Araştırma Makalesi
BibTex RIS Kaynak Göster

Okul Öncesi Öğretmenlerinin Uzaktan Eğitimde Teknoloji Kullanımına İlişkin Görüşleri

Yıl 2023, Cilt: 20 Sayı: 2, 748 - 773, 22.08.2023
https://doi.org/10.33711/yyuefd.1266011

Öz

Günümüzde pandemi ile birlikte uzaktan eğitim süreçleri önem kazanmaya başladı. Uzaktan eğitimin başarılı ve etkin olabilmesi için öğretmenlerin teknolojiye ilişkin inançları ve teknoloji kullanma becerileri oldukça önemlidir. Bu yüzden bu araştırmada okul öncesi öğretmenlerinin uzaktan eğitim sürecinde teknoloji kullanımına ilişkin görüşlerine başvurulmuştur. Bu amaçla araştırmada nitel araştırma desenlerinden fenomenoloji (olgu bilim) deseni kullanılmıştır. Araştırmanın çalışma grubunu 50 okul öncesi eğitim öğretmeni oluşturmaktadır. Veri toplama aracı olarak yarı yapılandırılmış görüşme formu kullanılmıştır. Araştırmada elde edilen verilerin analizi için içerik analizine başvurulmuştur. Araştırmanın sonucunda okul öncesi öğretmenlerinin teknolojiyi kişisel ve mesleki amaçlarla kullandıkları, uzaktan eğitim sürecinin olumlu ve olumsuz yanlarından söz ettikleri görülmüştür.

