Eğitimde Teknoloji Entegrasyonunun Önündeki Engellere Bütüncül Bir Bakış

Yıl 2019, Cilt: 10 Sayı: 4, 439 - 461, 27.10.2019

Şule Betül Tosuntaş Zühal Çubukçu Tuğba İnci

https://doi.org/10.17569/tojqi.613969

Cited By: 6

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.

Anahtar Kelimeler

Engeller, kurumsal altyapı, habitus, öğretmen inançları, teknoloji entegrasyonu

A Holistic View to Barriers to Technology Integration in Education

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.

Anahtar Kelimeler

Barriers, institutional substructure, habitus, teacher beliefs, technology integration

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