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Öğrenme-Öğretme Sürecinde Bilgi ve İletişim Teknolojileri: Öğretmenlerin Entegrasyon Süreci ve Engelleriyle İlgili Görüşleri

Yıl 2007, Cilt: 32 Sayı: 32, 164 - 178, 01.06.2007

Öz

Bu araştırmada, entegrasyon sürecinde anahtar konumda olan öğretmenlerin Bilgi ve İletişim Teknolojilerini (BİT) öğrenme-öğretme sürecine entegrasyonu ile ilgili durumlarının, yaş, öğrenim düzeyi, BİT kullanım süreleri ve BİT kullanımları ile ilgili aldıkları eğitime göre farklılık gösterip göstermediği belirlenmeye çalışılmıştır. Araştırma grubunu Ankara’daki 16 Temel Eğitim Proje okulunda görev yapan 590 öğretmen oluşturmaktadır. Veriler araştırmacılar tarafından geliştirilen bir anket aracılığıyla toplanmıştır. Verilerin analizinde frekans, yüzde dağılımı ve tek yönlü varyans analizi kullanılmıştır. Analizler sonucunda öğretmenlerin BİT uygulamalarından basit, yönetsel ve öğretimsel işlerde çoğunlukla kelime işlemci ve İnternet uygulamalarını kullandığı; masaüstü yayımcılık, veri tabanları, grafik ve çizim programlarını ise en az kullandıkları saptanmıştır. Ayrıca, öğretmenlerin yaş, öğrenim düzeyi, BİT kullanım süresine ve BİT hakkında alınan eğitime göre BİT’i öğrenme-öğretme sürecine entegrasyonlarında anlamlı bir farklılık olduğu saptanmıştır. BİT’in öğrenmeöğretme sürecine entegrasyonuna ilişkin olarak öğretmenlerin en fazla dile getirdikleri engeller sınıf içerisinde bilgisayar ve İnternet teknolojilerinin olmaması ve öğretmenlerin BİT’in öğretimde nasıl kullanılacağını bilmemeleri olarak belirlenmiştir

