BibTex RIS Kaynak Göster

BİT Alanında Öğretmenlerin Uzaktan Gelişimi: Yunanistan’da Pilot Uygulama Olan Deneysel Okullar Örneği

Yıl 2016, Cilt: 5 Sayı: 3, 245 - 264, 01.12.2016

Öz

Bu araştırma, Yunanistan’daki deneysel okullarda çalışan öğretmenlere ilk kez uygulanmış ve eğitimde yeni teknolojilere yönelik olarak öğretmenlerin mesleki gelişimleri için hazırlanmış bir programı sunmayı amaçlamaktadır. Araştırma aynı zamanda öğretmenlerin mesleki gelişim programlarına katılma güdülerini; eğitimde, öğrenme yöntemlerinde ve uygulamalarda teknolojiyi kullanma tutum ve becerilerini incelemektedir. Çalışma, kullanılan programa ilişkin tanımlara ve kullanılan materyallerin yer aldığı internet adresi bağlantılarına yer vermektedir. İki adet çevrimiçi anketten toplanan verilere nicel analiz uygulanmıştır. Bununla birlikte, toplantılarda yapılan tartışmalar ile nicel verileri destekleyici nitel yöntemler uygulanmıştır. Sonuç olarak mesleki gelişim programı tüm aşamalarda oldukça başarılı olmuştur. Araştırmanın bulgularının aydınlattığı bazı gerçekler şu şekilde olmuştur: katılımcılar kendi ilgileri ve mesleki gelişim güdüleri doğrultusunda güdülenmektedirler, karma öğrenmeyi ve mümkünse grup çalışmalarında açıklığı tercih etmektedirler, başladıkları işlerin üstesinden gelerek yeni araçlar keşfetmeye istekli görünmektedirler

Kaynakça

  • Gkountouma, Μ., & kouklatzidou, Μ. (2013). Web 2.0 tools used in environmental ecu- cation projects. In E-proceedings of CIE2013, the 5th Conference on Informatics in Education. Athens, Greece.
  • Cross, P. (1981). Adults as Learners: Increasing Participation and Facilitating Learning. San Francisco: Jossey-Bass Publishers.
  • Davis, E. (1999). Techgnosis. Serpent’s Tail, London.
  • Dutton, W.H., Cheong, P.H., and Park, N., 2004. The social shaping of a virtual learning environment: the case of a university-wide course management system. Electronic Journal of e-Learning, 2 (1), 69–80.
  • Education Policy Development Center (2012). A study of the causes of low participation rate in lifelong learning programs in Greece. Athens: Greek General Confe-deration of Labor.
  • Kelpanidis, Μ., & Vrynioti, Κ. (2012). Lifelong Learning: Social Prerequisites and Func- tions. Facts and Conclusions. Thessaloniki: Zygos.
  • McGill, T. J & Klobas, J. E. (2009). “A task–technology fit view of learning management system impact”, In Computers & Education 52, 496–508.
  • Gkountouma, M. (2014). The profile of the adult learner and the factors that promote par- ticipation in Civil Academy in Greece. Proceedings of the INTCESS14- International Conference on Education and Social Sciences, Istanbul, Turkey.
  • Pedagogical Institute (2009). A proposal on teacher trainings. Athens.
  • Rutsky, R. L. (1999). High Techne: Art and Technology from the Machine Aesthetic to the Posthuman Minneapolis. MN: University of Minnesota Press.
  • Severson, A. (June 2004). Faculty support required for the implementation of a new learn- ing management system. Thesis submitted to the Simon Fraser. University for the degree of Master in Distributed Learning. In Y. Vovides, S. Sanchez-Alonso, V. Mitro- poulou, G. Nickmans, “The use of e-learning Course Management Systems to support learning strategies and to improve self regulated learning”. Retrieved from: http:// www.cc.uah.es/ssalonso/papers/EducationalReviewDraft.pdf
  • Salkowitz, R. (2008). Generation Blend: Managing Across the Technology Age Gap. New Jersey: John Wiley & Sons.
  • FEK. Issue no: 118/24-05-2011 “Law 3966/2011 Pilot experimental Schools. Institute of Education Policy. Organization of the ICT Institute of Technology Diophantus”.

