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ÖGRETMEN EĞİTİMİNDE BİLGİ VE İLETİŞİM TEKNOLOJİLERİ ENTEGRASYONU: BÖLÜM 2—MODEL UYGULAMASI

Yıl 2010, Cilt: 11 Sayı: 3, 169 - 187, 01.08.2010

Öz

İki seri halinde sunulan araştırmaların birinci bölümünde Duran & Fossum, 2010 öğretmen eğitiminde bilgi ve iletişim teknolojileri BİT entegrasyonu konusundaki mevcut eksiklikler tartışıldıktan sonra bu eksikliklerin giderilmesi için “bağlantılı öğrenme topluluğu” [networked learning community NLC ] olarak tanımlanan bir model önerisi sunulmuştur. İkinci seride sunulan bu çalışmada, bu model önerisinin Amerika’daki bir üniversitede uygulamasıyla elde edilen sonuçlar sunulmaktadır. Üç yıldan fazla süren bu araştırmaya yedi ayrı grup halinde toplam 246 eğitimci katılmıştır. Verilerin toplanmasında ve çözümlenmesinde nitel ve nicel araştırma yaklaşımları birlikte kullanılmıştır. Elde edilen bulgular doğrultusunda, programa katılan eğitimcilerinin genel BİT kullanımı bilgileri ile BİT’lerin öğretme ve öğrenme ortamlarında kullanımına yönelik güven ve becerilerinin önemli ölçüde arttığı ortaya çıkmıştır. Bu bağlamda, BİT’in öğretmen yetiştirme programlarına entegrasyonu konusundaki etkili yöntemlerden birisinin, öğretmen eğitimi ile ilgili tüm eğitimcilerin ilköğretimden üniversiteye kadar birlikte çalışmalarını ve sınıf içi teknoloji kullanımı konusunu birlikte öğrenmelerini destekleyen NLC yaklaşımı olduğu sonucuna ulaşılmıştır.

Kaynakça

  • Barrett, H. C. (2000). Create your own electronic portfolio. Learning and Leading with Technology, 27, 14-21.
  • CEO Forum on Education and Technology. (2000). Teacher preparation STaR chart: A self-assessment tool for colleges of education. Retrieved November 7, 2007, from http://www.ceoforum.org/reports.html
  • Cole, K., Simkins, M., & Penuel, W. R. (2002). Learning to teach with technology: Strategies for inservice professional development. Journal of Technology and Teacher Education, 10(3), 431-455.
  • Duran, M. & Fossum, P.R. (2010). Technology integration into teacher preparation: Part 1-Current practice and theoretical grounding for pedagogical renewal. Ahi Evran University Journal of Education 11(2), 209-228.
  • Fullan, M. (2001). The new meaning of educational change, (3rd edition). New York, NY: Teachers College Press.
  • Gay, L.R., Mills, G.E., & Airasian, P. (2006). Educational research: Competencies for analysis and applications (8th ed.). Upper Saddle River, NJ: Pearson Education, Inc.
  • Hinkle, D. E., Wiersma, W., & Jurs, S. G. (1994). Applied statistics for the behavioral sciences(3rd ed.). Boston: Houghton Mifflin.
  • Lawless, A. K. & Pellegrino, W. J. (2007). Professional development in integrating technology into teaching and learning: Knowns, unknowns, and ways to pursue better questions and answers. Review of Educational Research, 77(4), 575-614.
  • Mulqueen, W. H. (2001). Technology in the classroom: Lessons learned through professional development. Education, 122(2), 248-256.
  • International Society for Technology in Education (ISTE, 1998). National educational technology standards for students. Eugene, OR: ISTE Publications.
  • International Society for Technology in Education (ISTE, 2000). National educational technology standards for Teachers: Eugene, OR: ISTE Publications.
  • Rhine, S., Bailey, M., Eds. (2005). Integrated technologies, innovative learning: Insights from the PT3 program. Eugene, OR: ISTE.

Technology Integration into Teacher Preparation:Part 2—Theory into Practice

Yıl 2010, Cilt: 11 Sayı: 3, 169 - 187, 01.08.2010

Öz

In Part 1 of a two-part article series, the authors reported on the shortcomings of existing teacher preparation practice concerning technology and teacher education and described the theoretical grounding behind one model for integrating technology into teacherpreparation Duran & Fossum, 2010 . Part 2 here reports on a research project that applied the model at a major university in the U.S. Over a three-year period involving seven cohort groups, 246 educators participated in the study, which combined both quantitative and qualitative data collection and analysis. Findings indicate that over the course of the program, project participants significantly improved their confidence and competence in technology literacy as well as integration of information technology into the teaching and learning process. The study demonstrates that an approach to professional development that encourages networking, mutual learning, and sharing of strategies and resources among K-16 educators can be effective in improving technology integration in teacher preparation

Kaynakça

  • Barrett, H. C. (2000). Create your own electronic portfolio. Learning and Leading with Technology, 27, 14-21.
  • CEO Forum on Education and Technology. (2000). Teacher preparation STaR chart: A self-assessment tool for colleges of education. Retrieved November 7, 2007, from http://www.ceoforum.org/reports.html
  • Cole, K., Simkins, M., & Penuel, W. R. (2002). Learning to teach with technology: Strategies for inservice professional development. Journal of Technology and Teacher Education, 10(3), 431-455.
  • Duran, M. & Fossum, P.R. (2010). Technology integration into teacher preparation: Part 1-Current practice and theoretical grounding for pedagogical renewal. Ahi Evran University Journal of Education 11(2), 209-228.
  • Fullan, M. (2001). The new meaning of educational change, (3rd edition). New York, NY: Teachers College Press.
  • Gay, L.R., Mills, G.E., & Airasian, P. (2006). Educational research: Competencies for analysis and applications (8th ed.). Upper Saddle River, NJ: Pearson Education, Inc.
  • Hinkle, D. E., Wiersma, W., & Jurs, S. G. (1994). Applied statistics for the behavioral sciences(3rd ed.). Boston: Houghton Mifflin.
  • Lawless, A. K. & Pellegrino, W. J. (2007). Professional development in integrating technology into teaching and learning: Knowns, unknowns, and ways to pursue better questions and answers. Review of Educational Research, 77(4), 575-614.
  • Mulqueen, W. H. (2001). Technology in the classroom: Lessons learned through professional development. Education, 122(2), 248-256.
  • International Society for Technology in Education (ISTE, 1998). National educational technology standards for students. Eugene, OR: ISTE Publications.
  • International Society for Technology in Education (ISTE, 2000). National educational technology standards for Teachers: Eugene, OR: ISTE Publications.
  • Rhine, S., Bailey, M., Eds. (2005). Integrated technologies, innovative learning: Insights from the PT3 program. Eugene, OR: ISTE.
Toplam 12 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Research Article
Yazarlar

Mesut Duran Bu kişi benim

Paul Fossum Bu kişi benim

Yayımlanma Tarihi 1 Ağustos 2010
Yayımlandığı Sayı Yıl 2010 Cilt: 11 Sayı: 3

Kaynak Göster

APA Duran, M., & Fossum, P. (2010). ÖGRETMEN EĞİTİMİNDE BİLGİ VE İLETİŞİM TEKNOLOJİLERİ ENTEGRASYONU: BÖLÜM 2—MODEL UYGULAMASI. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 11(3), 169-187.

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