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. https://doi.org/10.1080/21532974.2011.10784670
  • Alelaimat, A. M., Ihmeideh, F. M., & Alkhawaldeh, M. F. (2021). Preparing preservice teachers for technology and digital media integration: Implications for early childhood teacher education programs. International Journal of Early Childhood, 1-19.
  • Alsuwidan, S. I. (2018). The teacher perspective on integrating technology into their early childhood classrooms in Saudi Arabia. Doctoral dissertation, ProQuest LLC. Retrived from https://eric.ed.gov/?id=ED588210
  • Altunay, E., Oral, G., & Yalçınkaya, M. (2014). Eğitim kurumlarında mobbing uygulamalarına ilişkin nitel bir araştırma. [A qualitative research about mobbing implications in educational institutions]. Sakarya University Journal of Education, 4(1), 62-80. Retrieved from https://dergipark.org.tr/tr/pub/suje/issue/20635/220019
  • Anderson, R., & Toh-heng, H. L. (2019). Factors influencing the use of digital technology in early childhood education. New Zealand International Research in Early Childhood Education, 22(1), 31-45.
  • Ardıç, M., Tanık Önal, N. & Önal, N. (2023). Teknoloji destekli fen eğitimi bağlamında edpuzzle’a yönelik bir değerlendirme. Temel Eğitim Dergisi, (20), 83-97. https://doi.org/10.52105/temelegitim.20.6
  • Aşkar, P. (2003). Eğitimde teknoloji kullanımı. [Use of technology in education]. Retrived from http://www.bto305.hacettepe.edu.tr/2003guz/
  • Bajovic, M. (2018). Playing and learning across the concrete and digital realms: a new context for the new learners. International Journal of Play, 7(2), 199–209. https://doi.org/10.1080/21594937.2018.1496002
  • Bakioğlu, B., & Çevik, M. (2020). COVID-19 pandemisi sürecinde fen bilimleri öğretmenlerinin uzaktan eğitime ilişkin görüşleri. [Science teachers' views on distance education in the COVID-19 Pandemic Process]. Electronic Turkish Studies, 15(4), 109- 129. https://doi.org/10.31592/aeusbed.909184
  • Bao, W. (2020). COVID‐19 and online teaching in higher education: A case study of Peking University. Human Behavior and Emerging Technologies, 2(2), 113-115. https://doi.org/10.1002/hbe2.191
  • Bayazit, M., Sülun, O., Koyuncu, İ., Koncak, H., Yetiş, E. & Çiftçi, F. (2023). İlköğretim öğrencilerinin teknolojik araç-gereç kullanımları: öğretmen görüşlerinin incelenmesi. Akademik Tarih ve Düşünce Dergisi, 10(2), 508-522.
  • Bingimlas, K. A. (2009). Barriers to the successful integration of ICT in teaching and learning environments: A review of the literature. Eurasia Journal of Mathematics, science and technology education, 5(3), 235-245. https://doi.org/10.12973/ejmste/75275
  • Blake, R. (2007). New trends in using technology in the language curriculum. Annual Review of Applied Linguistics, 31, 1–17. http://dx.doi.org/10.1017/S0267190508070049
  • Bozkurt, G., & Johnston-Wilder, S. (2011). Factors influencing student teachers’ use of ICT in mathematics teaching. In S. Barton, J. Hedberg, & K. Suzuki (Eds.), Proceedings of Global Learn 2011 (pp. 627–634).
  • Brem, A., Viardot, E., & Nylund, P. A. (2021). Implications of the coronavirus (COVID-19) outbreak for innovation: Which technologies will improve our lives?. Technological Forecasting and Social Change, 163, 120451. https://doi.org/10.1016/j.techfore.2020.120451
  • Can, E. (2020). Coronavirüs (Covid-19) pandemisi ve pedagojik yansımaları: Türkiye’de açık ve uzaktan eğitim uygulamaları. [Coronavirus (Covidien-19) pandemic and pedagogical implications: Open and distance education applications in Turkey]. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, [Journal of Open Education Applications and Research], 6(2), 11-53.
  • Clarke, L. Abbott, L. (2016). Young pupils', their teachers' and classroom assistants' experiences of iPads in a Northern Ireland school: Four and five years old, who would have thought they could do that? British Journal of Educational Technology, 47 (4), 1003-1339. https://psycnet.apa.org/doi/10.1111/bjet.12266
  • Coban, A. (2020). On pandemics, technology, and early childhood education: An opinion piece. Childhood Education, 96(6), 66-69. https://doi.org/10.1080/00094056.2020.1846393
  • Cox, M. J., & Abbott, C. (2004). ICT and attainment: A review of the research literature, Coventry and London, British Educational Communications and Technology Agency/Department for Education and Skills. Retrived from https://www.researchgate.net/publication/265003809_ICT_and_Attainment_A_Revie w_of_the_Research_Literature
  • Creswell, J. W. (2013) “Nitel araştırma yöntemleri. [Qualitative research methods].” Ankara: Siyasal.
  • Çiçekli, M. (2014). Ortaokul branş öğretmenlerinin bilişim teknolojilerini kullanma düzeyi. [Level of use of information technologies by secondary school teachers]. Unpublished Master Thesis, İstanbul Aydın University, Social Science Institute, İstanbul.
  • DeGennaro, D. (2008). Learning designs: An analysis of youth-initiated technology use. Journal of Research on Technology in Education, 41(1), 1–20.
  • Demetriou, K., & Nikiforidou, Z. (2019). The relational space of educational technology: Early childhood students’ views. Global Studies of Childhood, 9(4), 290-305. https://doi.org/10.1177/2043610619881458
  • Demir, O. (2015). Okul öncesi öğretmenlerinin bilişim teknolojilerini kullanma durumları ve bunun öğretime etkisi (Nitel bir çalışma). [Pre-school theachers’ situation of using the information technology and the influence of this to teaching (A qualitative study)]. Uluslararası Eğitim Bilimleri Dergisi [The Journal of International Education Science], 2(4), 466-479.
  • Demirhan, S. (2012). Fen ve teknoloji öğretmenlerinin bilgi ve iletişim teknolojilerine ilişkin özyeterlik algıları ve bilgi ve iletişim teknolojilerini kullanım durumları: Denizli ili örneği. [Science teachers' perception of information and communication technologies self-effıcacy and their using for information and communication technologies (the case of denizli provınce)] (Unpublished master thesis). Pamukkale University Institute of Science, Denizli.
  • Dong, C., & Newman, L. (2016). Ready, steady pause: integrating ICT into Shanghai preschools. International Journal of Early Years Education, 24(2), 224-237. http://dx.doi.org/10.1080/09669760.2016.1144048
