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Durumlu Öğrenme Yaklaşımına Dayalı Eğitim Teknolojileri Öğretimi: Öğretmen Adaylarının Deneyimleri

Yıl 2017, Sayı: 2, 369 - 377, 01.08.2017

Öz

Bu çalışmanın amacı durumlu öğrenme yaklaşımı temel alınarak gerçekleştirilen eğitim teknolojileri öğretimine yönelik öğretmen adaylarının deneyimlerini ortaya çıkarmaktır. Durum çalışması yöntemine dayalı olarak gerçekleştirilen çalışmada veri toplama aracı olarak yarı yapılandırılmış görüşme formu kullanılmıştır. Çalışma kapsamında İstanbul Üniversitesi Fen Bilgisi Öğretmenliği bölümü 2. sınıfta öğrenim gören 65 öğrenci arasından rastgele olarak seçilen 11 grupla 33 kız, 3 erkek odak grup görüşmeleri gerçekleştirilmiştir. Elde edilen verilerin içerik analizine göre “Ders Sonu Kazanımları” ve “Proje Süreci” temaları ortaya çıkmıştır. Öğretmen adaylarının uygulamaları gerçekleştirirken kendilerini öğretmen gibi hissettikleri, gerçekleştirdikleri uygulamalı etkinliklerle eğitim teknolojilerini kullanma deneyimi kazandıkları ve özgüvenlerinin arttığı belirlenmiştir. Yapılandırılmamış görevlerin bazı öğretmen adaylarında başlangıçta kafa karışıklığı oluşturduğu, ancak grup çalışmasıyla bu sorunun kısa sürede aşıldığı ve süreçte özgürce çalışabildikleri için bu yöntemden memnun kaldıkları ortaya çıkmıştır. Grup çalışması sayesinde iletişim ve etkileşimin yüksek olduğu, eğlenceli bir öğrenim süreci gerçekleştiği, ürün zenginliğinin ortaya çıktığı ve grup üyelerinin birlikte kalite kararları oluşturarak kaliteli ürünler ortaya koymaya çaba gösterdikleri belirlenmiştir. Çalışmadan elde edilen sonuçların durumlu öğrenme yaklaşımına dayalı eğitim teknolojileri öğretimi uygulamalarında yol gösterici olacağı düşünülmektedir

