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Yıl 2014, Cilt: 10 Sayı: 5, 1224 - 1253, 06.08.2014

Büşra Özmen , Yasemin Koçak Usluel , Fatma Kübra Çelen

Öz

In this study, it was aimed to reveal the existing situation about integration of information and communication technologies (ICT) in educational context by examining research articles that have been published in last five years and to make recommendations for future research. For this purpose, research articles between the years of 2008-2013 were searched in Web of Science database with descriptive review. Review was carried out in two stages. The database, year, research area and article type were decided in the first stage. Then articles obtained from the first stage were analyzed with content analysis method in terms of context of research and distribution by its years, country where the study was published, study group and sample size, journal where it was published, method used and the theoretical framework or model used in it in the second stage. According to the results of descriptive review which was made according to the determined criteria, 129 research articles have been reached. Content analysis results showed that researchers mostly focused on the factors that affecting the integration of ICT to the teaching-learning process. It was seen that researchers secondly focused on teachers and pre-service teachers’ perceptions of ICT integration process and the researches examining the integration process in terms of the variables such as beliefs, attitudes and self-efficacy. According to the countries where the studies were conducted, it was found that the most of studies were made in Turkey. Also, it was seen that Spain, Belgium, Singapore and Taiwan are other countries where many studies were conducted. Besides, it has been demonstrated that 18 out of 129 research articles are based on a model or theory, and among these theories and models Technological Pedagogical Content Knowledge (TPACK) model was referenced in 14 research articles.

Anahtar Kelimeler

Technology integration in education ICT content analysis.