  • Ertmer, P. A. & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255-284.
  • Flewitt, R., Messer, D., & Kucirkova, N. (2015). New directions for early literacy in a digital age: The iPad. Journal of Early Childhood Literacy, 15(3), 289-310. https://doi.org/10.1177/1468798414533560
  • Fullan, M., & Langworthy, M. (2014). A rich seam: How new pedagogies find deep learning. London: Pearson. https://doi.org/10.1080/15700763.2015.1073331
  • Gedik, Ç. & Şahan, G. (2023). Covid-19 salgin süreci, bilişim teknolojileri rehber (BTR) öğretmenlerinin uzaktan eğitime ilişkin görüşlerinin incelenmesi. [Covid-19 epidemic process, examination of information technology guidance (BTR) teachers' views on distance education], Türkiye Bilimsel Araştırmalar Dergisi [Turkish Journal of Scientific Researches], 8(1), 55-68
  • Gill, L., Dalgarno, B., & Carlson L. (2015). “How does pre-service teacher preparedness to use ICTs for learning and teaching develop through their degree program?” Australian Journal of Teacher Education 40(1), 36–59. https://doi.org/10.14221/ajte.2015v40n1.3
  • Gök, A. (2010). Okul öncesi öğretmenlerinin bilişim teknolojileri kullanma durumları ve bunun öğrenci ilgi ve dikkat düzeyine ilişkin görüşler. [Preschool teachers' use of information technologies and their views on student interest and attention level]. Yayımlanmamış Yüksek Lisans Tezi. [Unpublished Master Thesis]. Yeditepe Üniversitesi Sosyal Bilimler Enstitüsü [Yeditepe University, Social Sciences Enstitute], İstanbul.
  • Gök, N., Turan, S. & Oyman, N. (2011). Okul öncesi öğretmenlerinin bilişim teknolojilerini kullanma durumlarına ilişkin görüşleri. [Preschool teachers’ views on usage of ınformation techonologies], Pegem Eğitim ve Öğretim Dergisi[Pegem Journal of Education and Instruction], 1, 59-66. https://doi.org/10.14527/C1S3M8
  • Gudmundsdottir, G. B., & Hatlevik, O. E. (2018). Newly qualified teachers’ professional digital competence: implications for teacher education. European Journal of Teacher Education, 41(2), 214-231. https://doi.org/10.1080/02619768.2017.1416085
  • Gülbahar, Y, Alper, A. (2009). A content analysis of the studies in instructional. Ankara University Journal of Faculty of Educational Sciences (JFES), 42(2), 93-112. https://doi.org/10.1501/Egifak_0000001178
  • Hansen, J. D., & Reich, J. (2015). Democratizing education? Examining access and usage patterns in massive open online courses. Science, 350(6265), 1245-1248. https://doi.org/10.1126/science.aab3782
  • Harman, J. P., Hansen, C. E., Cochran, M. E. & Lindsey, C. R. (2005). Liar, liar: Internet faking but not frequency of use affects social skills, self-esteem, social anxiety, and aggression. CyberPsychology & Behavior, 8(1), 1-6. https://doi.org/10.1089/cpb.2005.8.1
  • Hinostroza, J. E., Ibieta, A., Claro, M., & Labbé, C. (2015). Characterisation of teachers’ use of computers and Internet inside and outside the classroom: The need to focus on the quality. Education and Information Technologies, 21, 1595–1610. https://doi.org/10.1007/s10639-015-9404-6
  • Johnson, B., & Christensen, L. (2014). Eğitim araştırmaları (nicel, nitel ve karma yaklaşımlar). (çev. Selçuk Beşir DEMİR). Ankara: Eğiten Kitap.
  • Karaca, F. & Aktaş, N. (2019). “Ortaöğretim kurumu öğretmenlerinin Web 2.0 uygulamaları için haberdarlıklarının, yeterlilik düzeylerinin, kullanım sıkılıklarının ve eğitsel amaçlı kullanım biçimlerinin incelenmesi. [An Exploration of Secondary School Teachers’ Awareness, Competency and Utilization of Web 2.0 Technologies for Educational Purposes].” Erzincan Üniversitesi Eğitim Fakültesi Dergisi[Erzincan University Education Faculty Journal], 21(2), 212-230. http://dx.doi.org/10.17556/erziefd.473412
  • Kazak, E. & Karaahmetoğlu, H. H. (2023). Uzaktan eğitim sürecinde karşılaşılan sorunlara ilişkin öğretmen görüşleri. [Teachers' views on the problems encountered in the distance education process]. Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi [Nevşehir University Journal of Social Sciences Institute], 13(1), 385- 401. DOI: 10.30783/nevsosbilen.1213000
  • Keengwe, J., Onchwari, G., & Wachira, P. (2008). Computer technology integration and student learning: Barriers and promise. Journal of Science Education and Technology, 7(6), 560–565.
  • Kırık, A. (2014). Uzaktan eğitimin tarihsel gelişimi ve Türkiye’deki durumu. [The historical development of distance education and its situation in Turkey]. Marmara İletişim Dergisi[Marmara Communication Journal], 0 (21), 73- 94. https://doi.org/10.17829/midr.20142110299
  • Kildare, C. A., & Middlemiss, W. (2017). Impact of parents mobile device use on parent- child interaction: A literature review. Computers in Human Behavior, 75, 579-593. https://doi.org/10.1016/j.chb.2017.06.003
  • Kol, S. (2012). Okul öncesi eğitimde teknolojik araç-gereç kullanımına yönelik tutum ölçeği geliştirilmesi [Development of attitude scale devoted to the usage of technology in pre-school education]. Kastamonu Eğitim Dergisi[Kastamonu Education Journal], 20 (2), 543-554.
  • Lawless, K. A., & Pellegrino, J. W. (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. https://doi.org/10.3102/0034654307309921
  • Lindahl, M. G., & Folkesson, A. M. (2012). ICT in preschool: friend or foe? The significance of norms in a changing practice. International Journal of Early Years Education, 20(4), 422- 436. http://dx.doi.org/10.1080/09669760.2012.743876
  • Lune, H., & Berg, B. L. (2017). Qualitative research methods for the social sciences (9th edition.). Boston: Pearson Higher Education.
  • Lynch, J., & Redpath, T. (2014). ‘Smart’technologies in early years literacy education: A meta- narrative of paradigmatic tensions in iPad use in an Australian preparatory classroom. Journal of Early Childhood Literacy, 14(2), 147-174. http://dx.doi.org/10.1177/1468798412453150
  • Madanipour, P., & Cohrssen, C. (2020). Augmented reality as a form of digital technology in early childhood education. Australasian Journal of Early Childhood, 45(1), 5-13. https://doi.org/10.1177/1836939119885311
  • Marklund, L., & Dunkels, E. (2016). Digital play as a means to develop children’s literacy and power in the Swedish preschool. Early Years, 36(3), 289-304. http://dx.doi.org/10.1080/09575146.2016.1181608