Kaynakça

  • Agyei, D. D., & Voogt, J. M. (2011). Exploring the potential of the will, skill, tool model in Ghana: predicting prospective and practicing teachers’ use of technology. Computers & Education, 56(1), 91–100.
  • Angeli, C. (2005). Transforming a teacher education method course through technology: effects on preservice teachers’ technology competency. Computers & Education, 45(4), 383- 398.
  • Barab, S. A., & Duffy, T. M. (2000). From practice fields to communities of practice. In D. Jonassen, & S. Land (Eds.), Theoretical foundations of learning environments. Mahwah, NJ: Lawrence Erlbaum Associates
  • Baydaş, Ö., & Göktaş, Y. (2016). Influential factors on preservice teachers’ intentions to use ICT in future lessons. Computers in Human Behavior, 56, 170-178.
  • Brown, J. S., Collins, A., Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32–41.
  • Brush, T., Igoe, A., Brinkerhoff, J., Glazewski, K., Ku, H., & Smith, T. C. (2001). Lessons from the field: integrating technology into preservice teacher education. Journal of Computing in Teacher Education, 17(4), 16-20.
  • Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4nd ed.). Thousand Oaks, CA: Sage.
  • Dickey, M. (2008). Integrating cognitive apprenticeship methods in a web-based educational technology course for P-12 teacher education. Computers & Education, 51(2), 506-518.
  • Drent, M., & Meelissen, M. (2008). Which factors obstruct or stimulate teacher educators to use ICT innovatively? Computers & Education, 51(1), 187–199.
  • Göktaş, Y., Yıldırım, Z., & Yıldırım, S. (2008). A review of ICT related courses in pre-service teacher education programs. Asia Pacific Education Review, 9, 168–179.
  • Göktaş, Y., Yıldırım, S., & Yıldırım, Z. (2009). Main barriers and possible enablers of ICTs integration into pre-service teacher education programs. Educational Technology & Society, 12(1), 193–204.
  • Henning, P. (1998). Everyday cognition and situated learning. In Jonassen, D. (Ed.), Handbook of Research on Educational Communications and Technology. (2nd. Ed.). New York: Simon & Schuster.
  • Hernandez Ramos, P., & Giancarlo, C. A. (2004). Situating teacher education: from the university classroom to the “real” classroom. Journal of Computing in Teacher Education, 20(3), 121-128.
  • Hoekstra, A., Beijaard, D., Brekelmans, M., & Korthagen, F. (2007). Experienced teachers’ informal learning from classroom teaching. Teachers and Teaching: Theory and Practice, 13(2), 189–206.
  • Huang, K., Lubin, I. A., & Ge, X. (2011).Situated learning in an educational technology course for pre-service teachers. Teaching and Teacher Education, 27, 1200-1212.
  • Kılıç, E. (2004). Durumlu öğrenme kuramının eğitimdeki yeri ve önemi. Gazi Egitim Fakültesi Dergisi, 24(3), 307-320.
  • Kim, H., & Hannafin, M. J. (2008). Grounded design and Webenhanced case-based reasoning: Theory, assumptions, and practice. Educational Technology Research and Development, 56(2), 161 179.
  • Korthagen, F. A. J. (2010). Situated learning theory and the pedagogy of teacher education: Towards an integrative view of teacher behavior and teacher learning. Teaching and Teacher Education, 26, 98-106
  • Lave, J., Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.
  • Lubin, I. A., & Ge, X. (2012). Investigating the influences of a LEAPS model on preservice teachers’ problem solving, metacognition, and motivation in an educational technology course. Education Tech Research Dev, 60, 239–270.
  • McLellan, H. (1996). Situated learning: multiple perspectives. In McLellan H. (Ed.), Situated Learning Perspectives. (pp. 5-17). Educational Technology Publication. New Jersey: Englewood Cliffs.
  • Moursund, D., & Bielefeldt, T. (1999). Will new teachers be prepared to teach in a digital age: A national survey on information technology in teacher education. Oregon: Milken Family Foundation.
  • Ottenbreit Leftwich, A., Glazewski, K., Newby, T., & Ertmer, P. (2010). Teacher value beliefs associated with using technology: addressing professional and student needs. Computers & Education, 55, 1321–1335.
  • Shaltry, C., Henriksen, D., Wu, M. L., & Dickson, P. (2013). Teaching pre-service teachers to integrate technology: Situated learning with online portfolios, classroom websites and Facebook. TechTrends 57(3) 20-25.
  • Thomas, J. W. (2000). A review of research on project-based learning,San Rafael, CA: Autodesk Foundation.
  • Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. San Francisco, CA: Jossey-Bass
  • Tondeur, J., Van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit Leftwich, A. (2012). Preparing preservice teachers to integrate technology in education: A synthesis of qualitative evidence. Computers & Education, 59(1), 134-144.
  • Uğur, B., & Arkün Kocadere, S. (2016). Öğrenme ve öğretme sürecine BİT entegrasyonu: Bir çevrimiçi öğretmen eğitimi önerisi. XVIII. Akademik Bilişim Konferansı, Adnan Menderes Üniversitesi, Aydın, Türkiye.
  • Winn, W. (1993). Instructional design and situated learning: Paradox or partnership? Educational Technology, 33(3), 16-21.
  • Yin, R. K. (2009). Doing case study research. 4th ed. Thousand Oaks, CA: Sage.

Situated Learning Based Educational Technology Instruction: Preservice Teachers’ Experiences

Yıl 2017, Sayı: 2, 369 - 377, 01.08.2017

Öz

The aim of this study is to reveal preservice teachers’ experiences toward situated learning based educational technology instruction. This research is a case study and data was collected through a semi structured interview form. The focus group interviews were conducted with 11 groups 33 female, 3 male which were selected randomly from 65 sophomore preservice teachers who studied at Istanbul University Science Education department. Based on the content analysis of data, “Course Outcome Attainments” and “Project Process” themes were revealed. It was determined that preservice teachers felt themselves like a teacher in the implementation process. They gained experience using educational technology tools with their practical applications, and increased their self confidence. It was revealed that some of the preservice teachers felt frustrated due to ill-structured tasks in the beginning, but in later times this issue was eliminated thanks to group work. They were satisfied with this method because they were able to work freely. It was also determined that communication and interaction level was high between students thanks to group work. A fun learning process took place and groups created quality judgment criterias based on consensus among all group members and then they tried to developed quality materials. The results can be a pathfinder for situated learning based educational technology instruction implementations

