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Eğitimde Teknoloji Entegrasyonunun Önündeki Engellere Bütüncül Bir Bakış

Yıl 2019, , 439 - 461, 27.10.2019
https://doi.org/10.17569/tojqi.613969

Öz

Teknoloji
entegrasyonu, öğrencilerin bilgiyi yapılandırmalarına yardımcı olmak amacıyla
teknolojinin benimsenmesi sonucunda okulların sosyal sisteminde sürdürülebilir
ve devam eden bir değişimdir. Teknoloji entegrasyonu girişimlerinin mutlak bir
amacının olması mümkün görülmemekle birlikte, bu entegrasyon sürecinin daha
etkili ve verimli olması adına araştırmalar yapılmakta ve uygulama örnekleri
tasarlanmaktadır. Bu araştırmaların birçoğunun odak noktası teknoloji
entegrasyonunun önündeki engelleri belirlemek ve çözüm yolları sunmaktır.
Literatürde eğitimde teknoloji entegrasyonunu etkileyen faktörler faklı
şekillerde ele alınmakta ve çeşitli sınıflandırmalar kullanılmaktadır. Bu
çalışmanın amacı, eğitimde teknoloji entegrasyonunu etkileyen faktörlere yönelik
yapılmış araştırma sonuçlarını Hew ve Brush (2007) ve Belland’ın (2009)
sınıflandırması doğrultusunda derlemektir. Bu çalışma literatür değerlendirme
yöntemlerinden bütünleştirici değerlendirme yöntemi kullanılarak
desenlenmiştir. Bu çalışma kapsamında eğitimde teknoloji entegrasyonu önündeki
engeller ve çözüm önerileri Hew ve Brush’ın (2007) belirlediği (i)kaynaklar, (ii)bilgi ve beceriler, (iii)kurum,
(iv)tutumlar ve inançlar, (v)değerlendirme,
(vi)konu alanı kültürü ve Belland’ın
(2009) belirlediği (vii)habitus olmak
üzere toplam 7 kategori altında incelenmiştir. Eğitimde teknoloji
entegrasyonunun önündeki engeller incelendiğinde bu engellerin daha çok
öğretmenlere yönelik olduğu görülmektedir. Diğer bir ifadeyle, teknoloji entegrasyonunu
gerçekleştirmek amacıyla dışsal engellerin ortadan kaldırılması sonrasında
öğretmenlerin entegrasyon konusundaki bilgi, beceri, tutum, inanç ve eğilimleri
üzerinde durulmalıdır. Teknoloji entegrasyonu, mekanik bir süreçten çok,
bireysel ve kurumsal düzeyde teknolojiye uyum sağlama ve bunu bir kültür haline
dönüştürme olarak görülmelidir.

Kaynakça

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A Holistic View to Barriers to Technology Integration in Education

Yıl 2019, , 439 - 461, 27.10.2019
https://doi.org/10.17569/tojqi.613969

Öz

Technology
integration is sustainable and persistent change in the social system of
schools caused by the adoption of technology to help students construct
knowledge (Belland, 2009). Although it is not possible for technology
integration initiatives to have an absolute purpose, studies are conducted and
application examples are designed to make this integration process more
effective and efficient. The focus of many of research is to identify barriers
to technology integration and provide solutions. In literature, factors
affecting technology integration in education are handled in different ways and
various classifications are used. The aim of this study is to compile the
results of research on factors affecting technology integration in education
according to Hew and Brush (2007) and Belland (2009) classification. This study
was designed using integrative review method which is one of the literature
review methods. In this study, barriers and solutions to the integration of
technology in education are determined by Hew and Brush (2007) (i) resources, (ii) knowledge and skills, (iii)
institution, (iv) attitudes and
beliefs, (v) assessment, (vi) subject area culture, and (vii) habitus determined by Belland (2009).
When the barriers to technology integration in education are examined, it is
seen that these barriers are mostly directed towards teachers. In other words,
teachers' knowledge, skills, attitudes, beliefs and inclinations on integration
should be emphasized after the elimination of external barriers in order to
achieve technology integration. Technology integration should be seen as
adapting and transforming it into a culture rather than a mechanical process.

