional technologies: Assessing future trends in education (pp. 332–354). Hershey, PA: Information Science Reference
  • Bate, F. (2010). A bridge too far? Explaining beginning teachers' use of ICT in Australian schools. Australasian Journal of Educational Technology, 26(7), 1042–1061.
  • Becker, H. (2000). Internet use by teachers. In R. Pea (Ed.), The Jossey-Bass reader on technology and learning (pp. 80–111). San Francisco, CA: Jossey-Bass Inc.
  • Bleakley, D., & Mangin, M. (2013). Easier said than done: Leading technology integration. Journal of Cases in Educational Leadership, 16(1), 14-26. https://doi.org/10.1177/1555458912475213
  • Carle, A. C., Jaffee, D., & Miller, D. (2009). Engaging college science students and changing academic achievement with technology: A quasi-experimental preliminary investigation. Computers & Education, 52(2), 376–380.
  • Carr-Chellman, A. A., & Dyer, D. (2000). The pain and the ecstacy: Pre-service teacher perceptions on changing teacher roles and technology. Educational Technology and Society, 3(2), 96-105.
  • Chan, T. F. I., Borja, M., Welch, B., & Batiuk, M. E. (2016). Predicting the probability for faculty adopting an audience response system in higher education. Journal of Information Technology Education, 15, 395-407. https://doi.org/10.28945/3548
  • Creswell, J.W. (2013). Qualitative inquiry & research design: Choosing among the five approaches. Thousand Oaks, CA: Sage Publications, Inc.
  • Daniel, T., & Tivener, K. (2016). Effects of sharing clickers in an active learning environment. Journal of Educational Technology & Society, 19(3), 260-268.
  • Demir, S., & Bozkurt, A. (2011). Primary mathematics teachers’ views about their competencies concerning the integration of techonology. Elementary Education Online, 10 (3), 850-860.
  • Deng, F., Chai, C. S., Tsai, C. C., & Lee, M. H. (2014). The relationships among Chinese practicing teachers’ epistemic beliefs, pedagogical beliefs and their beliefs about the use of ICT. Journal of Educational Technology & Society, 17(2), 245–256.
  • Depdiknas, A. (2003). Media Pembelajaran. Jakarta: Depdiknas.
  • Edgar, T. W., & Manz, D. O. (2017). Research methods for cyber security. Syngress.
  • Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. CAE Computers & Education, 59(2), 423–435.
  • Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25–39.
  • 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.
  • Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415.
  • Fitriyadi, H. (2013). Integrasi teknologi informasi komunikasi dalam pendidikan: Potensi manfaat, masyarakat bersasis pengetahuan, pendidikan nilai, strategi implmentasi dan pengembangan profesional. Jurnal Pendidikan dan Kejuruan, 269-284.
  • Groff, J., & Mouza, C. (2008). A framework for addressing challenges to classroom technology use. AACe Journal, 16(1), 21–46.
  • Gibbone, A., Rukavina, P., & Silverman, S. (2010). Technology integration in secondary physical education: Teachers’ attitudes and practice. Journal of Educational Technology Development and Exchange, 3(1), 27-42.
  • Gu, X., Zhu, Y., & Guo, X (2013). Meeting the “digital natives”: Understanding the acceptance of technology in classrooms. Educational Technology & Society, 16 (1), 392–402.
  • Hew, K. F., & Brush, T. (2007). Integrating technology into K–12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223–252.
  • Hixon, E., & Buckenmeyer, J. (2009). Revisiting technology integration in schools: Implications for professional development. Computers in the Schools, 26(2), 130–146.
  • Howard, S. K., & Maton, K. (2011). Theorising knowledge practices: A missing piece of the educational technology puzzle. Research in Learning Technology, 19(3), 191-206. https://doi.org/10.3402/rlt.v19i3.17109
  • Howard, S. K., Chan, A., & Caputi, P. (2015). More than beliefs: Subject areas and teachers' integration of laptops in secondary teaching. British Journal of Educational Technology, 46(2), 360-369. http://dx.doi.org/10.1111/bjet.12139
  • Hoyles, & Lagrange. (2010). Mathematics education and technology - rethinking the terrain. Berlin: Springer.
  • Hsu, P. (2016). Examining current beliefs, practices and barriers about technology integration: A case study. TechTrends: Linking Research & Practice to Improve Learning, 60(1), 30–40.
  • Idris, N., & Nor, N. M. (2010). Mathematical creativity: Usage of technology. Procedia - Social and Behavioral Sciences, 2(2), 1963-1967.
