İlköğretim Matematik Öğretmenlerinin Teknoloji Entegrasyonundaki Öğretmen Yeterliklerine İlişkin Görüşleri

Öz

Öğretime teknolojinin entegrasyonu konusunda öğretmenlerin rolü ve beklentileri ile ilgili yoğun çalışmalar yapılmaktadır. Bu çerçevede öğretmenlerin teknoloji entegrasyonu yeterlik göstergelerinin neler olduğu ve belirli alana özel durumların belirlenmesi üzerine çalışmalar yapılmaktadır. Bu araştırmada ilköğretim matematik öğretmenlerinin teknoloji entegrasyonunda öğretmenin sahip olması gereken yeterlikleri ile ilgili neler düşündükleri ve bu yeterliklerin göstergelerinin neler olması gerektiğiyle ilgili görüşleri belirlenmeye çalışıldı. Araştırmada yöntem olarak odak grup çalışması tercih edildi. Çalışma “Bir öğretmenin teknolojiyi sınıf içerisinde etkili olarak kullanabilmesi için hangi yeterliklere sahip olması gerekir?” sorusu çerçevesinde yapıldı. Katılımcılara cevapları doğrultusunda konuya derinlik kazandıracak sorular yönetildi. Öğretmenlerin ifadeleri Teknolojik Pedagojik Alan Bilgisi (TPAB) teorik çerçevesi kullanılarak analiz edildi. Araştırma sonuçlarına göre a) Öğretmenlerin teknoloji ve pedagoji alanlarında mesleki gelişim eğitimine ihtiyaç duydukları b) öğretime teknoloji entegrasyonu konusunda deneyimleri ve öğrencilerin öğrenmesine dair inanışları, öğretmenlerin yeterlik konusundaki düşüncelerini etkilediği görülmüştür

Anahtar Kelimeler

• Teknoloji entegrasyonu, öğretmen yeterliği, odak grup çalışması, TPAB

Primary Mathematics Teachers\' Views about Their Competencies Concerning the Integration of Technology

Abstract

There have been many studies on teachers’ role and expectations concerning the integration of technology into their instruction. The present study aimed to reveal mathematics teachers’ views about their own proficiency and the standards signifying that competency regarding the integration of technology. The focus group study was used as a data gathering method. The study attempted to respond the question, ‘What are the qualities that teachers need to posses for an effective integration of technology into their classroom?’. The teachers’ responses were elaborated by asking further questions in order to get a deeper understanding of their views. The teachers’ utterances were analyzed within the framework of TPCK. The results indicated that a) the in-service teachers require participating in such courses on technology and pedagogy for their professional development and b) teachers’ experiences with technology integration and their beliefs about the ways students learn significantly affect their views about their own competency.

Keywords

• Technology integration,teacher’s competence,focus group study,TPCK

Kaynakça

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