Distance Teacher Development in ICT. A Case in Pilot Experimental Schools in Greece

Yıl 2016, Cilt: 5 Sayı: 3, 245 - 264, 01.12.2016

Öz

This research aims to present a teacher development program on new technologies in education delivered for the first time ever to professionals working in Experimental Schools around Greece and also examine, among others, teachers’ motives of participation in professional development programs, their skills and attitudes towards using technology in education, methods of learning and communities of practice. The paper includes a description of the program and links to the material used are provided. Quantitative methods of analysis were employed; two online questionnaires. However, a qualitative methodology was also employed supplementary, drawing material from the forum discussions. Overall, all stages of the professional development program were highly successful. The findings of the research highlighted the fact that participants are motivated mainly by their own personal interests and incentives of professional advancement, they prefer blended learning and group work publicly available, they take up challenges and are eager to explore new tools

Kaynakça

  • Gkountouma, Μ., & kouklatzidou, Μ. (2013). Web 2.0 tools used in environmental ecu- cation projects. In E-proceedings of CIE2013, the 5th Conference on Informatics in Education. Athens, Greece.
  • Cross, P. (1981). Adults as Learners: Increasing Participation and Facilitating Learning. San Francisco: Jossey-Bass Publishers.
  • Davis, E. (1999). Techgnosis. Serpent’s Tail, London.
  • Dutton, W.H., Cheong, P.H., and Park, N., 2004. The social shaping of a virtual learning environment: the case of a university-wide course management system. Electronic Journal of e-Learning, 2 (1), 69–80.
  • Education Policy Development Center (2012). A study of the causes of low participation rate in lifelong learning programs in Greece. Athens: Greek General Confe-deration of Labor.
  • Kelpanidis, Μ., & Vrynioti, Κ. (2012). Lifelong Learning: Social Prerequisites and Func- tions. Facts and Conclusions. Thessaloniki: Zygos.
  • McGill, T. J & Klobas, J. E. (2009). “A task–technology fit view of learning management system impact”, In Computers & Education 52, 496–508.
  • Gkountouma, M. (2014). The profile of the adult learner and the factors that promote par- ticipation in Civil Academy in Greece. Proceedings of the INTCESS14- International Conference on Education and Social Sciences, Istanbul, Turkey.
  • Pedagogical Institute (2009). A proposal on teacher trainings. Athens.
  • Rutsky, R. L. (1999). High Techne: Art and Technology from the Machine Aesthetic to the Posthuman Minneapolis. MN: University of Minnesota Press.
  • Severson, A. (June 2004). Faculty support required for the implementation of a new learn- ing management system. Thesis submitted to the Simon Fraser. University for the degree of Master in Distributed Learning. In Y. Vovides, S. Sanchez-Alonso, V. Mitro- poulou, G. Nickmans, “The use of e-learning Course Management Systems to support learning strategies and to improve self regulated learning”. Retrieved from: http:// www.cc.uah.es/ssalonso/papers/EducationalReviewDraft.pdf
  • Salkowitz, R. (2008). Generation Blend: Managing Across the Technology Age Gap. New Jersey: John Wiley & Sons.
  • FEK. Issue no: 118/24-05-2011 “Law 3966/2011 Pilot experimental Schools. Institute of Education Policy. Organization of the ICT Institute of Technology Diophantus”.
Toplam 13 adet kaynakça vardır.

Ayrıntılar

Diğer ID JA46UT52CP
Bölüm Araştırma Makalesi
Yazarlar

Maria Gkountouma Bu kişi benim

Maria Kouklatzidou Bu kişi benim

Yayımlanma Tarihi 1 Aralık 2016
Yayımlandığı Sayı Yıl 2016 Cilt: 5 Sayı: 3

Kaynak Göster

APA Gkountouma, M., & Kouklatzidou, M. (2016). Distance Teacher Development in ICT. A Case in Pilot Experimental Schools in Greece. Journal of Teacher Education and Educators, 5(3), 245-264.