  • Inan, F. A., & Lowther, D. L. (2010a). Factors affecting technology integration in K-12 classrooms: A path model. Educational Technology Research and Development, 58(2), 137–154.
  • Inan, F. A., & Lowther, D. L. (2010b). Laptops in the K-12 classrooms: exploring factors impacting instructional use. Computers & Education, 55(3), 937–944.
  • Kimmons, R., Miller, B. G., Amador, J., Desjardins, C. D., & Hall, C. (2015). Technology integration coursework and finding meaning in pre-service teachers’ reflective practice. Educational Technology Research and Development, 63(6), 809–829.
  • Lee, Y., & Lee, J. (2014). Enhancing student teachers’ self–efficacy beliefs for technology integration through lesson planning practice. Computers & Education, 73, 121–128.
  • Lim, C. P., & Chan, B. C. (2007). MicroLESSONS in teacher education: Examining pre-service teachers’ pedagogical beliefs. Computers & Education, 48, 474–494.
  • Liu, S. H. (2011). Factors related to pedagogical beliefs of teachers and technology integration. Computers & Education, 56(4), 1012–1022.
  • Merc, A. (2015). Using technology in classroom: A study with Turkish pre-service EFL teachers. The Turkish Online Journal of Educational Technology, 14(2).
  • Molins-Ruano, P., Sevilla, C., Santini, S., Haya, P. A., Rodríguez, P., & Sacha, G. M. (2014). Designing videogames to improve students’motivation. Computers in Human Behavior, 31, 571-579.
  • Norhayati, A. M., & Siew, P. H. (2004). Malaysian perspective: Designing interactive multimedia learning environment for moral values education. Educational Technology & Society, 7 (4), 143-152.
  • Ottenbreit–Leftwich, A. T., Glazewski, K. D., Newby, T. J., & Ertmer, P. A. (2010). Teacher value beliefs associated with using technology: Addressing professional and student needs. Computers & Education, 55(3), 1321–1335.
  • Park, J. (2014). Pre-service and in-service teachers' perceptions toward white board system prior to actual experience. Universal Journal of Educational Research, 2(3), 262-270.
  • Parr, J. M. (1999). Going to school the technological way: Co-constructed classrooms and student perceptions of learning with technology. Journal of Educational Computing Research, 20(4), 365-377.
  • Peeraer, J. & Van Petegem, P. (2011). ICT in teacher education in an emerging developing country: Vietnam’s baseline situation at the start of ‘The Year of ICT. Computers & Education, 56(4), 974–982.
  • Petersen, D., Finnegan J., & Spencer, H. (2015). Anticipating change, sparking innovation: framing the future. American Journal of Public Health, S46-S49. https://doi.org/10.2105/AJPH.2014.302379
  • Sang, G., Valcke, M., van Braak, J., & Tondeur, J. (2010). Student teachers’ thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology. Computers & Education, 54(1), 103–112.
  • Shelly, G. B., Gunter, G. A., & Gunter, R. E. (2010). Teachers discovering computers intergrating technology and digital media in the classroom. USA: Course Technology.
  • Siegel, C., & Claydon, J. (2016). Innovation in higher education: the influence of classroom design and instructional technology. Journal on School Educational Technology, 12(2), 24-33.
  • Singh, G., & Hardaker, G. (2014). Barriers and enablers to adoption and diffusion of eLearning. A systematic review of the literature – a need for an integrative approach. Education + Training, 56(3), 105-121. https://doi.org/10.1108/ET-11-2012-0123
  • Vann, P., Sanchez, B., & Santiago, H. (2015). Mobile technology in second language classrooms: Insights into its uses, pedagogical implications, and teacher beliefs. Cambridge University Press, 27(3), 288-303.
  • Vannatta, R. A., & Fordham, N. (2004). Teacher dispositions as predictors of classroom technology use. Journal of Research on Technology in Education, 36(3), 252–271.
  • Wang, L., Ertmer, P. A., & Newby, T. J. (2004). Increasing student teachers’ self–efficacy beliefs for technology integration. Journal of Research on Technology in Education, 36(3), 231–250.
  • Williams, M., Warner, W., Flower, J., & Croom, B. (2014). Accessibility and usage of technology by North Carolina agriculture teachers. Journal of Argicultural Education, 55(4), 191-205.
  • Wozney, L., Venkatesh, V., & Abrami, P. C. (2006). Implementing computer technologies: Teachers' perceptions and practices. Journal of Technology & Teacher Education, 14(1), 173–207.
  • Zhao, Y. (2007). Social studies teachers' perspectives of technology integration. Journal of Technology and Teacher Education, 15 (3), 311-333.