Kaynakça

  • Alper, A., & Gülbahar, Y. (2009). Trends and issues in educational technologies: A review of recent research in TOJET. The Turkish Online Journal of Educational Technology, 8 (2), 124-135.
  • Blonder, R., Jonatan, M., Bar-Dov, Z., Benny, N., Rap, S. & Sakhninia, S. (2013). Can You Tube it? Providing chemistry teachers with technological tools and enhancing their self-efficacy beliefs. Chemistry Education Research and Practice, 2013(14), 269-285.
  • Chai, C. S., Chin, C. K., Koh, J. H. L. & Tan, C. L. (2013). Exploring Singaporean Chinese language teachers' technological pedagogical content knowledge and its relationship to the teachers' pedagogical beliefs. Asia-Pacific Education Researcher, 22(4), 657-666.
  • Costa, F. A. (2007). Educational Technologies: Analysis of Master dissertations carried out in Portugal. Sísifo. Educational Sciences Journal, (3), 7-24.
  • Demiraslan, Y. & Usluel, Y. K. (2006). Bilgi ve iletişim teknolojilerinin öğrenmeöğretme sürecine entegrasyonunun Etkinlik Kuramı’na göre incelenmesi. Eğitim Araştırmaları Dergisi, 23, 38-49.
  • Hannafin, R. D., & Young, M. (2008). Research on educational technologies. In M. Spector, M. D. Merrill, J. V. Merrienboer, & M. Driscoll (Eds.), Handbook of research on educational communications and technology (3th ed., 731739). NY: Routledge.
  • Haslaman, T., Kuskaya-Mumcu, F. & Kocak-Usluel, Y. (2008). Integration of ICT Into The Teaching-Learning Process: Toward A Unified Model. In J. Luca & E. Weippl (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications. 2384-2389. AACE.
  • Jimoyiannis, A. (2010). Designing and implementing an integrated technological pedagogical science knowledge framework for science teachers’ professional development. Computers & Education, 55(3), 1259-1269.
  • Kadijevich, D. M. (2012). TPCK framework: assessing teachers' knowledge and designing courses for their professional development. British Journal of Educational Technology, 43(1), 28-30.
  • King, W. R. & He, J. (2005). Understanding the role and methods of meta-analysis in IS research. Communications of the Association for Information Systems, 16,665-686.
  • Kramarski, B. & Michalsky, T. (2010). Preparing preservice teachers for selfregulated Learning in the context of technological pedagogical content knowledge. Learning and Instruction, 20(5), 434-447.
  • Lee, M. & Tsai, C. (2010). Exploring teachers' perceived self-efficacy and technological pedagogical content knowledge with respect to Educational use of the World Wide Web. Instructıonal Science, 38(1), 1-21.
  • Lin, T. C., Tsai, C., Chai, C. S. & Lee, M. H. (2013). Identifying Science Teachers' Perceptions of Technological Pedagogical and Content Knowledge(TPACK). Journal of Science Education and Technology, 22(3), 325-336.
  • Mazman, S. G. ve Usluel, Y.K. (2011). Bilgi ve iletişim teknolojilerinin öğrenmeöğretme süreçlerine entegrasyonu: Göstergeler ve modeller. Eğitim Teknolojisi Kuram ve Uygulama, 1(1), 62-80.
  • Martinovic, D. & Zhang, Z. (2012). Situating ICT in the teacher Education program: Overcoming challenges, fulfilling expectations. Teaching and Teacher Education, 28(3), 461-469.
  • Mishra, P. & Koehler, M. J. (2006). Technological pedagogical content knowledge: A new framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
  • Pamuk, S. (2012). Understanding preservice teachers' technology use through TPACK framework. Journal of Computer Assisted Learning, 28(5), 425-439. Pamuk, S., Çakır, R., Ergun, M., Yılmaz, H. B. & Ayas, C. (2013). The Use of Tablet PC and Interactive Board from the Perspectives of Teachers and Students: Evaluation of the FATIH Project. Kuram ve Uygulamada Eğitim Bilimleri, 13(3), 1815-1822.
  • Peeraer, J. & Van Petegem, P. (2012). The limits of programmed professional development on integration of information and communication technology in Education. Australasian Journal of Educational Technology, 28(6), 103910
  • Rienties, B., Brouwer, N. & Lygo-Baker, S. (2013). The effects of online professional development on higher Education teachers' beliefs and intentions towards Learning facilitation and technology. Teaching and Teacher Education, 29(2013), 122-131.
  • Ross, S. M., Morrison, G. R., & Lowther, D. L. (2010). Educational technology research past and present: Balancing rigor and relevance to impact school learning. Contemporary Educational Technology, 1 (1), 17-35.
  • Shih, C. & Chuang, H. (2013). The development and validation of an instrument for assessing college students' perceptions of faculty knowledge in technologysupported class environments. Computers & Education, 63(2013), 109-118.
  • Toledo, C. (2005). A five-stage model of computer technology integration into teacher education curriculum. Contemporary Issues in Technology and Teacher Education, 5(2), 177–191.
  • Tondeur, J., Roblin, N. P., van Braak, J., Fisser, P. & Voogt, J. (2013). Technological pedagogical content knowledge in teacher Education: in search of a new curriculum. Educational Studies, 39(2), 239-243.
  • Tondeur, J. Valcke, M. & van Braak, J. (2008). A multidimensional approach to determinants of computer use in primary education: teacher and school characteristics. Journal of Computer Assisted Learning, 24, 494-506. improvement perspective, Computers & Education. 55(2). 541-553.
  • Wang, Q. & Woo, H. L. (2007). Systematic Planning for ICT Integration in Topic Learning. Educational Technology & Society, 10 (1), 148-156.
  • Wang, Q. (2008). A generic model for guiding the integration of ICT into teaching and learning. Innovations in Education and Teaching International, 45(3), 411-4
  • Wang, T. (2009). Rethinking teaching with information and communication technologies. (ICTs) in architectural Education. Teaching and Teacher Education, 25(8), 1132-1140.
  • Bağlam Kuram veya modele dayalı olma durumu (çalışma sayısı) Çalışmanın yapıldığı ülke (çalışma sayısı) Hohlfeld vd. (2008); Inan, Lowther ve Deborah (2010) BİT entegrasyonunu etkileyen faktörler Hayır (34) Engeller
  • EK devam Çalışmaların bağlam, ülke ve kuram ya da modele dayalı olup olmadığına ilişkin veriler Referans Bağlam Kuram veya modele dayalı olma durumu (çalışma sayısı) Çalışmanın yapıldığı ülke (çalışma sayısı) Seddon, McDonald ve Schmidt (2012) BİT entegrasyonuna ilişkin algı Hayır (26) BİT uygulamaları ve ülke politikaları Hayır (12)
  • EK Araştırmaların yayınlandığı dergiler ve çalışma sayılarının yıllara göre dağılımı Dergi 2008 2009 2010 2011 2012 2013 Toplam Computers & Education 7 1 9 3 4 4 28
  • Turkish Online Journal of Educational Technology 1 1 1 5 3 11 Australasian Journal of Educational Technology 2 1 4 2 9 Educational Technology & Society 1 1 1 2 3 1 9 Journal of Computer Assisted Learning 1 1 2 1 1 1 7 Journal of Science Education and Technology 1 2 1 2 6 Revista de Educacion 4 1 1 6 Hacettepe University Journal of Education 1 1 1 1 4 British Journal of Educational Technology 1 2 3 Comunicar 1 1 1 3 ETR&D-Educational Technology Research and Development 1 1 1 3 Teaching and Teacher Education 1 1 1 3 Asia-Pacific Education Researcher 1 1 2 Educational Studies 1 1 2 Eğitim ve Bilim-Education and Science 1 1 2 Energy Education Science and Technology Part BSocial and Educational Studies 2 2 European Journal of Teacher Education 1 1 2 International Review of Research in Open and Distance Learning 2 2 Journal of Educational Computing Research 1 1 2 Learning Media and Technology 1 1 2 Asia Pacific Journal of Education 1 1 Asia-Pacific Journal of Teacher Education 1 1 Computer Assisted Language Learning 1 1 Educacion XX1 1 1 Education as Change 1 1 Educational Assessment Evaluation and Accountability 1 1 Educational Gerontology 1 1 Educational Management Administration & Leadership 1 1 Eurasian Journal of Educational Research 1 1 European Journal of Education 1 1 Instructional Science 1 1 Irish Educational Studies 1 1 Journal of School Health 1 1 Kuram ve Uygulamada Eğitim Bilimleri 1 1 Language Learning & Technology 1 1 Language Teaching Research 1 1 Pedagogische Studien 1 1 Research in Science & Technological Education 1 1 Research Papers in Education 1 1 School Effectiveness and School Improvement 1 1 Technology Pedagogy and Education 1 1 Toplam 16 14 26 20 129

