Türkiye’de Öğretmen Adaylarına Yönelik Bilgi İletişim Teknolojileri Araştırmalarının Sistematik İncelemesi: 2014-2023

Yıl 2024, , 1049 - 1087, 30.08.2024

Pınar Korukluoğlu , Ahmet İlhan Şen

https://doi.org/10.17152/gefad.1434130

Öz

Bu araştırma Türkiye’de 2014-2023 yılları arasında Bilgi İletişim Teknolojileri (BİT) alanında öğretmen adaylarına yönelik makale ve tezlerin araştırma eğilimlerinin sistematik incelemesini amaçlamaktadır. Bu amaçla YÖK Tez ve ULAKBİM Tr Dizin veri tabanlarında 35 makale, 26 yüksek lisans tezi ve 9 doktora tezi olmak üzere toplamda 70 araştırma incelenmiştir. İncelenen araştırmaların daha çok makale türünde olduğu ve bu araştırmaların çoğunlukla 2020 yılında yayınlandığı görülmüştür. Araştırmalarda öncelikle BİT kullanımı, daha sonra ise BİT yeterliliği konularının ele alındığı gözlemlenmiştir. Araştırmaların yöntem bakımından daha çok nicel yaklaşımla tasarlandığı ve deneysel olmayan desende betimsel taramaya ağırlık verildiği görülmüştür. Nicel yöntemin baskın olduğu araştırmalarda, veri toplama araçları olarak ölçek ve anket uygulamalarının en fazla tercih edildiği görülmüştür. Örneklem grubunun, farklı bölümlerdeki öğretmen adaylarından oluştuğu araştırmaların yoğunluğu dikkat çekerken, örneklem büyüklüğünün genellikle 31 ile 100 arası olduğu gözlemlenmiştir. Veri analizinde, nicel veri analiz türlerinden betimsel analizin ortalama ve standart sapma hesaplamalarının daha yoğun olarak kullanıldığı, ardından frekans ve yüzde hesaplamalarının yapıldığı görülmüştür. Bu analizlerin yanı sıra, kestirimsel yöntemlerden t-testi ve ANOVA'nın da tercih edildiği belirlenmiştir.

Anahtar Kelimeler

Bilgi İletişim Teknolojileri, BİT, Öğretmen Adayları, Betimsel Analiz

Etik Beyan

Araştırma nitel döküman analizi ile gerçekleştiği için etik kurul onayı gerektirmemektedir. Ayrıca bu araştırma 1. yazarın, 2. yazar danışmanlığında yürüttüğü tezsiz yüksek lisans dönem projesi kapsamında hazırlanmıştır.

Destekleyen Kurum

Bu çalışma herhangi bir kurum tarafından desteklenmemiştir.

Proje Numarası

-

Teşekkür

-

A Systematic Review of Information Communication Technologies Research on Pre-Service Teachers in Turkey: 2014-2023

Öz

This study aims to systematically examine the research trends of articles and theses for pre-service teachers in the field of Information Communication Technologies (ICT) in Turkey between 2014 and 2023. For this purpose, a total of 70 studies, including 35 articles, 26 master's theses and 9 doctoral dissertations, were examined in YÖK Thesis and ULAKBİM Tr Index databases. It was observed that the analyzed studies were mostly articles and these studies were mostly published in 2020. It was observed that the studies primarily addressed ICT use and then ICT competence. In terms of methodology, it was observed that the studies were mostly designed with a quantitative approach and descriptive scanning was emphasized in the non-experimental design. In the studies in which quantitative method was dominant, it was seen that scales and questionnaires were mostly preferred as data collection tools. While the density of the studies in which the sample group consisted of pre-service teachers from different departments attracted attention, it was observed that the sample size was generally between 31 and 100. In data analysis, it was observed that mean and standard deviation calculations of descriptive analysis, one of the types of quantitative data analysis, were used more intensively, followed by frequency and percentage calculations. In addition to these analyzes, t-test and ANOVA, which are predictive methods, were also preferred.