Exploring Perspectives of Secondary School Teachers on Technology Integration in Education During Pandemic

Yıl 2021, Cilt: 9 Sayı: 1, 157 - 168, 22.02.2021
https://doi.org/10.18506/anemon.821577

Öz

This paper investigates how Covid-19 pandemic influenced secondary school teachers’ attitudes and opinions towards technology integration in education. For this purpose, the study was conducted in phenomenological design. The participants of the study consisted of 25 secondary school teachers of different branches. Open-ended question form was used to obtain data. The data were collected during the spring semester of 2019-2020 academic year. According to the findings of the study, it is evident that perceptions of teachers participated in the study about technology integration in teaching and learning process are positive in general. However, teachers stated their negative experiences such as internet problems, lack of internet competence, lack of family support, motivational problems, insufficient feedback, time limitation and inappropriate home environment.

Kaynakça

  • Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50(2), 179–211. doi: 10.1016/0749-5978(91)90020-T
  • Anggraini, R. D. (2018). Pemanfaatan YouTube Sebagai Media Pembelajaran dalam Meningkatkan Kreatifitas Guru Bahasa Inggris Mts Al-Insan. Universitas Muhammadiyah Tanggerang, 446-452.
  • Araujo L., & Luiz, A. (2015). Determinants of the use of technological innovation in distance learning: A study with business school instructors. Turkish Online Journal of Distance Education, 16 (1), 19-37.
  • Arntzen, J., & Krug, D. (2011). ICT ecologies of learning: Active socially engaged learning, resiliency and leadership. In S. D’Agustino (Ed.), Adaptation, resistance and access to instructional technologies: Assessing future trends in education (pp. 332–354). Hershey, PA: Information Science Reference
  • Bate, F. (2010). A bridge too far? Explaining beginning teachers' use of ICT in Australian schools. Australasian Journal of Educational Technology, 26(7), 1042–1061.
  • Becker, H. (2000). Internet use by teachers. In R. Pea (Ed.), The Jossey-Bass reader on technology and learning (pp. 80–111). San Francisco, CA: Jossey-Bass Inc.
  • Bleakley, D., & Mangin, M. (2013). Easier said than done: Leading technology integration. Journal of Cases in Educational Leadership, 16(1), 14-26. https://doi.org/10.1177/1555458912475213
  • Carle, A. C., Jaffee, D., & Miller, D. (2009). Engaging college science students and changing academic achievement with technology: A quasi-experimental preliminary investigation. Computers & Education, 52(2), 376–380.
  • Carr-Chellman, A. A., & Dyer, D. (2000). The pain and the ecstacy: Pre-service teacher perceptions on changing teacher roles and technology. Educational Technology and Society, 3(2), 96-105.
  • Chan, T. F. I., Borja, M., Welch, B., & Batiuk, M. E. (2016). Predicting the probability for faculty adopting an audience response system in higher education. Journal of Information Technology Education, 15, 395-407. https://doi.org/10.28945/3548
  • Creswell, J.W. (2013). Qualitative inquiry & research design: Choosing among the five approaches. Thousand Oaks, CA: Sage Publications, Inc.
  • Daniel, T., & Tivener, K. (2016). Effects of sharing clickers in an active learning environment. Journal of Educational Technology & Society, 19(3), 260-268.
  • Demir, S., & Bozkurt, A. (2011). Primary mathematics teachers’ views about their competencies concerning the integration of techonology. Elementary Education Online, 10 (3), 850-860.
  • Deng, F., Chai, C. S., Tsai, C. C., & Lee, M. H. (2014). The relationships among Chinese practicing teachers’ epistemic beliefs, pedagogical beliefs and their beliefs about the use of ICT. Journal of Educational Technology & Society, 17(2), 245–256.