  • Meneses, J., Fàbregues, S., Rodríguez-Gómez, D., & Ion, G. (2012). Internet in teachers’ professional practice outside the classroom: Examining supportive and management uses in primary and secondary schools. Computers & Education, 59, 915–924. doi:10.1016/j.compedu.2012.04.011. https://doi.org/10.1016/j.compedu.2012.04.011
  • Merç, A. (2015). Using technology in the classroom: A study with Turkish pre-service EFL teachers. Turkish Online Journal of Educational Technology-TOJET, 14(2), 229-240.
  • Mertala, P. (2019). Teachers’ beliefs about technology integration in early childhood education: A meta-ethnographical synthesis of qualitative research. Computers in Human Behavior, 101, 334-349. https://doi.org/10.1016/j.chb.2019.08.003
  • Moore, M. G., & Kearsley, G. (2005). Distance education: A systems view. Belmont, CA: Thomson Wadsworth. Neumann, M. M., & Neumann, D. L. (2017). The use of touch-screen tablets at home and pre-school to foster emergent literacy. Journal of Early Childhood Literacy, 17(2), 203-220. https://doi.org/10.1177/1468798415619773
  • Njiku, J., Maniraho, J. F., & Mutarutinya, V. (2019). Understanding teachers’ attitude towards computer technology integration in education: A review of literature. Education and Information Technologies, 24(5), 3041-3052. https://doi.org/10.1007/s10639-019- 09917-z
  • Nolan, J., & McBride, M. (2014). Beyond gamification: reconceptualizing game-based learning in early childhood environments. Information, Communication & Society, 17(5), 594-608. https://doi.org/10.1080/1369118X.2013.808365
  • Oliemat, E., Ihmeideh, F., & Alkhawaldeh, M. (2018). The use of touch-screen tablets in early childhood: Children's knowledge, skills, and attitudes towards tablet technology. Children and Youth Services Review, 88, 591-597. https://doi.org/10.1016/j.childyouth.2018.03.028
  • Otterborn, A., Schönborn, K., & Hultén, M. (2019). Surveying preschool teachers’ use of digital tablets: general and technology education related findings. International Journal of Technology and Design Education, 29(4), 717-737. https://doi.org/10.1007/s10798-018-9 469-9
  • Öner, D. (2020). The using technology and digital games in early childhood: An investigation of preschool teachers' opinions. Inonu University Journal of the Graduate School of Education, 7(14), 138-154.
  • Pagani, Linda & Fitzpatrick, Caroline & Barnett, Tracie & Dubow, Eric. (2010). Prospective associations between early childhood television exposure and academic, psychosocial, and physical well-being by middle childhood. Archives of pediatrics & adolescent medicine, 164, 425-31. https://doi.org/10.1001/archpediatrics.2010.50
  • Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in psychology, 8, 422-433. https://doi.org/10.3389/fpsyg.2017.00422
  • Roberts-Holmes, G. (2014). Playful and creative ICT pedagogical framing: a nursery school case study. Early Child Development and Care, 184(1), 1-14. https://doi.org/10.1080/03004430.2013.772991
  • Rollett, H., Lux, M., Strohmaier, M., Dosinger, G., & Tochtermann, K. (2007). The Web 2.0 way of learning with technologies. International Journal of Learning Technology, 3(1), 87-107. https://doi.org/10.1504/IJLT.2007.012368
  • Sak, R., Erden, F., Sak, İ. T. Ş., & Esmeray, H. (2016). Early childhood teachers and computers: Beliefs and self-reported practices. Journal of Education and Future, (10), 19-33.
  • Sayan, H. (2016). Okul öncesi eğitimde teknoloji kullanımı. [Using technology in preschool education]. 21.Yüzyılda Eğitim ve Toplum Dergisi [Education and Society in The 21st Century], 5(13), 67-83.
  • Simsar, A., & Kadi̇m, M. (2017). Okul öncesi öğretmenlerinin bilişim teknolojilerini kullanma durumları ve bunun öğretime etkisi. [The pre-school teachers' information technology use and its impacts on teaching] Kilis 7 Aralık Üniversitesi Sosyal Bilimler Dergisi, 7 (14),127-146.
  • Sirem, Ö., & Baş, Ö. (2020). Okuma güçlüğü olan ilkokul öğrencilerinin Covid-19 sürecinde uzaktan eğitim deneyimleri. Journal of Turkish Studies, 15(4), 993-1009. https://dx.doi.org/10.7827/TurkishStudies.43346
  • Strawhacker, A., Lee, M., & Bers, M. (2018). Teaching tools, teachers’ rules: exploring the impact of teaching styles on young children’s programming knowledge in ScratchJr. International Journal of Technology and Design Education, 28, 347- 376. http://dx.doi.org/10.1007/s10798-017-9400-9
  • Sun, B. (2020). On the basic principles of the integration of information technology and early childhood education. Frontiers in Educational Research, 3(7), 1-2. https://doi.org/10.25236/FER.2020.030701
  • Taghizadeh, M., & Hasani Yourdshahi, Z. (2020). Integrating technology into young learners' classes: language teachers' perceptions. Computer Assisted Language Learning, 33(8), 982-1006. http://dx.doi.org/10.1080/09588221.2019.1618876
  • Thelmadatter, L. (2007). The computers are coming … are here! TESOL Greece Newsletter, 95, 1-3.
  • Tondeur, J., Pareja Roblin, N., van Braak, J., Fisser, P., & Voogt, J. (2013). Technological pedagogical content knowledge in teacher education: In search of a new curriculum. Educational Studies, 39, 239–243. https://doi.org/10.1080/03055698.2012.713548
  • Uyanık Aktulun, Ö. & Elmas, R. (2019). 21. yüzyıl okul öncesi öğretmenleri için sosyal medya araçları: Muhtemel faydalar. [Social media tools for 21st century preschool teachers: Possible benefits]. Temel Eğitim[Journal of Primary Education], 1 (4), 6-20.
  • Yıldırım, A., & Şimşek, H. (2013). “Sosyal bilimlerde nitel araştırma yöntemleri (9.baskı). [Qualitative research methods in the social sciences] (9th edition).” Ankara: Seçkin.
  • Vaala S. E., & Bleakley, A. (2015). Monitoring, mediating, and modeling: Parental influence on adolescent computer and internet use in the United States, Journal of Children and Media, 9(1), 40-57, DOI: 10.1080/17482798.2015.997103
  • 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. http://dx.doi.org/10.1080/1475939X.2016.1174730
  • Webb, M., & Cox, M. (2004). A review of pedagogy related to information and communication technology. Technology, Pedagogy and Education, 13, 235–286. http://dx.doi.org/10.1080/14759390400200183