Anahtar Kelimeler

Information Communication Technologies, ICT, Pre-Service Teachers, Descriptive Analysis

Proje Numarası

-

Kaynakça

• Adedoyin, O. B., & Soykan, E. (2023). Covid-19 pandemic and online learning: the challenges and opportunities. Interactive learning environments, 31(2), 863-875. doi: 10.1080/10494820.2020.1813180
• Almerich, G., Orellana, N., Suárez-Rodríguez, J., & Díaz-García, I. (2016). Teachers’ information and communication technology competences: A structural approach. Computers & Education, 100, 110-125. doi: 10.1016/j.compedu.2016.05.002
• Ananiadou, K., Claro, M. (2009). 21St century skills and competences for new millennium learners in OECD countries. OECD education working papers, no. 41. OECD Publishing (NJ1). doi: 10.1787/218525261154
• Anderson, J. (Ed.) Van Weert, T. (Ed.), & Duchâteau, C. (2002). Information and communication technology in education: A curriculum for schools and programme of teacher development. UNESCO publisihing. https://bit.ly/3T0zXux adresinden erişildi.
• Anderson, S. E., & Maninger, R. M. (2007). Preservice teachers' abilities, beliefs, and intentions regarding technology integration. Journal of educational computing research, 37(2), 151-172. doi: 10.2190/H1M8-562W-18J1-634P
• Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers & Education, 52(1), 154-168. doi: 10.1016/j.compedu.2008.07.006
• Aslan, A., & Zhu, C. (2016). Influencing factors and integration of ICT into teaching practices of pre-service and starting teachers. International Journal of Research in Education and Science (IJRES), 2(2), 359-370. https://eric.ed.gov/?id=EJ1105123 adresinden erişildi.
• Baek, E. O., & Sung, Y. H. (2020). Pre-service teachers’ perception of technology competencies based on the new ISTE technology standards. Journal of Digital Learning in Teacher Education, 37(1), 48-64. doi: 10.1080/21532974.2020.1815108
• Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative research journal, 9(2), 27-40. https://doi.org/10.3316/QRJ0902027
• Chien, Y. T., Chang, C. Y., Yeh, T. K., & Chang, K. E. (2012). Engaging pre-service science teachers to act as active designers of technology integration: A MAGDAIRE framework. Teaching and Teacher Education, 28(4), 578-588. doi: 10.1016/j.tate.2011.12.005
• Çınar, N. (2021). “İyi bir sistematik derleme nasıl yazılmalı?”, Online Türk Sağlık Bilimleri Dergisi, 6 (2), 310-314. https://orcid.org/0000-0003-3151-9975
• Denyer, D., & D. Tranfield. (2009). “Producing a systematic review.” D. A. Buchanan and A. Bryman (Eds.) In The SAGE handbook of organizational research methods, (pp. 671–689). London: Sage
• Ferrari, A. (2012). Digital competence in practice: An analysis of frameworks. Luxembourg: Publications Office of the European Union. doi:10.2791/82116
• Ferrari, A. (2013). Digcomp: A framework for developing and understanding digital competence in Europe. EUR, scientific and technical research series (Vol. 26035). Luxembourg: Publications Office. doi:10.2788/52966 Hammond, M., Crosson, S., Fragkouli, E., Ingram, J., Johnston‐Wilder, P., Johnston‐Wilder, S., ... & Wray, D. (2009). Why do some student teachers make very good use of ICT? An exploratory case study. Technology, Pedagogy and Education, 18(1), 59-73. doi: 10.1080/14759390802704097
• Hammond, M., Reynolds, L., & Ingram, J. (2011). How and why do student teachers use ICT?. Journal of Computer assisted learning, 27(3), 191-203. doi: 10.1111/j.1365-2729.2010.00389.x
• Instefjord, E., & Munthe, E. (2016). Preparing pre-service teachers to integrate technology: an analysis of the emphasis on digital competence in teacher education curricula. European Journal of Teacher Education, 39(1), 77-93. doi: 10.1080/02619768.2015.1100602
• International Society for Technology in Education (ISTE) (2008). Essential conditions: Necessary conditions to effectively leverage technology for learning. https://www.iste.org/standards/for-educators adresinden erişildi.
• Karasar, N. (2009). Bilimsel araştırma yöntemi: kavramlar, ilkeler, teknikler (20.baskı). Ankara: Nobel Yayın dağıtım
