Bilgi ve İletişim Teknolojilerinin Öğrenme-Öğretme Süreçlerine Entegrasyonu: Modeller ve Göstergeler

Yıl 2011, Cilt: 1 Sayı: 1, 62 - 79, 01.04.2011

Sacide Güzin Mazman Yasemin Koçak Usluel

Öz

The purpose of this study is to present different perspectives of technology integration, factors that play role in integration process and characteristics of technology integrated environments by examining existing definitions, indicators and models of technology integration, and from this point to suggest a multidimensional and unified framework of integration process from a broad perspective. At first, by examining existing integration definitions in the literature, their similarities and differences are identified and then technology integration indicators, factors in integration process and characteristic of technology integrated environments are described by examining technology integration models. Afterwards, models' approaches to technology integration and their factors are discussed comparatively and a unified multidimensional framework is suggested.

Anahtar Kelimeler

-

BİLGİ VE İLETİŞİM TEKNOLOJİLERİNİN ÖĞRENME-ÖĞRETME SÜREÇLERİNE ENTEGRASYONU: MODELLER VE GÖSTERGELER

Öz

Bu çalışmanın amacı öğrenme-öğretme süreçlerine teknoloji entegrasyonuna ilişkin alan yazındaki tanım, model ve göstergeleri inceleyerek, entegrasyona ilişkin farklı bakış açılarını, entegrasyon sürecinde rol oynayan ögeleri, entegrasyonun sağlandığı ortamların özelliklerini ortaya koymak ve buradan hareketle, entegrasyon sürecine ilişkin daha geniş bir perspektiften bütüncül ve çok boyutlu bir çerçeve sunmaktır. Çalışmada öncelikle var olan entegrasyon tanımları incelenerek benzerlikler ve farklılıkları ortaya konulmuş, daha sonra modeller incelenerek entegrasyon göstergeleri, entegrasyon sürecindeki faktörler ve teknoloji entegre edilmiş ortamın özellikleri betimlenmiştir. Ardından modellerin entegrasyonu ele alış biçimleri ve yapıları karşılaştırmalı olarak tartışılmış ve bütüncül bir çerçeve önerilmiştir.