Integration of information and communication technologies into the teaching-learning process: Existing situation and trends in the literature / Araştırmalarda bilgi ve iletişim teknolojilerinin öğrenme-öğretme sürecine entegrasyonu konusunda var olan ...

Yıl 2014, Cilt: 10 Sayı: 5, 1224 - 1253, 06.08.2014

Büşra Özmen , Yasemin Koçak Usluel , Fatma Kübra Çelen

Öz

In this study, it was aimed to reveal the existing situation about integration of information and communication technologies (ICT) in educational context by examining research articles that have been published in last five years and to make recommendations for future research. For this purpose, research articles between the years of 2008-2013 were searched in Web of Science database with descriptive review. Review was carried out in two stages. The database, year, research area and article type were decided in the first stage. Then articles obtained from the first stage were analyzed with content analysis method in terms of context of research and distribution by its years, country where the study was published, study group and sample size, journal where it was published, method used and the theoretical framework or model used in it in the second stage. According to the results of descriptive review which was made according to the determined criteria, 129 research articles have been reached. Content analysis results showed that researchers mostly focused on the factors that affecting the integration of ICT to the teaching-learning process. It was seen that researchers secondly focused on teachers and pre-service teachers’ perceptions of ICT integration process and the researches examining the integration process in terms of the variables such as beliefs, attitudes and self-efficacy. According to the countries where the studies were conducted, it was found that the most of studies were made in Turkey. Also, it was seen that Spain, Belgium, Singapore and Taiwan are other countries where many studies were conducted. Besides, it has been demonstrated that 18 out of 129 research articles are based on a model or theory, and among these theories and models Technological Pedagogical Content Knowledge (TPACK) model was referenced in 14 research articles.

Anahtar Kelimeler

Eğitimde teknoloji entegrasyonu; BİT; içerik analizi.