Kaynakça

  • Allegra, M., Chifari, A. ve Ottaviano, S. (2001). ICT to train students towards creative thinking. Educational Technology ve Society, 4(2), 48-53.
  • Becker, H. J. (2001). How are teachers using computers in instruction. Bildiri, American Educational Research Association (AERA’01) konferansında sunulmuştur. University of California-Irvine.
  • Boshuizen, H. P. A. ve Wopereis, I. G. J. H. (2003). Pedagogy of training in information and communications technology for teachers and beyond. Technology, Pedagogy and Education, 12(1), 149-159.
  • Bucci, T. T., Copenhaver, L. J., Lehman, B. ve O’Brien, T. (2003). Technology integration: Connections to educational theories. Contemporary Issues in Technology and Teacher Education, 3(1), 30-46.
  • Cartwright, V. ve Hammond, M. (2003). The ıntegration and embedding of ıct into the school curriculum: More questions than answers. Bildiri Information Technology for Teacher Education (ITTE’03) konferansında sunulmuştur. Trinity and All Saints College, Leeds.
  • Compton, V. ve Harwood, C. (2003). Enhancing technological practice: An assessment framework for technology education in New Zealand. International Journal of Technology and Design Education, 13(1), 1-26.
  • Demetriadis, S., Barbas, A., Moholides, A., Palaigeorgiou, G., Psillos, D., Vlahavas, I. ve diğerleri (2003). “Cultures in negotiation”: Teachers’ acceptance/resistance attitudes considering the infusion of technology into schools. Computers ve Education, 41(1), 19-37.
  • Duchateau, C. (1995). The computer: Ally or alien. In D. Watson ve D. Tinsley (Eds.), Integrating information technology into education. (pp. 169-185). London: Chapman & Hall.
  • Figg, C. B. (2000). Relationship between selected elementary teachers’ beliefs and educational technology use. Dissertation Abstracts International, 62(2), 536.
  • Fullan, M. G. (1991). The new meaning of educational change. Teachers College Pres: New York.
  • Gobbo, C. ve Girardi, M. (2001). Teachers’ beliefs and integration of information and communications technology in Italian schools. Journal of Information Technology for Teacher Education, 10(1,2), 63-84.
  • Gough, J. (2000). Opinion: “Learning technologies?” “Convergent technologies?” “What do these mean?”. Education and Information Technologies, 5(2), 183-142.
  • Groves, M. M. ve Zemel, P. C. (2000). Instructional technology adoption in higher education: An action research case study. International Journal of Instructional Media, 27, 57-66.
  • Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8(3,4), 381-391.
  • Harun, M. H. (2001). Integrating e-learning into the workplace. Internet and Higher Education, 4(3,4), 301-310.
  • Herzig, R. G. M. (2004). Technology and its impact in the classroom. Computers ve Education, 42(2), 111-131.
  • Kennewell, S. (2001). Using affordances and constraints to evaluate the use of information and communications technology in teaching and learning. Journal of Information Technology for Teacher Education, 10(1,2), 101-116.
  • Lim, C. P. ve Ching, C. S. (2004). An activity-theoretical approach to research of ICT integration in Singapore schools: Orienting activities and learner autonomy. Computers ve Education, 43, 215-236.
  • Loveless, A. M. (2003). The interaction between primary teachers’ perceptions of ict and their pedagogy. Education and Information Technologies, 8(4), 313-326.
  • Milli Eğitim Bakanlığı (2000). Temel eğitim programı ve bilgi teknolojisi sınıfları. Ankara: MEB Yayınları.
  • Melle, E. V., Cimellaro, L. ve Shulha, L. (2003). A dynamic framework to guide the implementation and evaluation of educational technologies. Education and Information Technologies, 8(3), 267-285.
  • Milliken, J. ve Barnes, L. P. (2002). Teaching and technology in higher education: Student perceptions and personal reflections. Computers ve Education, 39(3), 207-317.
  • Naidu, S., Cunnington, D. ve Jasen, C. (2002). The experince of practitioners with technology-enhanced teaching and learning. Educational Technology ve Society, 5(1), 23-34.
  • O’Mahony, C. (2003). Getting the information and communications technology formula right: Access+ability=confident use. Technology, Pedagogy and Education, 12(2), 295-311.
  • Passey, D. (1999). Strategic evaluation of the impacts on learning of educational technologies: exploring some of the issues for evaluaters and future evaluation audiences. Educations and Information Technologies, 4(3), 223-250.
  • Roblyer, M. D. (2003). Integrating educational technology into teaching. (3. baskı). New Jersey: Merrill Prentice Hall.
  • Sandholtz, J. H., Ringstaff, C. ve Dwyer, D. C. (1997). Teaching with technology: Creating student-centered classrooms. New York: Teachers College Press.
  • Somekh, B. (2001). Methodological issues in identifying and describing the way knowledge is constructed with and without information and communications technology. Journal of Information Technology for Teacher Education, 10(1,2), 157-178.
  • Tubin, D. Mioduser, D., Nachmias, R. ve Baruch, A. F. (2003). Domains and levels of pedagogical innovation in schools using ICT: Ten innovative schools in Israel. Education and Information Technologies, 8(2), 127-145.
  • Usluel Koçak, Y. ve Aşkar, P. (2006). Bilgi ve İletişim Teknolojilerinin Okullarda Yayılımı. 20. 02. 2007 tarihinde http://www.ebit.hacettepe.edu.tr/dersnotu/diffusion_of_innovation.pdf adresinden alınmıştır.
  • Usluel, Koçak,Y., Demiraslan Y. ve Mumcu Kuşkaya, F. (2007). Integrating ICT into Classrooms: A note from Turkish Teachers, (pp. 1569-1575). Bildiri Society for Information Technology and Teacher Education (SITE’07) konferansında sunulmuştur. San Antonio, TX, March 26-30, USA.
  • Van Den Berg, R., Vandenberghe, R. ve Sleegers, P. (1999). Management of innovations from a culturel-individual perspective. School Effectiveness and School Improvement, 10(3), 321-351.
  • Visscher, A. ve Wild, P. (1997). The potential of information technology in support of teachers and educational managers managing their work environment. Education and Information Technologies, 2(4), 263-274.
  • Watson, D. M. (2001). Pedagogy before technology: Re-thinking the relationship between ICT and teaching. Education and Information Technologies, 6(4), 251-266.
Yıl 2007, Cilt: 32 Sayı: 32, 164 - 178, 01.06.2007