Anahtar Kelimeler

BİT entegrasyonu, tanımlar, modeller, entegrasyon göstergeleri

Kaynakça

• Afshari, M. ve diğ. (2009). Factors Affecting Teachers’ Use Of Information and Communication Technology. International Journal of Instruction. 2 (1). 77-104.
• Agarwal, R., Ahuja, M., Carter, P.E., & Gans, M. (1998). Early and Late Adopters of IT Innovations: Extensions to Innovation Diffusion Theory.
• Beggs, T.A. (2000) Influences and barriers to the adoption of instructional technology. In Proceedings of the Mid-South Instructional Technology Conference.
• Belland, B. (2009). Using the theory of habitus to move beyond the study of barriers to technology integration. Computers & Education, 52(2). pp. 353-364.
• Demiraslan, Y. & Usluel, Y. K. (2006). Bilgi ve İletişim Teknolojilerinin Öğrenme-Öğretme Sürecine Entegrasyonunun Etkinlik Kuramı’na Göre İncelenmesi. Eğitim Araştırmaları Dergisi, 23, 38-49.
• Dockstader, J. (1999). Teachers of the 21st Century Know the What, Why, and How of Technology Integration. T H E Journal (Technological Horizons in Education), 26. Drent, M., & Meelissen, M. (2008). Which Factors Obstruct or Stimulate Teacher Educators to Use ICT Innovatively? Computers &Education, 51. 187-199.
• 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.
• 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.
• Fluck, A. (2003). Integration or Transformation? A cross-national study of information and communication technology in school education. Unpublished PhD Dissertation, University of Tasmania.
• Gladhart, M. (2001). Models. 10.04.2010 tarihinde http://education.wichita.edu/m3/models/teachered/integrationgrid.htm adresinden erişilmiştir.
• 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.
• Hew, K.F. & Brush, T. (2007). Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research. Education Tech Research. 55. 223–252.
• ISTE. (2000). National educational technology standards for teachers. Eugene, OR. Johnson, D. B. (2009). The Digital Disconnect: Uncovering Barriers that Sustain the Phenomena of Unplugged Teachers in a Technological Era. Unpublished Doctoral Dissertation. Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College.
• Keengwe, J., Onchwari, G. & Wachira, P. (December 2008). Computer technology integrations and student learning: Barriers and promise. Journal of Science Education and Technology, 17(6), 560-565.
• Koszalka, T. A. & Wang, X. (2002). Integrating technology into learning: A summary view of promises and problems. Educational Technology & Society, 5(1), 179-183.
• Lewis, W., Agarwal, R. & Sambamurthy, V. (2003). Sources of influence on beliefs about information technology use: an empirical study of knowledge workers. MIS Quarterly, 27, 657–678
• Lim, C.P. ve diğ. (2003). Creating a conducive learning environment for the effective integration of ICT: Classroom management issues. Journal of Interactive Learning Research, 14(4), 405–423.
• Lim, C.P. (2007). Effective integration of ICT in Singapore schools: pedagogical and policy implications. Educational Technology Research Development. 55. 83–116.
• Lynch, L. C. Y. (2003). Using activity theory as an analytical lens for examining technology professional development in schools. Mind, Culture, And Activity, 10(2), 100–119
• McLoughlin, C. (1999). Culturally responsive technology use: Developing an online community of learners. British Journal of Educational Technology, 30(3), 231-245.
• Mishra, P. & Koehler, M. J. (2006). Technological pedagogical content knowledge: A new framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
• Morton, C. (1996). The modern land of Laputa. Phi Delta Kappan, 77(6), 416–419.
• Mumcu, F., Haşlaman, T. & Usluel, Y.K. (2008). Teknolojik pedagojik içerik bilgisi modeli çerçevesinde etkili teknoloji entegrasyonunun göstergeleri, International Educational Technology Conference (IETC), Eskişehir, Anadolu Üniversitesi, 6-8 Mayıs. 396-401.
• Nardi, B. A. (1996). Context and consciousness: Activity Theory and human-computer Interaction. Cambridge: The MIT Press.
• NCES (2002). Technology in Schools: Suggestions, Tools, and Guidelines for Assessing Technology in Elementary and Secondary Education. Washington DC: U.S. Department of Education. Raaij, E. M. v. & Schepers, J. J. L. (2008). The acceptance and use of a virtual learning environment in China. Computers & Education, 50, 838-852.
• Roblyer, M.D. (2006). Integrating educational technology into teaching. (5th. ed.). Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
• Rogers, E. M. (1995). Diffusion of innovation (4th ed.). New York: Free Press.
• Russell, A. L. (1996). Six stages in learning new technology. 13.04.2010 tarihinde, http://www.fed.qut.edu.au/russell/Stages.htm adresinden erişilmiştir. Su, B. (2009). Effective Technology Integration: Old Topic, New Thoughts. International Journal of Education and Development using ICT, 5(2).
• 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. 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.
• Tondeur, J., van Braak, J. & Valcke, M. (2007). Towards a typology of computer use in primary education. Journal of Computer Assisted Learning, 23, 197-206.
• Tondeur, J., Hermans, R., Van Braak, J. & Valcke, M. (2008) Exploring the link between teachers’ educational belief profiles and different types of computer use in the classroom, Computers in Human Behavior. 24. 2541–2553.
• Usluel, Y. K. & Demiraslan, Y. (2005). Bilgi ve İletişim Teknolojilerinin Öğrenme-Öğretme Sürecine Entegrasyonunu İncelemede Bir Çerçeve: Etkinlik Kuramı. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi. 28. 134-142.
• Usluel, Y. K., Demiraslan, Y. & Mumcu, F. (2007). Integrating ICT into classrooms: A note from Turkish teachers. In Annual meeting of the society for information technology and teacher education (pp. 1569–1575). San Antonio, TX, USA, March 26–30.
• Vanderlinde, R. & van Braak, J. (2010). The e-capacity of primary schools: Development of a conceptual model and scale construction from a school 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), 411-419. Ward, L. & Parr, J. M. (2010). Revisiting and reframing use: Implications for the integration of ICT. Computers & Education. 54(1). 113-122.