Preschool Teachers’ Views on the Use of Technology during Distance Learning

Yıl 2023, Cilt: 20 Sayı: 2, 748 - 773, 22.08.2023
https://doi.org/10.33711/yyuefd.1266011

Öz

The distance learning process has now become important with current pandemic. Teachers’ belief in technology and their skill to use technology are quite important to achieve successful and effective distance learning. Therefore, preschool teachers’ views on the use of technology during distance learning were asked in this research. For this purpose, this research used phenomenological design, one of the qualitative research designs. The working group of research consisted of 50 preschool teachers. A semi-structured interview form was used as a data collection tool. The data obtained from the research were analyzed by the content analysis. As a result, according to the research, preschool teachers used technology for personal and professional purposes, and delivered their view on the negative and positive aspects of distance learning. The study concludes with a discussion of what the findings might mean for current policy and practice. Directions for future research and recommendations are discussed.

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. https://doi.org/10.1080/21532974.2011.10784670
  • Alelaimat, A. M., Ihmeideh, F. M., & Alkhawaldeh, M. F. (2021). Preparing preservice teachers for technology and digital media integration: Implications for early childhood teacher education programs. International Journal of Early Childhood, 1-19.
  • Alsuwidan, S. I. (2018). The teacher perspective on integrating technology into their early childhood classrooms in Saudi Arabia. Doctoral dissertation, ProQuest LLC. Retrived from https://eric.ed.gov/?id=ED588210
  • Altunay, E., Oral, G., & Yalçınkaya, M. (2014). Eğitim kurumlarında mobbing uygulamalarına ilişkin nitel bir araştırma. [A qualitative research about mobbing implications in educational institutions]. Sakarya University Journal of Education, 4(1), 62-80. Retrieved from https://dergipark.org.tr/tr/pub/suje/issue/20635/220019
  • Anderson, R., & Toh-heng, H. L. (2019). Factors influencing the use of digital technology in early childhood education. New Zealand International Research in Early Childhood Education, 22(1), 31-45.
  • Ardıç, M., Tanık Önal, N. & Önal, N. (2023). Teknoloji destekli fen eğitimi bağlamında edpuzzle’a yönelik bir değerlendirme. Temel Eğitim Dergisi, (20), 83-97. https://doi.org/10.52105/temelegitim.20.6
  • Aşkar, P. (2003). Eğitimde teknoloji kullanımı. [Use of technology in education]. Retrived from http://www.bto305.hacettepe.edu.tr/2003guz/
  • Bajovic, M. (2018). Playing and learning across the concrete and digital realms: a new context for the new learners. International Journal of Play, 7(2), 199–209. https://doi.org/10.1080/21594937.2018.1496002
  • Bakioğlu, B., & Çevik, M. (2020). COVID-19 pandemisi sürecinde fen bilimleri öğretmenlerinin uzaktan eğitime ilişkin görüşleri. [Science teachers' views on distance education in the COVID-19 Pandemic Process]. Electronic Turkish Studies, 15(4), 109- 129. https://doi.org/10.31592/aeusbed.909184
  • Bao, W. (2020). COVID‐19 and online teaching in higher education: A case study of Peking University. Human Behavior and Emerging Technologies, 2(2), 113-115. https://doi.org/10.1002/hbe2.191
  • Bayazit, M., Sülun, O., Koyuncu, İ., Koncak, H., Yetiş, E. & Çiftçi, F. (2023). İlköğretim öğrencilerinin teknolojik araç-gereç kullanımları: öğretmen görüşlerinin incelenmesi. Akademik Tarih ve Düşünce Dergisi, 10(2), 508-522.
  • Bingimlas, K. A. (2009). Barriers to the successful integration of ICT in teaching and learning environments: A review of the literature. Eurasia Journal of Mathematics, science and technology education, 5(3), 235-245. https://doi.org/10.12973/ejmste/75275
  • Blake, R. (2007). New trends in using technology in the language curriculum. Annual Review of Applied Linguistics, 31, 1–17. http://dx.doi.org/10.1017/S0267190508070049
  • Bozkurt, G., & Johnston-Wilder, S. (2011). Factors influencing student teachers’ use of ICT in mathematics teaching. In S. Barton, J. Hedberg, & K. Suzuki (Eds.), Proceedings of Global Learn 2011 (pp. 627–634).
  • Brem, A., Viardot, E., & Nylund, P. A. (2021). Implications of the coronavirus (COVID-19) outbreak for innovation: Which technologies will improve our lives?. Technological Forecasting and Social Change, 163, 120451. https://doi.org/10.1016/j.techfore.2020.120451
  • Can, E. (2020). Coronavirüs (Covid-19) pandemisi ve pedagojik yansımaları: Türkiye’de açık ve uzaktan eğitim uygulamaları. [Coronavirus (Covidien-19) pandemic and pedagogical implications: Open and distance education applications in Turkey]. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, [Journal of Open Education Applications and Research], 6(2), 11-53.
  • Clarke, L. Abbott, L. (2016). Young pupils', their teachers' and classroom assistants' experiences of iPads in a Northern Ireland school: Four and five years old, who would have thought they could do that? British Journal of Educational Technology, 47 (4), 1003-1339. https://psycnet.apa.org/doi/10.1111/bjet.12266