Kaynakça

  • Alper, A., & Gülbahar, Y. (2009). Trends and issues in educational technologies: A review of recent research in TOJET. The Turkish Online Journal of Educational Technology, 8 (2), 124-135.
  • Blonder, R., Jonatan, M., Bar-Dov, Z., Benny, N., Rap, S. & Sakhninia, S. (2013). Can You Tube it? Providing chemistry teachers with technological tools and enhancing their self-efficacy beliefs. Chemistry Education Research and Practice, 2013(14), 269-285.
  • Chai, C. S., Chin, C. K., Koh, J. H. L. & Tan, C. L. (2013). Exploring Singaporean Chinese language teachers' technological pedagogical content knowledge and its relationship to the teachers' pedagogical beliefs. Asia-Pacific Education Researcher, 22(4), 657-666.
  • Costa, F. A. (2007). Educational Technologies: Analysis of Master dissertations carried out in Portugal. Sísifo. Educational Sciences Journal, (3), 7-24.
  • Demiraslan, Y. & Usluel, Y. K. (2006). Bilgi ve iletişim teknolojilerinin öğrenmeöğretme sürecine entegrasyonunun Etkinlik Kuramı’na göre incelenmesi. Eğitim Araştırmaları Dergisi, 23, 38-49.
  • Hannafin, R. D., & Young, M. (2008). Research on educational technologies. In M. Spector, M. D. Merrill, J. V. Merrienboer, & M. Driscoll (Eds.), Handbook of research on educational communications and technology (3th ed., 731739). NY: Routledge.
  • Haslaman, T., Kuskaya-Mumcu, F. & Kocak-Usluel, Y. (2008). Integration of ICT Into The Teaching-Learning Process: Toward A Unified Model. In J. Luca & E. Weippl (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications. 2384-2389. AACE.
  • Jimoyiannis, A. (2010). Designing and implementing an integrated technological pedagogical science knowledge framework for science teachers’ professional development. Computers & Education, 55(3), 1259-1269.
  • Kadijevich, D. M. (2012). TPCK framework: assessing teachers' knowledge and designing courses for their professional development. British Journal of Educational Technology, 43(1), 28-30.
  • King, W. R. & He, J. (2005). Understanding the role and methods of meta-analysis in IS research. Communications of the Association for Information Systems, 16,665-686.
  • Kramarski, B. & Michalsky, T. (2010). Preparing preservice teachers for selfregulated Learning in the context of technological pedagogical content knowledge. Learning and Instruction, 20(5), 434-447.
  • Lee, M. & Tsai, C. (2010). Exploring teachers' perceived self-efficacy and technological pedagogical content knowledge with respect to Educational use of the World Wide Web. Instructıonal Science, 38(1), 1-21.
  • Lin, T. C., Tsai, C., Chai, C. S. & Lee, M. H. (2013). Identifying Science Teachers' Perceptions of Technological Pedagogical and Content Knowledge(TPACK). Journal of Science Education and Technology, 22(3), 325-336.
  • Mazman, S. G. ve Usluel, Y.K. (2011). Bilgi ve iletişim teknolojilerinin öğrenmeöğretme süreçlerine entegrasyonu: Göstergeler ve modeller. Eğitim Teknolojisi Kuram ve Uygulama, 1(1), 62-80.
  • Martinovic, D. & Zhang, Z. (2012). Situating ICT in the teacher Education program: Overcoming challenges, fulfilling expectations. Teaching and Teacher Education, 28(3), 461-469.
  • Mishra, P. & Koehler, M. J. (2006). Technological pedagogical content knowledge: A new framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
  • Pamuk, S. (2012). Understanding preservice teachers' technology use through TPACK framework. Journal of Computer Assisted Learning, 28(5), 425-439. Pamuk, S., Çakır, R., Ergun, M., Yılmaz, H. B. & Ayas, C. (2013). The Use of Tablet PC and Interactive Board from the Perspectives of Teachers and Students: Evaluation of the FATIH Project. Kuram ve Uygulamada Eğitim Bilimleri, 13(3), 1815-1822.
  • Peeraer, J. & Van Petegem, P. (2012). The limits of programmed professional development on integration of information and communication technology in Education. Australasian Journal of Educational Technology, 28(6), 103910
  • Rienties, B., Brouwer, N. & Lygo-Baker, S. (2013). The effects of online professional development on higher Education teachers' beliefs and intentions towards Learning facilitation and technology. Teaching and Teacher Education, 29(2013), 122-131.
  • Ross, S. M., Morrison, G. R., & Lowther, D. L. (2010). Educational technology research past and present: Balancing rigor and relevance to impact school learning. Contemporary Educational Technology, 1 (1), 17-35.