Öz

Kaynakça

  • Allegra, M., Chifari, A. ve Ottaviano, S. (2001). ICT to train students towards creative thinking. Educational Technology ve Society, 4(2), 48-53.
  • Becker, H. J. (2001). How are teachers using computers in instruction. Bildiri, American Educational Research Association (AERA’01) konferansında sunulmuştur. University of California-Irvine.
  • Boshuizen, H. P. A. ve Wopereis, I. G. J. H. (2003). Pedagogy of training in information and communications technology for teachers and beyond. Technology, Pedagogy and Education, 12(1), 149-159.
  • Bucci, T. T., Copenhaver, L. J., Lehman, B. ve O’Brien, T. (2003). Technology integration: Connections to educational theories. Contemporary Issues in Technology and Teacher Education, 3(1), 30-46.
  • Cartwright, V. ve Hammond, M. (2003). The ıntegration and embedding of ıct into the school curriculum: More questions than answers. Bildiri Information Technology for Teacher Education (ITTE’03) konferansında sunulmuştur. Trinity and All Saints College, Leeds.
  • Compton, V. ve Harwood, C. (2003). Enhancing technological practice: An assessment framework for technology education in New Zealand. International Journal of Technology and Design Education, 13(1), 1-26.
  • Demetriadis, S., Barbas, A., Moholides, A., Palaigeorgiou, G., Psillos, D., Vlahavas, I. ve diğerleri (2003). “Cultures in negotiation”: Teachers’ acceptance/resistance attitudes considering the infusion of technology into schools. Computers ve Education, 41(1), 19-37.
  • Duchateau, C. (1995). The computer: Ally or alien. In D. Watson ve D. Tinsley (Eds.), Integrating information technology into education. (pp. 169-185). London: Chapman & Hall.
  • Figg, C. B. (2000). Relationship between selected elementary teachers’ beliefs and educational technology use. Dissertation Abstracts International, 62(2), 536.
  • Fullan, M. G. (1991). The new meaning of educational change. Teachers College Pres: New York.
  • Gobbo, C. ve Girardi, M. (2001). Teachers’ beliefs and integration of information and communications technology in Italian schools. Journal of Information Technology for Teacher Education, 10(1,2), 63-84.
  • Gough, J. (2000). Opinion: “Learning technologies?” “Convergent technologies?” “What do these mean?”. Education and Information Technologies, 5(2), 183-142.
  • Groves, M. M. ve Zemel, P. C. (2000). Instructional technology adoption in higher education: An action research case study. International Journal of Instructional Media, 27, 57-66.
  • Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8(3,4), 381-391.
  • Harun, M. H. (2001). Integrating e-learning into the workplace. Internet and Higher Education, 4(3,4), 301-310.
  • Herzig, R. G. M. (2004). Technology and its impact in the classroom. Computers ve Education, 42(2), 111-131.
  • Kennewell, S. (2001). Using affordances and constraints to evaluate the use of information and communications technology in teaching and learning. Journal of Information Technology for Teacher Education, 10(1,2), 101-116.
  • Lim, C. P. ve Ching, C. S. (2004). An activity-theoretical approach to research of ICT integration in Singapore schools: Orienting activities and learner autonomy. Computers ve Education, 43, 215-236.
  • Loveless, A. M. (2003). The interaction between primary teachers’ perceptions of ict and their pedagogy. Education and Information Technologies, 8(4), 313-326.