• Knezek, G., & Christensen, R. (2016). Extending the will, skill, tool model of technology integration: Adding pedagogy as a new model construct. Journal of Computing in Higher Education, 28(3), 307-325. DOI 10.1007/s12528-016-9120-2
• Koehler, M. J., & Mishra, P. (2005). What Happens When Teachers Design Educational Technology? The Development of Technological Pedagogical Content Knowledge. Journal of Educational Computing Research, 32(2):131-152. doi: 10.2190/0EW7-01WB-BKHL-QDYV
• Markauskaite, L. (2007). Exploring the structure of trainee teachers’ ICT literacy: the main components of, and relationships between, general cognitive and technical capabilities. Educational Technology Research and Development, 55, 547-572. doi:10.1007/s11423-007-9043-8
• Martinovic, D., & Zhang, Z. (2012). Situating ICT in the teacher education program: Overcoming challenges, fulfilling expectations. Teaching and Teacher Education, 28(3), 461-469. doi: 10.1016/j.tate.2011.12.001
• Merriam, S. B. (2018). Nitel araştırma: Desen ve uygulama için bir rehber. (çev.edt: Turan, S.). Ankara: Nobel Yayınevi. (Orijinal çalışmanın yayın tarihi, 2009).
• Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teachers’ knowledge. Teachers College Record, 108(6), 1017-1054. doi: 10.1111/j.1467-9620.2006.00684.x
• Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis (2nd edition). Thousand Oaks, CA: Sage Publications.
• Milli Eğitim Bakanlığı (MEB) (2017). Öğretmen strateji belgesi. https://oygm.meb.gov.tr/meb_iys_dosyalar/2017_07/26174415_Strateji_Belgesi_RG-Ylan-_26.07.2017.pdf adresinden erişildi.
• Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred reporting ıtems for systematic reviews and meta-analyses: the PRISMA statement. Annals of Internal Medicine 151 (4), 264–269. https://doi.org/10.7326/0003-4819-151-4-200908180-00135
• Mouza, C., Karchmer-Klein, R., Nandakumar, R., Ozden, S. Y., & Hu, L. (2014). Investigating the impact of an integrated approach to the development of preservice teachers' technological pedagogical content knowledge (TPACK). Computers & Education, 71, 206-221. doi: 10.1016/j.compedu.2013.09.020
• Njiku, J., Maniraho, J. F., & Mutarutinya, V. (2019). Understanding teachers’ attitude towards computer technology integration in education: A review of literature. Education and Information Technologies, 24, 3041-3052. https://doi.org/10.1007/s10639-019-09917-z
• Organisation for Economic Cooperation and Development (OECD). (2018). The future of education and skills: Education 2030. OECD Education Working Papers. https://www.oecd.org/education/2030-project/ adresinden erişildi.
• Ozan, C., & Köse, E. (2014). Eğitim programları ve öğretim alanındaki araştırma eğilimleri. Sakarya University Journal of Education, 4(1), 116-136. doi: 10.19126/suje.76547
• Patton, M. Q. (2018). Nitel araştırma ve değerlendirme yöntemleri (Çev: Demir, S. B., Bütün, M.). Ankara: Pegem Akademi. (Orijinal çalışmanın yayın tarihi, 2001).
• Puentedura, R. (2013). The SAMR Ladder: Questions and Transitions. http://www.hippasus.com/rrpweblog/archives/2013/10/26/SAMRLadder_Questions.pdf adresinden erişildi.
• Petko, D. (2012). Teachers’ pedagogical beliefs and their use of digital media in classrooms: Sharpening the focus of the ‘will, skill, tool’model and integrating teachers’ constructivist orientations. Computers & Education, 58(4), 1351-1359. https://doi.org/10.1016/j.compedu.2011.12.013
• Petticrew, M., & Roberts, H. (2008). Systematic Reviews in the Social Sciences: A Practical Guide. Blackwell Publishing, Oxford, UK.
• Pozas, M., & Letzel, V. (2023). “Do You Think You Have What it Takes?”–Exploring Predictors of Pre-Service Teachers’ Prospective ICT Use. Technology, Knowledge and Learning, 28(2), 823-841. doi: 10.1007/s10758-021-09551-0
• Punie, Y., (Ed.), & Redecker, C. (2017). European Framework for the Digital Competence of Educators: DigCompEdu, EUR 28775 EN, Publications Office of the European Union, Luxembourg, 2017, ISBN 978-92-79-73718-3 (print),978-92-79-73494-6 (pdf), doi:10.2760/178382 (print),10.2760/159770 (online), JRC107466.
• Rubach, C., & Lazarides, R. (2021). Addressing 21st-century digital skills in schools– Development and validation of an instrument to measure teachers' basic ICT competence beliefs. Computers in Human Behavior, 118, 106636. doi:10.1016/j.chb.2020 .106636.