Kaynakça

  • Agyei, D. D., & Voogt, J. M. (2011). Exploring the potential of the will, skill, tool model in Ghana: predicting prospective and practicing teachers’ use of technology. Computers & Education, 56(1), 91–100.
  • Angeli, C. (2005). Transforming a teacher education method course through technology: effects on preservice teachers’ technology competency. Computers & Education, 45(4), 383- 398.
  • Barab, S. A., & Duffy, T. M. (2000). From practice fields to communities of practice. In D. Jonassen, & S. Land (Eds.), Theoretical foundations of learning environments. Mahwah, NJ: Lawrence Erlbaum Associates
  • Baydaş, Ö., & Göktaş, Y. (2016). Influential factors on preservice teachers’ intentions to use ICT in future lessons. Computers in Human Behavior, 56, 170-178.
  • Brown, J. S., Collins, A., Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32–41.
  • Brush, T., Igoe, A., Brinkerhoff, J., Glazewski, K., Ku, H., & Smith, T. C. (2001). Lessons from the field: integrating technology into preservice teacher education. Journal of Computing in Teacher Education, 17(4), 16-20.
  • Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4nd ed.). Thousand Oaks, CA: Sage.
  • Dickey, M. (2008). Integrating cognitive apprenticeship methods in a web-based educational technology course for P-12 teacher education. Computers & Education, 51(2), 506-518.
  • Drent, M., & Meelissen, M. (2008). Which factors obstruct or stimulate teacher educators to use ICT innovatively? Computers & Education, 51(1), 187–199.
  • Göktaş, Y., Yıldırım, Z., & Yıldırım, S. (2008). A review of ICT related courses in pre-service teacher education programs. Asia Pacific Education Review, 9, 168–179.
  • Göktaş, Y., Yıldırım, S., & Yıldırım, Z. (2009). Main barriers and possible enablers of ICTs integration into pre-service teacher education programs. Educational Technology & Society, 12(1), 193–204.
  • Henning, P. (1998). Everyday cognition and situated learning. In Jonassen, D. (Ed.), Handbook of Research on Educational Communications and Technology. (2nd. Ed.). New York: Simon & Schuster.
  • Hernandez Ramos, P., & Giancarlo, C. A. (2004). Situating teacher education: from the university classroom to the “real” classroom. Journal of Computing in Teacher Education, 20(3), 121-128.
  • Hoekstra, A., Beijaard, D., Brekelmans, M., & Korthagen, F. (2007). Experienced teachers’ informal learning from classroom teaching. Teachers and Teaching: Theory and Practice, 13(2), 189–206.
  • Huang, K., Lubin, I. A., & Ge, X. (2011).Situated learning in an educational technology course for pre-service teachers. Teaching and Teacher Education, 27, 1200-1212.
  • Kılıç, E. (2004). Durumlu öğrenme kuramının eğitimdeki yeri ve önemi. Gazi Egitim Fakültesi Dergisi, 24(3), 307-320.
  • Kim, H., & Hannafin, M. J. (2008). Grounded design and Webenhanced case-based reasoning: Theory, assumptions, and practice. Educational Technology Research and Development, 56(2), 161 179.
  • Korthagen, F. A. J. (2010). Situated learning theory and the pedagogy of teacher education: Towards an integrative view of teacher behavior and teacher learning. Teaching and Teacher Education, 26, 98-106
  • Lave, J., Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.
  • Lubin, I. A., & Ge, X. (2012). Investigating the influences of a LEAPS model on preservice teachers’ problem solving, metacognition, and motivation in an educational technology course. Education Tech Research Dev, 60, 239–270.
  • McLellan, H. (1996). Situated learning: multiple perspectives. In McLellan H. (Ed.), Situated Learning Perspectives. (pp. 5-17). Educational Technology Publication. New Jersey: Englewood Cliffs.
  • Moursund, D., & Bielefeldt, T. (1999). Will new teachers be prepared to teach in a digital age: A national survey on information technology in teacher education. Oregon: Milken Family Foundation.
  • Ottenbreit Leftwich, A., Glazewski, K., Newby, T., & Ertmer, P. (2010). Teacher value beliefs associated with using technology: addressing professional and student needs. Computers & Education, 55, 1321–1335.
  • Shaltry, C., Henriksen, D., Wu, M. L., & Dickson, P. (2013). Teaching pre-service teachers to integrate technology: Situated learning with online portfolios, classroom websites and Facebook. TechTrends 57(3) 20-25.
  • Thomas, J. W. (2000). A review of research on project-based learning,San Rafael, CA: Autodesk Foundation.
  • Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. San Francisco, CA: Jossey-Bass
  • Tondeur, J., Van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit Leftwich, A. (2012). Preparing preservice teachers to integrate technology in education: A synthesis of qualitative evidence. Computers & Education, 59(1), 134-144.
  • Uğur, B., & Arkün Kocadere, S. (2016). Öğrenme ve öğretme sürecine BİT entegrasyonu: Bir çevrimiçi öğretmen eğitimi önerisi. XVIII. Akademik Bilişim Konferansı, Adnan Menderes Üniversitesi, Aydın, Türkiye.
  • Winn, W. (1993). Instructional design and situated learning: Paradox or partnership? Educational Technology, 33(3), 16-21.
  • Yin, R. K. (2009). Doing case study research. 4th ed. Thousand Oaks, CA: Sage.
Toplam 30 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Research Article
Yazarlar