  • Shih, C. & Chuang, H. (2013). The development and validation of an instrument for assessing college students' perceptions of faculty knowledge in technologysupported class environments. Computers & Education, 63(2013), 109-118.
  • Toledo, C. (2005). A five-stage model of computer technology integration into teacher education curriculum. Contemporary Issues in Technology and Teacher Education, 5(2), 177–191.
  • Tondeur, J., Roblin, N. P., van Braak, J., Fisser, P. & Voogt, J. (2013). Technological pedagogical content knowledge in teacher Education: in search of a new curriculum. Educational Studies, 39(2), 239-243.
  • Tondeur, J. Valcke, M. & van Braak, J. (2008). A multidimensional approach to determinants of computer use in primary education: teacher and school characteristics. Journal of Computer Assisted Learning, 24, 494-506. improvement perspective, Computers & Education. 55(2). 541-553.
  • Wang, Q. & Woo, H. L. (2007). Systematic Planning for ICT Integration in Topic Learning. Educational Technology & Society, 10 (1), 148-156.
  • Wang, Q. (2008). A generic model for guiding the integration of ICT into teaching and learning. Innovations in Education and Teaching International, 45(3), 411-4
  • Wang, T. (2009). Rethinking teaching with information and communication technologies. (ICTs) in architectural Education. Teaching and Teacher Education, 25(8), 1132-1140.
  • Bağlam Kuram veya modele dayalı olma durumu (çalışma sayısı) Çalışmanın yapıldığı ülke (çalışma sayısı) Hohlfeld vd. (2008); Inan, Lowther ve Deborah (2010) BİT entegrasyonunu etkileyen faktörler Hayır (34) Engeller
  • EK devam Çalışmaların bağlam, ülke ve kuram ya da modele dayalı olup olmadığına ilişkin veriler Referans Bağlam Kuram veya modele dayalı olma durumu (çalışma sayısı) Çalışmanın yapıldığı ülke (çalışma sayısı) Seddon, McDonald ve Schmidt (2012) BİT entegrasyonuna ilişkin algı Hayır (26) BİT uygulamaları ve ülke politikaları Hayır (12)
  • EK Araştırmaların yayınlandığı dergiler ve çalışma sayılarının yıllara göre dağılımı Dergi 2008 2009 2010 2011 2012 2013 Toplam Computers & Education 7 1 9 3 4 4 28
  • Turkish Online Journal of Educational Technology 1 1 1 5 3 11 Australasian Journal of Educational Technology 2 1 4 2 9 Educational Technology & Society 1 1 1 2 3 1 9 Journal of Computer Assisted Learning 1 1 2 1 1 1 7 Journal of Science Education and Technology 1 2 1 2 6 Revista de Educacion 4 1 1 6 Hacettepe University Journal of Education 1 1 1 1 4 British Journal of Educational Technology 1 2 3 Comunicar 1 1 1 3 ETR&D-Educational Technology Research and Development 1 1 1 3 Teaching and Teacher Education 1 1 1 3 Asia-Pacific Education Researcher 1 1 2 Educational Studies 1 1 2 Eğitim ve Bilim-Education and Science 1 1 2 Energy Education Science and Technology Part BSocial and Educational Studies 2 2 European Journal of Teacher Education 1 1 2 International Review of Research in Open and Distance Learning 2 2 Journal of Educational Computing Research 1 1 2 Learning Media and Technology 1 1 2 Asia Pacific Journal of Education 1 1 Asia-Pacific Journal of Teacher Education 1 1 Computer Assisted Language Learning 1 1 Educacion XX1 1 1 Education as Change 1 1 Educational Assessment Evaluation and Accountability 1 1 Educational Gerontology 1 1 Educational Management Administration & Leadership 1 1 Eurasian Journal of Educational Research 1 1 European Journal of Education 1 1 Instructional Science 1 1 Irish Educational Studies 1 1 Journal of School Health 1 1 Kuram ve Uygulamada Eğitim Bilimleri 1 1 Language Learning & Technology 1 1 Language Teaching Research 1 1 Pedagogische Studien 1 1 Research in Science & Technological Education 1 1 Research Papers in Education 1 1 School Effectiveness and School Improvement 1 1 Technology Pedagogy and Education 1 1 Toplam 16 14 26 20 129
Toplam 31 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Büşra Özmen

Yasemin Koçak Usluel

Fatma Kübra Çelen Bu kişi benim

Yayımlanma Tarihi 6 Ağustos 2014
Gönderilme Tarihi 6 Ağustos 2014
Yayımlandığı Sayı Yıl 2014 Cilt: 10 Sayı: 5

Kaynak Göster

APA Özmen, B., Koçak Usluel, Y., & Çelen, F. K. (2014). Integration of information and communication technologies into the teaching-learning process: Existing situation and trends in the literature / Araştırmalarda bilgi ve iletişim teknolojilerinin öğrenme-öğretme sürecine entegrasyonu konusunda var olan .. Eğitimde Kuram Ve Uygulama, 10(5), 1224-1253. https://doi.org/10.17244/eku.00512
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