  • Depdiknas, A. (2003). Media Pembelajaran. Jakarta: Depdiknas.
  • Edgar, T. W., & Manz, D. O. (2017). Research methods for cyber security. Syngress.
  • Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. CAE Computers & Education, 59(2), 423–435.
  • Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25–39.
  • 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.
  • Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415.
  • Fitriyadi, H. (2013). Integrasi teknologi informasi komunikasi dalam pendidikan: Potensi manfaat, masyarakat bersasis pengetahuan, pendidikan nilai, strategi implmentasi dan pengembangan profesional. Jurnal Pendidikan dan Kejuruan, 269-284.
  • Groff, J., & Mouza, C. (2008). A framework for addressing challenges to classroom technology use. AACe Journal, 16(1), 21–46.
  • Gibbone, A., Rukavina, P., & Silverman, S. (2010). Technology integration in secondary physical education: Teachers’ attitudes and practice. Journal of Educational Technology Development and Exchange, 3(1), 27-42.
  • Gu, X., Zhu, Y., & Guo, X (2013). Meeting the “digital natives”: Understanding the acceptance of technology in classrooms. Educational Technology & Society, 16 (1), 392–402.
  • Hew, K. F., & Brush, T. (2007). Integrating technology into K–12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223–252.
  • Hixon, E., & Buckenmeyer, J. (2009). Revisiting technology integration in schools: Implications for professional development. Computers in the Schools, 26(2), 130–146.
  • Howard, S. K., & Maton, K. (2011). Theorising knowledge practices: A missing piece of the educational technology puzzle. Research in Learning Technology, 19(3), 191-206. https://doi.org/10.3402/rlt.v19i3.17109
  • Howard, S. K., Chan, A., & Caputi, P. (2015). More than beliefs: Subject areas and teachers' integration of laptops in secondary teaching. British Journal of Educational Technology, 46(2), 360-369. http://dx.doi.org/10.1111/bjet.12139
  • Hoyles, & Lagrange. (2010). Mathematics education and technology - rethinking the terrain. Berlin: Springer.
  • Hsu, P. (2016). Examining current beliefs, practices and barriers about technology integration: A case study. TechTrends: Linking Research & Practice to Improve Learning, 60(1), 30–40.
  • Idris, N., & Nor, N. M. (2010). Mathematical creativity: Usage of technology. Procedia - Social and Behavioral Sciences, 2(2), 1963-1967.
  • Inan, F. A., & Lowther, D. L. (2010a). Factors affecting technology integration in K-12 classrooms: A path model. Educational Technology Research and Development, 58(2), 137–154.
  • Inan, F. A., & Lowther, D. L. (2010b). Laptops in the K-12 classrooms: exploring factors impacting instructional use. Computers & Education, 55(3), 937–944.
  • Kimmons, R., Miller, B. G., Amador, J., Desjardins, C. D., & Hall, C. (2015). Technology integration coursework and finding meaning in pre-service teachers’ reflective practice. Educational Technology Research and Development, 63(6), 809–829.
  • Lee, Y., & Lee, J. (2014). Enhancing student teachers’ self–efficacy beliefs for technology integration through lesson planning practice. Computers & Education, 73, 121–128.
  • Lim, C. P., & Chan, B. C. (2007). MicroLESSONS in teacher education: Examining pre-service teachers’ pedagogical beliefs. Computers & Education, 48, 474–494.
  • Liu, S. H. (2011). Factors related to pedagogical beliefs of teachers and technology integration. Computers & Education, 56(4), 1012–1022.
  • Merc, A. (2015). Using technology in classroom: A study with Turkish pre-service EFL teachers. The Turkish Online Journal of Educational Technology, 14(2).
  • Molins-Ruano, P., Sevilla, C., Santini, S., Haya, P. A., Rodríguez, P., & Sacha, G. M. (2014). Designing videogames to improve students’motivation. Computers in Human Behavior, 31, 571-579.