• 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. doi:10.1016/j.compedu.2009.07.010
• Sasseville, B. (2004). Integrating information and communication technology in the classroom. Canadian Journal of Learning and Technology/La revue canadienne de l’apprentissage et de la technologie, 30(2). https://www.learntechlib.org/p/43067/ adresinden erişildi.
• Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher, 15(2), 4-14. doi: 10.3102/0013189X015002004
• Sözbilir, M. & Kutu, H. (2008). Development and Current Status of Science Education Research in Turkey. Essays in Education [Special issue], 1-22. https://bit.ly/496TYoI adresinden erişildi.
• Starkey, L. (2020). A review of research exploring teacher preparation for the digital age. Cambridge Journal of Education, 50(1), 37-56. doi: 10.1080/0305764X.2019.1625867
• Suárez-Rodríguez, J. M., Almerich, G., Díaz-García, I., & Fernández-Piqueras, R. (2012). Competencias del profesorado en las TIC: Influencia de factores personales y contextúales. Universitas psychologica, 11(1), 293-309. doi: 10.11144/Javeriana.upsy11-1.cpif
• Sun, Y., Strobel, J., & Newby, T. J. (2017). The impact of student teaching experience on pre-service teachers’ readiness for technology integration: A mixed methods study with growth curve modeling. Educational Technology Research and Development, 65, 597-629. DOI:10.1007/s11423-016-9486-x
• Tavşancıl, E., & Aslan, A. E. (2001). Sözel, yazılı ve diğer materyaller için içerik analizi ve uygulama örnekleri. İstanbul: Epsilon.
• Toquero, C. M. (2021). Emergency remote education experiment amid COVID-19 pandemic. IJERI: International Journal of Educational Research and Innovation, (15), 162-176. doi: 10.46661/ijeri.5113
• Tondeur, J., Van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers & Education, 59(1), 134-144. doi: 10.1016/j.compedu.2011.10.009
• Tondeur, J., Aesaert, K., Prestridge, S., & Consuegra, E. (2018). A multilevel analysis of what matters in the training of pre-service teacher's ICT competencies. Computers & Education, 122, 32-42. doi: 10.1016/j.compedu.2018.03.002
• Tondeur, J., Scherer, R., Siddiq, F., & Baran, E. (2020). Enhancing pre-service teachers’ technological pedagogical content knowledge (TPACK): A mixed-method study. Educational Technology Research and Development, 68(1), 319-343. https://doi.org/10.1007/s11423-019-09692-1
• Tondeur, J., Petko, D., Christensen, R., Drossel, K., Starkey, L., Knezek, G., & Schmidt-Crawford, D. A. (2021). Quality criteria for conceptual technology integration models in education: Bridging research and practice. Educational Technology Research and Development, 1-22. https://doi.org/10.1007/s11423-020-09911-0
• Ulusal Akademik Ağ ve Bilgi Merkezi (ULAKBİM) Tr Dizin Alan İndeksi. https://trdizin.gov.tr/ adresinden erişildi.
• United Nations Educational, Scientific and Cultural Organization (UNESCO) (2011). ICT Competency Framework for Teachers. https://unesdoc.unesco.org/ark:/48223/pf0000213475 adresinden erişildi.
• United Nations Educational, Scientific and Cultural Organization (UNESCO) (2018). ICT Competency Framework for Teachers. https://unesdoc.unesco.org/ark:/48223/pf0000265721 adresinden erişildi.
• Yavuz, N. (2022). Sosyal bilimlerde sistematik literatür analizi. Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, (51), 347-360. https://doi.org/10.30794/pausbed.1134606
• Yıldırım, A., & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri (11. baskı). Ankara: Seçkin Yayıncılık.
• Yurdakul, İ. K. (2011). Öğretmen adaylarının teknopedagojik eğitim yeterliliklerinin bilgi ve iletişim teknolojilerinin kullanımları açısından incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 40 (40), 397-408. https://dergipark.org.tr/tr/pub/hunefd/issue/7796/102086 adresinden erişildi.
• Yüksek Öğretim Kurulu (YÖK) (2016). Lisansüstü eğitim ve öğretim yönetmeliği. https://www.mevzuat.gov.tr/mevzuat?MevzuatNo=21510&MevzuatTur=7&MevzuatTertip=5 adresinden erişildi.
• Yüksek Öğretim Kurulu Ulusal Tez Merkezi (YÖK Tez). https://tez.yok.gov.tr/UlusalTezMerkezi/ adresinden erişildi.