  • Coban, A. (2020). On pandemics, technology, and early childhood education: An opinion piece. Childhood Education, 96(6), 66-69. https://doi.org/10.1080/00094056.2020.1846393
  • Cox, M. J., & Abbott, C. (2004). ICT and attainment: A review of the research literature, Coventry and London, British Educational Communications and Technology Agency/Department for Education and Skills. Retrived from https://www.researchgate.net/publication/265003809_ICT_and_Attainment_A_Revie w_of_the_Research_Literature
  • Creswell, J. W. (2013) “Nitel araştırma yöntemleri. [Qualitative research methods].” Ankara: Siyasal.
  • Çiçekli, M. (2014). Ortaokul branş öğretmenlerinin bilişim teknolojilerini kullanma düzeyi. [Level of use of information technologies by secondary school teachers]. Unpublished Master Thesis, İstanbul Aydın University, Social Science Institute, İstanbul.
  • DeGennaro, D. (2008). Learning designs: An analysis of youth-initiated technology use. Journal of Research on Technology in Education, 41(1), 1–20.
  • Demetriou, K., & Nikiforidou, Z. (2019). The relational space of educational technology: Early childhood students’ views. Global Studies of Childhood, 9(4), 290-305. https://doi.org/10.1177/2043610619881458
  • Demir, O. (2015). Okul öncesi öğretmenlerinin bilişim teknolojilerini kullanma durumları ve bunun öğretime etkisi (Nitel bir çalışma). [Pre-school theachers’ situation of using the information technology and the influence of this to teaching (A qualitative study)]. Uluslararası Eğitim Bilimleri Dergisi [The Journal of International Education Science], 2(4), 466-479.
  • Demirhan, S. (2012). Fen ve teknoloji öğretmenlerinin bilgi ve iletişim teknolojilerine ilişkin özyeterlik algıları ve bilgi ve iletişim teknolojilerini kullanım durumları: Denizli ili örneği. [Science teachers' perception of information and communication technologies self-effıcacy and their using for information and communication technologies (the case of denizli provınce)] (Unpublished master thesis). Pamukkale University Institute of Science, Denizli.
  • Dong, C., & Newman, L. (2016). Ready, steady pause: integrating ICT into Shanghai preschools. International Journal of Early Years Education, 24(2), 224-237. http://dx.doi.org/10.1080/09669760.2016.1144048
  • Ertmer, P. A. & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255-284.
  • Flewitt, R., Messer, D., & Kucirkova, N. (2015). New directions for early literacy in a digital age: The iPad. Journal of Early Childhood Literacy, 15(3), 289-310. https://doi.org/10.1177/1468798414533560
  • Fullan, M., & Langworthy, M. (2014). A rich seam: How new pedagogies find deep learning. London: Pearson. https://doi.org/10.1080/15700763.2015.1073331
  • Gedik, Ç. & Şahan, G. (2023). Covid-19 salgin süreci, bilişim teknolojileri rehber (BTR) öğretmenlerinin uzaktan eğitime ilişkin görüşlerinin incelenmesi. [Covid-19 epidemic process, examination of information technology guidance (BTR) teachers' views on distance education], Türkiye Bilimsel Araştırmalar Dergisi [Turkish Journal of Scientific Researches], 8(1), 55-68
  • Gill, L., Dalgarno, B., & Carlson L. (2015). “How does pre-service teacher preparedness to use ICTs for learning and teaching develop through their degree program?” Australian Journal of Teacher Education 40(1), 36–59. https://doi.org/10.14221/ajte.2015v40n1.3
  • Gök, A. (2010). Okul öncesi öğretmenlerinin bilişim teknolojileri kullanma durumları ve bunun öğrenci ilgi ve dikkat düzeyine ilişkin görüşler. [Preschool teachers' use of information technologies and their views on student interest and attention level]. Yayımlanmamış Yüksek Lisans Tezi. [Unpublished Master Thesis]. Yeditepe Üniversitesi Sosyal Bilimler Enstitüsü [Yeditepe University, Social Sciences Enstitute], İstanbul.
  • Gök, N., Turan, S. & Oyman, N. (2011). Okul öncesi öğretmenlerinin bilişim teknolojilerini kullanma durumlarına ilişkin görüşleri. [Preschool teachers’ views on usage of ınformation techonologies], Pegem Eğitim ve Öğretim Dergisi[Pegem Journal of Education and Instruction], 1, 59-66. https://doi.org/10.14527/C1S3M8
  • Gudmundsdottir, G. B., & Hatlevik, O. E. (2018). Newly qualified teachers’ professional digital competence: implications for teacher education. European Journal of Teacher Education, 41(2), 214-231. https://doi.org/10.1080/02619768.2017.1416085
  • Gülbahar, Y, Alper, A. (2009). A content analysis of the studies in instructional. Ankara University Journal of Faculty of Educational Sciences (JFES), 42(2), 93-112. https://doi.org/10.1501/Egifak_0000001178
  • Hansen, J. D., & Reich, J. (2015). Democratizing education? Examining access and usage patterns in massive open online courses. Science, 350(6265), 1245-1248. https://doi.org/10.1126/science.aab3782
  • Harman, J. P., Hansen, C. E., Cochran, M. E. & Lindsey, C. R. (2005). Liar, liar: Internet faking but not frequency of use affects social skills, self-esteem, social anxiety, and aggression. CyberPsychology & Behavior, 8(1), 1-6. https://doi.org/10.1089/cpb.2005.8.1