  • Norhayati, A. M., & Siew, P. H. (2004). Malaysian perspective: Designing interactive multimedia learning environment for moral values education. Educational Technology & Society, 7 (4), 143-152.
  • Ottenbreit–Leftwich, A. T., Glazewski, K. D., Newby, T. J., & Ertmer, P. A. (2010). Teacher value beliefs associated with using technology: Addressing professional and student needs. Computers & Education, 55(3), 1321–1335.
  • Park, J. (2014). Pre-service and in-service teachers' perceptions toward white board system prior to actual experience. Universal Journal of Educational Research, 2(3), 262-270.
  • Parr, J. M. (1999). Going to school the technological way: Co-constructed classrooms and student perceptions of learning with technology. Journal of Educational Computing Research, 20(4), 365-377.
  • Peeraer, J. & Van Petegem, P. (2011). ICT in teacher education in an emerging developing country: Vietnam’s baseline situation at the start of ‘The Year of ICT. Computers & Education, 56(4), 974–982.
  • Petersen, D., Finnegan J., & Spencer, H. (2015). Anticipating change, sparking innovation: framing the future. American Journal of Public Health, S46-S49. https://doi.org/10.2105/AJPH.2014.302379
  • Sang, G., Valcke, M., van Braak, J., & Tondeur, J. (2010). Student teachers’ thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology. Computers & Education, 54(1), 103–112.
  • Shelly, G. B., Gunter, G. A., & Gunter, R. E. (2010). Teachers discovering computers intergrating technology and digital media in the classroom. USA: Course Technology.
  • Siegel, C., & Claydon, J. (2016). Innovation in higher education: the influence of classroom design and instructional technology. Journal on School Educational Technology, 12(2), 24-33.
  • Singh, G., & Hardaker, G. (2014). Barriers and enablers to adoption and diffusion of eLearning. A systematic review of the literature – a need for an integrative approach. Education + Training, 56(3), 105-121. https://doi.org/10.1108/ET-11-2012-0123
  • Vann, P., Sanchez, B., & Santiago, H. (2015). Mobile technology in second language classrooms: Insights into its uses, pedagogical implications, and teacher beliefs. Cambridge University Press, 27(3), 288-303.
  • Vannatta, R. A., & Fordham, N. (2004). Teacher dispositions as predictors of classroom technology use. Journal of Research on Technology in Education, 36(3), 252–271.
  • Wang, L., Ertmer, P. A., & Newby, T. J. (2004). Increasing student teachers’ self–efficacy beliefs for technology integration. Journal of Research on Technology in Education, 36(3), 231–250.
  • Williams, M., Warner, W., Flower, J., & Croom, B. (2014). Accessibility and usage of technology by North Carolina agriculture teachers. Journal of Argicultural Education, 55(4), 191-205.
  • Wozney, L., Venkatesh, V., & Abrami, P. C. (2006). Implementing computer technologies: Teachers' perceptions and practices. Journal of Technology & Teacher Education, 14(1), 173–207.
  • Zhao, Y. (2007). Social studies teachers' perspectives of technology integration. Journal of Technology and Teacher Education, 15 (3), 311-333.
Toplam 55 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makalesi
Yazarlar

Burak Ayçiçek 0000-0001-8950-2207

Burcu Karafil 0000-0001-7297-7871

Yayımlanma Tarihi 22 Şubat 2021
Kabul Tarihi 29 Aralık 2020
Yayımlandığı Sayı Yıl 2021 Cilt: 9 Sayı: 1

Kaynak Göster

APA Ayçiçek, B., & Karafil, B. (2021). Exploring Perspectives of Secondary School Teachers on Technology Integration in Education During Pandemic. Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi, 9(1), 157-168. https://doi.org/10.18506/anemon.821577

Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi Creative Commons Atıf-GayriTicari 4.0 Uluslararası Lisansı (CC BY NC) ile lisanslanmıştır.