Bir Taşla İki Kuş: Web 2.0 Kullanarak Akran Etkileşimi Yoluyla Teknoloji Algılarını Artırma

Yıl 2017, Sayı: 11, 111 - 136, 25.01.2017

Tuğra Karademir Funda Erdoğdu , Şahin Gökçearslan

Öz

Öğretmen adaylarının Web 2.0 araçlarını akranları ile
kullanımı esnasındaki etkileşimi, onlara bireysel amaçlar doğrultusundaki kullanıma
göre dikkate değer düzeyde katkı sağlamaktadır. Web 2.0 araçları,
kullanıcıların etkin biçimde yer aldığı bir web ortamı yaratmıştır. Öğretmen
adayları; bilgiye ulaşma, bilgiyi yapılandırma ve yayma sürecinde
kullanabileceği bir araçla yüzyüzedir. Bu araştırmanın amacı, Web 2.0
araçlarından Vikipedi, Facebook ve Ağ Günlüklerinin kullanıldığı öğrenme
çevresinde öğretmen adaylarının teknoloji algılarındaki değişimi belirlemektir.
Araştırma, aynı zamanda akran öğrenimi bağlamında bu değişimin altında yatan
nedenleri ortaya koymayı amaçlamıştır. Bir devlet üniversitesinde öğrenim gören
Bilgisayar 2 dersini almakta olan altmış dokuz öğretmen adayının katıldığı
araştırmada ardışık açıklayıcı karma desen kullanılmıştır. Araştırmada nicel
veri, ön test ve son test olarak uygulanan “Teknoloji Algısı” ölçeği ile
toplanmıştır. Nitel veri ise görüşme formları aracılığıyla öğretmen adaylarının
akran ve bireysel öğrenme yolu tercihlerine göre toplanmıştır. Araştırma
sonuçlarına göre; öğretmen adaylarının teknoloji algılarına yönelik ön test son
test puanları, son test puanları lehine anlamlı farklılık göstermektedir.
Öğretmen adaylarının teknoloji algıları Web 2.0 araçlarının kullanımı ile
artmakta ve bu artış anlamlı biçimde farklılaşmaktadır. Görüşme analizi
sonuçlarına göre ise, akran öğrenmenin bilgisayar ve üst düzey düşünme
becerilerinin yanı sıra kültürel yönden de gelişim sağladığı belirlenmiştir.
Bununla birlikte sosyalleşme, etkileşim ve psikolojik ögeler gibi duyuşsal
özelliklerin de geliştiği saptanmıştır. 

Anahtar Kelimeler

bilgi ve iletişim teknolojileri, öğretmen adaylarının teknoloji algıları, akran etkileşimi

Two Birds with One Stone: Enhancing Technology Perception with Peer Interaction using Web 2.0

Öz

The contribution of pre-service teachers
using Web 2.0 tools for peer interaction to provide the other pre-service
teachers is more remarkable than pre-service teachers who use Web 2.0 tools for
individual purposes. This research aims to determine the change of technology
perceptions of pre-service teachers studying in learning environments created
by using Web 2.0 tools which were Wikipedia, Facebook and blogs. This research
also strives to reveal the underlying causes of this change within the context
of peer learning. Sixty-nine pre-service teachers who attended Computer-2 Class
in a large public university participated in this research and the sequential
explanatory mixed method was applied. In this research the qualitative data
were collected by using Scale of Technological Perception in the form of pre
and post-tests. Then, quantitative data were collected by interview forms to
determine the effect of learning type on technology perception and their choice
of peer or individual learning. The findings obtained from qualitative data
indicate a significant difference between pre and post test scores as the score
is higher in post-test regarding technology perceptions. The analysis of the
interviews show that peer learning promotes computer skills, high level
learning skills. In addition, it develops affective features such as socializing,
interaction and psychological effects.

Anahtar Kelimeler

information and communication technologies, pre-services students’ technology perception, peer interaction

Kaynakça

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