  • Milli Eğitim Bakanlığı (2000). Temel eğitim programı ve bilgi teknolojisi sınıfları. Ankara: MEB Yayınları.
  • Melle, E. V., Cimellaro, L. ve Shulha, L. (2003). A dynamic framework to guide the implementation and evaluation of educational technologies. Education and Information Technologies, 8(3), 267-285.
  • Milliken, J. ve Barnes, L. P. (2002). Teaching and technology in higher education: Student perceptions and personal reflections. Computers ve Education, 39(3), 207-317.
  • Naidu, S., Cunnington, D. ve Jasen, C. (2002). The experince of practitioners with technology-enhanced teaching and learning. Educational Technology ve Society, 5(1), 23-34.
  • O’Mahony, C. (2003). Getting the information and communications technology formula right: Access+ability=confident use. Technology, Pedagogy and Education, 12(2), 295-311.
  • Passey, D. (1999). Strategic evaluation of the impacts on learning of educational technologies: exploring some of the issues for evaluaters and future evaluation audiences. Educations and Information Technologies, 4(3), 223-250.
  • Roblyer, M. D. (2003). Integrating educational technology into teaching. (3. baskı). New Jersey: Merrill Prentice Hall.
  • Sandholtz, J. H., Ringstaff, C. ve Dwyer, D. C. (1997). Teaching with technology: Creating student-centered classrooms. New York: Teachers College Press.
  • Somekh, B. (2001). Methodological issues in identifying and describing the way knowledge is constructed with and without information and communications technology. Journal of Information Technology for Teacher Education, 10(1,2), 157-178.
  • Tubin, D. Mioduser, D., Nachmias, R. ve Baruch, A. F. (2003). Domains and levels of pedagogical innovation in schools using ICT: Ten innovative schools in Israel. Education and Information Technologies, 8(2), 127-145.
  • Usluel Koçak, Y. ve Aşkar, P. (2006). Bilgi ve İletişim Teknolojilerinin Okullarda Yayılımı. 20. 02. 2007 tarihinde http://www.ebit.hacettepe.edu.tr/dersnotu/diffusion_of_innovation.pdf adresinden alınmıştır.
  • Usluel, Koçak,Y., Demiraslan Y. ve Mumcu Kuşkaya, F. (2007). Integrating ICT into Classrooms: A note from Turkish Teachers, (pp. 1569-1575). Bildiri Society for Information Technology and Teacher Education (SITE’07) konferansında sunulmuştur. San Antonio, TX, March 26-30, USA.
  • Van Den Berg, R., Vandenberghe, R. ve Sleegers, P. (1999). Management of innovations from a culturel-individual perspective. School Effectiveness and School Improvement, 10(3), 321-351.
  • Visscher, A. ve Wild, P. (1997). The potential of information technology in support of teachers and educational managers managing their work environment. Education and Information Technologies, 2(4), 263-274.
  • Watson, D. M. (2001). Pedagogy before technology: Re-thinking the relationship between ICT and teaching. Education and Information Technologies, 6(4), 251-266.
Toplam 34 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Yasemin Koçak Usluel Bu kişi benim

Filiz Kuşkaya Mumcu Bu kişi benim

Yasemin Demiraslan Bu kişi benim

Yayımlanma Tarihi 1 Haziran 2007
Yayımlandığı Sayı Yıl 2007 Cilt: 32 Sayı: 32

Kaynak Göster

APA Usluel, Y. K., Mumcu, F. K., & Demiraslan, Y. (2007). Öğrenme-Öğretme Sürecinde Bilgi ve İletişim Teknolojileri: Öğretmenlerin Entegrasyon Süreci ve Engelleriyle İlgili Görüşleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 32(32), 164-178.