Sevda Küçük Bu kişi benim

Yayımlanma Tarihi 1 Ağustos 2017
Yayımlandığı Sayı Yıl 2017 Sayı: 2

Kaynak Göster

APA Küçük, S. (2017). Durumlu Öğrenme Yaklaşımına Dayalı Eğitim Teknolojileri Öğretimi: Öğretmen Adaylarının Deneyimleri. Yükseköğretim Ve Bilim Dergisi(2), 369-377.
AMA Küçük S. Durumlu Öğrenme Yaklaşımına Dayalı Eğitim Teknolojileri Öğretimi: Öğretmen Adaylarının Deneyimleri. J Higher Edu Sci. Ağustos 2017;(2):369-377.
Chicago Küçük, Sevda. “Durumlu Öğrenme Yaklaşımına Dayalı Eğitim Teknolojileri Öğretimi: Öğretmen Adaylarının Deneyimleri”. Yükseköğretim Ve Bilim Dergisi, sy. 2 (Ağustos 2017): 369-77.
EndNote Küçük S (01 Ağustos 2017) Durumlu Öğrenme Yaklaşımına Dayalı Eğitim Teknolojileri Öğretimi: Öğretmen Adaylarının Deneyimleri. Yükseköğretim ve Bilim Dergisi 2 369–377.
IEEE S. Küçük, “Durumlu Öğrenme Yaklaşımına Dayalı Eğitim Teknolojileri Öğretimi: Öğretmen Adaylarının Deneyimleri”, J Higher Edu Sci, sy. 2, ss. 369–377, Ağustos 2017.
ISNAD Küçük, Sevda. “Durumlu Öğrenme Yaklaşımına Dayalı Eğitim Teknolojileri Öğretimi: Öğretmen Adaylarının Deneyimleri”. Yükseköğretim ve Bilim Dergisi 2 (Ağustos 2017), 369-377.
JAMA Küçük S. Durumlu Öğrenme Yaklaşımına Dayalı Eğitim Teknolojileri Öğretimi: Öğretmen Adaylarının Deneyimleri. J Higher Edu Sci. 2017;:369–377.
MLA Küçük, Sevda. “Durumlu Öğrenme Yaklaşımına Dayalı Eğitim Teknolojileri Öğretimi: Öğretmen Adaylarının Deneyimleri”. Yükseköğretim Ve Bilim Dergisi, sy. 2, 2017, ss. 369-77.
Vancouver Küçük S. Durumlu Öğrenme Yaklaşımına Dayalı Eğitim Teknolojileri Öğretimi: Öğretmen Adaylarının Deneyimleri. J Higher Edu Sci. 2017(2):369-77.