Introduction: “Outsider Teachers” and the Case for Intersectionality

Makris, Sara

doi:10.1007/978-3-319-67447-6_1

Cited by 1 publication

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“…Engelli öğretmeni olan öğrencilerin, engelli bireylere daha çok destek vermeleri bu duruma örnek olarak verilebilir (Tal-Alon ve Shapira-Lishchinsky, 2019). Ayrıca engelli öğretmenlerin, öğrencilerini zorluklarının üstesinden gelmeye daha fazla teşvik ettikleri de görülmektedir (Makris, 2018). Lewis, Corn, Erin ve Holbrook (2003) çalışmalarında, görme engelli öğretmenlerin, görme engelli öğrencilerin öğrenme süreçlerinde daha etkili stratejiler kullandıklarını ifade etmişlerdir.…”

Section: Introductionunclassified

Investigation of the Opinions of Disabled Teachers on the Integration of Information and Communication Technologies

Kula

Avcı

Haşlaman

2020

Erzincan Üniversitesi Eğitim Fakültesi Dergisi

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It is considered that designing and producing ICT (Information and Communication Technologies) resources and applications in accordance with the use and access of all kinds of disability groups will make the learning and teaching process useful for all stakeholders. From this perspective, in this study, the levels of teachers with disabilities to integrate ICT into the learning and teaching process were examined. In addition, opinions of teachers with disabilities on the integration of ICT into their lessons, the barriers they encounter in the process, and the effective integration of ICT into the lessons were taken. The data were collected through a questionnaire and semistructured interview form and analyzed by frequency and thematic analysis. In this study, in which 26 disabled teachers participated, it was seen that most of the teachers had high levels of integrating ICT into their lessons. However, it is understood that they are not effective enough in designing materials and using the online environment for educational purposes within the scope of technology and education. In this study, the aims of teachers with disabilities to integrate technology into their courses, the technology, materials, resources, and applications they used were revealed. The teachers who integrated ICT into their lessons mostly stated that they integrated ICT because it supports learning. On the other hand, teachers who did not integrate mostly expressed their low ICT literacy knowledge and skills. The teachers stated that they mostly encounter barriers in terms of hardware and internet problems. In line with these results, suggestions were made to researchers and future research.

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Section: Introductionunclassified