  • Hinostroza, J. E., Ibieta, A., Claro, M., & Labbé, C. (2015). Characterisation of teachers’ use of computers and Internet inside and outside the classroom: The need to focus on the quality. Education and Information Technologies, 21, 1595–1610. https://doi.org/10.1007/s10639-015-9404-6
  • Johnson, B., & Christensen, L. (2014). Eğitim araştırmaları (nicel, nitel ve karma yaklaşımlar). (çev. Selçuk Beşir DEMİR). Ankara: Eğiten Kitap.
  • Karaca, F. & Aktaş, N. (2019). “Ortaöğretim kurumu öğretmenlerinin Web 2.0 uygulamaları için haberdarlıklarının, yeterlilik düzeylerinin, kullanım sıkılıklarının ve eğitsel amaçlı kullanım biçimlerinin incelenmesi. [An Exploration of Secondary School Teachers’ Awareness, Competency and Utilization of Web 2.0 Technologies for Educational Purposes].” Erzincan Üniversitesi Eğitim Fakültesi Dergisi[Erzincan University Education Faculty Journal], 21(2), 212-230. http://dx.doi.org/10.17556/erziefd.473412
  • Kazak, E. & Karaahmetoğlu, H. H. (2023). Uzaktan eğitim sürecinde karşılaşılan sorunlara ilişkin öğretmen görüşleri. [Teachers' views on the problems encountered in the distance education process]. Nevşehir Hacı Bektaş Veli Üniversitesi SBE Dergisi [Nevşehir University Journal of Social Sciences Institute], 13(1), 385- 401. DOI: 10.30783/nevsosbilen.1213000
  • Keengwe, J., Onchwari, G., & Wachira, P. (2008). Computer technology integration and student learning: Barriers and promise. Journal of Science Education and Technology, 7(6), 560–565.
  • Kırık, A. (2014). Uzaktan eğitimin tarihsel gelişimi ve Türkiye’deki durumu. [The historical development of distance education and its situation in Turkey]. Marmara İletişim Dergisi[Marmara Communication Journal], 0 (21), 73- 94. https://doi.org/10.17829/midr.20142110299
  • Kildare, C. A., & Middlemiss, W. (2017). Impact of parents mobile device use on parent- child interaction: A literature review. Computers in Human Behavior, 75, 579-593. https://doi.org/10.1016/j.chb.2017.06.003
  • Kol, S. (2012). Okul öncesi eğitimde teknolojik araç-gereç kullanımına yönelik tutum ölçeği geliştirilmesi [Development of attitude scale devoted to the usage of technology in pre-school education]. Kastamonu Eğitim Dergisi[Kastamonu Education Journal], 20 (2), 543-554.
  • Lawless, K. A., & Pellegrino, J. W. (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. https://doi.org/10.3102/0034654307309921
  • Lindahl, M. G., & Folkesson, A. M. (2012). ICT in preschool: friend or foe? The significance of norms in a changing practice. International Journal of Early Years Education, 20(4), 422- 436. http://dx.doi.org/10.1080/09669760.2012.743876
  • Lune, H., & Berg, B. L. (2017). Qualitative research methods for the social sciences (9th edition.). Boston: Pearson Higher Education.
  • Lynch, J., & Redpath, T. (2014). ‘Smart’technologies in early years literacy education: A meta- narrative of paradigmatic tensions in iPad use in an Australian preparatory classroom. Journal of Early Childhood Literacy, 14(2), 147-174. http://dx.doi.org/10.1177/1468798412453150
  • Madanipour, P., & Cohrssen, C. (2020). Augmented reality as a form of digital technology in early childhood education. Australasian Journal of Early Childhood, 45(1), 5-13. https://doi.org/10.1177/1836939119885311
  • Marklund, L., & Dunkels, E. (2016). Digital play as a means to develop children’s literacy and power in the Swedish preschool. Early Years, 36(3), 289-304. http://dx.doi.org/10.1080/09575146.2016.1181608
  • Meneses, J., Fàbregues, S., Rodríguez-Gómez, D., & Ion, G. (2012). Internet in teachers’ professional practice outside the classroom: Examining supportive and management uses in primary and secondary schools. Computers & Education, 59, 915–924. doi:10.1016/j.compedu.2012.04.011. https://doi.org/10.1016/j.compedu.2012.04.011
  • Merç, A. (2015). Using technology in the classroom: A study with Turkish pre-service EFL teachers. Turkish Online Journal of Educational Technology-TOJET, 14(2), 229-240.
  • Mertala, P. (2019). Teachers’ beliefs about technology integration in early childhood education: A meta-ethnographical synthesis of qualitative research. Computers in Human Behavior, 101, 334-349. https://doi.org/10.1016/j.chb.2019.08.003
  • Moore, M. G., & Kearsley, G. (2005). Distance education: A systems view. Belmont, CA: Thomson Wadsworth. Neumann, M. M., & Neumann, D. L. (2017). The use of touch-screen tablets at home and pre-school to foster emergent literacy. Journal of Early Childhood Literacy, 17(2), 203-220. https://doi.org/10.1177/1468798415619773
  • Njiku, J., Maniraho, J. F., & Mutarutinya, V. (2019). Understanding teachers’ attitude towards computer technology integration in education: A review of literature. Education and Information Technologies, 24(5), 3041-3052. https://doi.org/10.1007/s10639-019- 09917-z
  • Nolan, J., & McBride, M. (2014). Beyond gamification: reconceptualizing game-based learning in early childhood environments. Information, Communication & Society, 17(5), 594-608. https://doi.org/10.1080/1369118X.2013.808365