Kaynakça

  • Abbitt, J. T. (2011). An investigation of the relationship between self-efficacy beliefs about technology integration and technological pedagogical content knowledge (TPACK) among preservice teachers. Journal of Digital Learning in Teacher Education, 27(4), 134-143.
  • Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50 (2), 179−211.
  • Al-Alwani, A. (2005). Barriers to integrating information technology in Saudi Arabia science education (Unpublished doctoral dissertation). University of Kansas, Kansas.
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  • Pamuk, S., Çakır, R., Ergun, M., Yılmaz, H. B., & Ayas, C. (2013). Öğretmen ve öğrenci bakış açısıyla tablet PC ve etkileşimli tahta kullanımı: FATİH Projesi değerlendirmesi. Kuram ve Uygulamada Eğitim Bilimleri, 13(3), 1799-1822.
  • Polly, D., Mims, C., Shepherd, C. E., & Inan, F. (2010). Evidence of impact: Transforming teacher education with preparing tomorrow's teachers to teach with technology (PT3) grants. Teaching and Teacher Education, 26(4), 863-870.
  • Robyler, M. D. (2006). Integrating educational technology into teaching. Upper Saddle River, N. J: Merrill Prentice Hall.Rogers, E. M. (2003). Diffusion of innovations, 5th ed. New York: Free Press.
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  • Smith, H. J., Higgins, S., Wall, K., & Miller, J. (2005). Interactive whiteboards: boon or bandwagon? A critical review of the literature. Journal of Computer Assisted Learning, 21(2), 91-101.
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  • Tosuntaş, Ş. B. (2017). Öğretmenlerin etkileşimli tahta kullanımına etki eden faktörler ve öğretmen performansına etkisi (Yayımlanmamış doktora tezi). Eskişehir Osmangazi Üniversitesi, Türkiye.
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  • Vanderlinde, R., & van Braak, J. (2010). The e-capacity of primary schools: Development of a conceptual model and scale construction from a school improvement perspective. Computers & Education, 55(2), 541-553.
  • Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS quarterly, 425-478.
  • Voogt, J., & McKenney, S. (2017). TPACK in teacher education: are we preparing teachers to use technology for early literacy?. Technology, Pedagogy and Education, 26(1), 69-83.
  • Wachira, P., & Keengwe, J. (2011). Technology integration barriers: Urban school mathematics teachers perspectives. Journal of Science Education and Technology, 20(1), 17-25.
  • Wang, L., Ertmer, P. A., & Newby, T. J. (2004). Increasing preservice teachers’ self-efficacy beliefs for technology integration. Journal of Research on Technology in Education, 36(3), 231-250.
  • Wang, Q. (2008). A generic model for guiding the integration of ICT into teaching and learning. Innovations in Education and Teaching International, 45(4), 411-419.
  • Wang, Q., & ve Woo, H. L. (2007). Systematic planning for ICT integration in topic learning. Educational Technology and Society, 10(1), 148-156.
  • Webb, M., & Cox, M. (2004). A review of pedagogy related to information and communication technology. Technology, Pedagogy and Education, 13, 235–286.
  • Williams, P. W. (2009). Assessing mobile learning effectiveness and acceptance. Unpublished Dissertation, The George Washington University.
  • Windschitl, M. (2002). Framing constructivism in practice as the negotiation of dilemmas: An analysis of the conceptual, pedagogical, cultural, and political challenges facing teachers. Review of Educational Research, 72(2), 131-175.
  • Woodbridge, J. (2003). Technology integration as a teaching strategy. Unpublished doctoral dissertation. Walden University, Minneapolis.
  • Yen, J. C., & Lee, C. Y. (2011). Exploring problem solving patterns and their impact on learning achievement in a blended learning environment. Computers & Education, 56(1), 138-145.
Toplam 121 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Şule Betül Tosuntaş 0000-0002-0731-6505

Zühal Çubukçu 0000-0002-7612-7759

Tuğba İnci 0000-0001-5988-3969

Yayımlanma Tarihi 27 Ekim 2019
Gönderilme Tarihi 2 Eylül 2019
Yayımlandığı Sayı Yıl 2019

Kaynak Göster

APA Tosuntaş, Ş. B., Çubukçu, Z., & İnci, T. (2019). A Holistic View to Barriers to Technology Integration in Education. Turkish Online Journal of Qualitative Inquiry, 10(4), 439-461. https://doi.org/10.17569/tojqi.613969
AMA Tosuntaş ŞB, Çubukçu Z, İnci T. A Holistic View to Barriers to Technology Integration in Education. TOJQI. Ekim 2019;10(4):439-461. doi:10.17569/tojqi.613969
Chicago Tosuntaş, Şule Betül, Zühal Çubukçu, ve Tuğba İnci. “A Holistic View to Barriers to Technology Integration in Education”. Turkish Online Journal of Qualitative Inquiry 10, sy. 4 (Ekim 2019): 439-61. https://doi.org/10.17569/tojqi.613969.
EndNote Tosuntaş ŞB, Çubukçu Z, İnci T (01 Ekim 2019) A Holistic View to Barriers to Technology Integration in Education. Turkish Online Journal of Qualitative Inquiry 10 4 439–461.
IEEE Ş. B. Tosuntaş, Z. Çubukçu, ve T. İnci, “A Holistic View to Barriers to Technology Integration in Education”, TOJQI, c. 10, sy. 4, ss. 439–461, 2019, doi: 10.17569/tojqi.613969.
ISNAD Tosuntaş, Şule Betül vd. “A Holistic View to Barriers to Technology Integration in Education”. Turkish Online Journal of Qualitative Inquiry 10/4 (Ekim 2019), 439-461. https://doi.org/10.17569/tojqi.613969.
JAMA Tosuntaş ŞB, Çubukçu Z, İnci T. A Holistic View to Barriers to Technology Integration in Education. TOJQI. 2019;10:439–461.
MLA Tosuntaş, Şule Betül vd. “A Holistic View to Barriers to Technology Integration in Education”. Turkish Online Journal of Qualitative Inquiry, c. 10, sy. 4, 2019, ss. 439-61, doi:10.17569/tojqi.613969.
Vancouver Tosuntaş ŞB, Çubukçu Z, İnci T. A Holistic View to Barriers to Technology Integration in Education. TOJQI. 2019;10(4):439-61.