  • Oliemat, E., Ihmeideh, F., & Alkhawaldeh, M. (2018). The use of touch-screen tablets in early childhood: Children's knowledge, skills, and attitudes towards tablet technology. Children and Youth Services Review, 88, 591-597. https://doi.org/10.1016/j.childyouth.2018.03.028
  • Otterborn, A., Schönborn, K., & Hultén, M. (2019). Surveying preschool teachers’ use of digital tablets: general and technology education related findings. International Journal of Technology and Design Education, 29(4), 717-737. https://doi.org/10.1007/s10798-018-9 469-9
  • Öner, D. (2020). The using technology and digital games in early childhood: An investigation of preschool teachers' opinions. Inonu University Journal of the Graduate School of Education, 7(14), 138-154.
  • Pagani, Linda & Fitzpatrick, Caroline & Barnett, Tracie & Dubow, Eric. (2010). Prospective associations between early childhood television exposure and academic, psychosocial, and physical well-being by middle childhood. Archives of pediatrics & adolescent medicine, 164, 425-31. https://doi.org/10.1001/archpediatrics.2010.50
  • Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in psychology, 8, 422-433. https://doi.org/10.3389/fpsyg.2017.00422
  • Roberts-Holmes, G. (2014). Playful and creative ICT pedagogical framing: a nursery school case study. Early Child Development and Care, 184(1), 1-14. https://doi.org/10.1080/03004430.2013.772991
  • Rollett, H., Lux, M., Strohmaier, M., Dosinger, G., & Tochtermann, K. (2007). The Web 2.0 way of learning with technologies. International Journal of Learning Technology, 3(1), 87-107. https://doi.org/10.1504/IJLT.2007.012368
  • Sak, R., Erden, F., Sak, İ. T. Ş., & Esmeray, H. (2016). Early childhood teachers and computers: Beliefs and self-reported practices. Journal of Education and Future, (10), 19-33.
  • Sayan, H. (2016). Okul öncesi eğitimde teknoloji kullanımı. [Using technology in preschool education]. 21.Yüzyılda Eğitim ve Toplum Dergisi [Education and Society in The 21st Century], 5(13), 67-83.
  • Simsar, A., & Kadi̇m, M. (2017). Okul öncesi öğretmenlerinin bilişim teknolojilerini kullanma durumları ve bunun öğretime etkisi. [The pre-school teachers' information technology use and its impacts on teaching] Kilis 7 Aralık Üniversitesi Sosyal Bilimler Dergisi, 7 (14),127-146.
  • Sirem, Ö., & Baş, Ö. (2020). Okuma güçlüğü olan ilkokul öğrencilerinin Covid-19 sürecinde uzaktan eğitim deneyimleri. Journal of Turkish Studies, 15(4), 993-1009. https://dx.doi.org/10.7827/TurkishStudies.43346
  • Strawhacker, A., Lee, M., & Bers, M. (2018). Teaching tools, teachers’ rules: exploring the impact of teaching styles on young children’s programming knowledge in ScratchJr. International Journal of Technology and Design Education, 28, 347- 376. http://dx.doi.org/10.1007/s10798-017-9400-9
  • Sun, B. (2020). On the basic principles of the integration of information technology and early childhood education. Frontiers in Educational Research, 3(7), 1-2. https://doi.org/10.25236/FER.2020.030701
  • Taghizadeh, M., & Hasani Yourdshahi, Z. (2020). Integrating technology into young learners' classes: language teachers' perceptions. Computer Assisted Language Learning, 33(8), 982-1006. http://dx.doi.org/10.1080/09588221.2019.1618876
  • Thelmadatter, L. (2007). The computers are coming … are here! TESOL Greece Newsletter, 95, 1-3.
  • Tondeur, J., Pareja Roblin, N., van Braak, J., Fisser, P., & Voogt, J. (2013). Technological pedagogical content knowledge in teacher education: In search of a new curriculum. Educational Studies, 39, 239–243. https://doi.org/10.1080/03055698.2012.713548
  • Uyanık Aktulun, Ö. & Elmas, R. (2019). 21. yüzyıl okul öncesi öğretmenleri için sosyal medya araçları: Muhtemel faydalar. [Social media tools for 21st century preschool teachers: Possible benefits]. Temel Eğitim[Journal of Primary Education], 1 (4), 6-20.
  • Yıldırım, A., & Şimşek, H. (2013). “Sosyal bilimlerde nitel araştırma yöntemleri (9.baskı). [Qualitative research methods in the social sciences] (9th edition).” Ankara: Seçkin.
  • Vaala S. E., & Bleakley, A. (2015). Monitoring, mediating, and modeling: Parental influence on adolescent computer and internet use in the United States, Journal of Children and Media, 9(1), 40-57, DOI: 10.1080/17482798.2015.997103
  • 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. http://dx.doi.org/10.1080/1475939X.2016.1174730
  • Webb, M., & Cox, M. (2004). A review of pedagogy related to information and communication technology. Technology, Pedagogy and Education, 13, 235–286. http://dx.doi.org/10.1080/14759390400200183
Toplam 78 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Servet Kardeş 0000-0002-4230-6628

Buse Yavuz 0000-0001-8547-5360

Ayse Nur Durmaz 0000-0001-5439-6467

Erken Görünüm Tarihi 19 Ağustos 2023
Yayımlanma Tarihi 22 Ağustos 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 20 Sayı: 2

Kaynak Göster

APA Kardeş, S., Yavuz, B., & Durmaz, A. N. (2023). Preschool Teachers’ Views on the Use of Technology during Distance Learning. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 20(2), 748-773. https://doi.org/10.33711/yyuefd.1266011