Ortaokullarda Bilişim Teknolojileri ve Yazılım Dersinin İşlenişi, Yaşanan Problemler ve Çözüm Önerileri: Öğretmen Görüşleri

Abstract

Öz: Bu çalışmanın amacı ortaokullarda Bilişim Teknolojileri ve Yazılım dersinin nasıl işlendiğini irdelemek ve bu derste yaşanan problemleri belirlemek olarak belirlenmiştir. Bu amaç doğrultusunda Türkiye'nin 31 farklı ilinde ortaokullarda görev yapan 50 bilişim teknolojileri öğretmeninden 2015-2016 yılının güz döneminde veri toplanmıştır. Karma araştırma yöntemi ile desenlenen bu araştırmada veri toplama aracı olarak araştırmacılar tarafından geliştirilen "demografik bilgi anketi" ve "bilişim teknolojileri dersi işlenişi anketi" ve "bilişim teknolojileri dersinin işleyişinde karşılaşılan engeller ve öneriler" adlı yarı yapılandırılmış görüşme formu kullanılmıştır. Araştırma sonuçlarına göre öğretmenlerin en çok anlatma ile gösterip yaptırma yöntemlerini kullandığı anlaşılmaktadır. Bununla birlikte dersin işlenmesinde birçok bileşenin yoksunluğunun yaşanması nedeniyle çeşitli engellerle karşılaşıldığı sonucuna ulaşılmıştır.Anahtar Kelimeler: bilişim teknolojileri dersi, bilişim teknolojileri sınıfı, bilişim teknolojileri dersi işlenişi, K-12, öğretmenler. Processing, Problems and Solution Suggestions of Information Technologies and Software Course in Middle Schools: Teacher OpinionsAbstract: It was determined that the purpose of this study was to examine how the Computing Technologies and Software course was taught in middle schools, and to identify the problems that existed in this course. For this purpose, the data was collected from 50 information technology teachers in secondary schools in 31 different provinces of Turkey during the fall semester of 2015-2016. The study was organized with mixed research method developed by the researchers to collect data "demographic questionnaire", "processing of information technologies in the course of the survey" and "semi-structured form of the obstacles and suggestions in the handling of the information technology course" were used. According to the results of the research, it is understood that teachers mostly use metdod of explaining and demonstration method. However, in the processing of the course, many obstacles have been encountered because of the lack of many components.

Comparison of 2017 5th Grade Information Technologies and Software Course Draft Curriculum and 21012 Information Technologies and Software Course Curriculum

“…The fact that all activities were not listed in the 2012 ITS curriculum and that the teacher's handbook and the textbook did not exist was among the most criticized topics by the teachers. This study finding was consistent with the results of other studies that scrutinized the 2012 ITS curriculum based on teacher views (Erçetin and Durak, 2017;Uzgur and Aykaç, 2016). Studies in the literature indicated that teachers considered the lack of teachers' handbook problematic and found the learning activities offered in the 2012 ITS curriculum unsatisfactory (Erçetin and Durak, 2017).…”

“…This study finding was consistent with the results of other studies that scrutinized the 2012 ITS curriculum based on teacher views (Erçetin and Durak, 2017;Uzgur and Aykaç, 2016). Studies in the literature indicated that teachers considered the lack of teachers' handbook problematic and found the learning activities offered in the 2012 ITS curriculum unsatisfactory (Erçetin and Durak, 2017). It can be stated that the teachers considered the lack of learning activities in previous ITS curricula as unsatisfactory as well (Tanataş, 2015).…”

“…In 2012 ITS curriculum, learning topics were presented based on the targeted knowledge, skills and competencies, however the instruction of these topics based on the grades and the technology literacy of the related class was left to the discretion of the teachers who are the implementers of the curriculum. Erçetin and Durak (2017) stated that the teachers experienced problems mostly due to the ambiguity in the course content during the implementation of the curriculum in a study conducted on the 2012 ITS curriculum. Similarly, Uzgur and Aykaç (2016) also found that the ambiguity in the curriculum content clearly affected the learning process negatively, which was a disadvantage for the teacher and significant learning differences occurred among the schools since the teachers determined the course content in a study they conducted on the 2012 ITS curriculum.…”

“…In a study conducted by the Association of Information Technologies Educators (2017) on the 2017 draft curriculum, the majority of the interviewed teachers stated that the physical infrastructure of their schools was not suitable for the instruction of curriculum content and their classrooms were crowded. In studies on previous ITS curricula instructed in primary and junior high schools, IT teachers always stated the lack of an adequate settings to conduct the applications, slow or no Internet connection, crowded classrooms as problems experienced during the instruction of the course (Erçetin and Durak, 2017;Uzgur and Aykaç, 2016, Tanataş, 2010, Kurarer and Güven, 2008. Thus, it can be argued that it is very unlikely to utilize expensive technological devices such as tablet computers and robotic kits that were proposed in the new ITS draft curriculum with the facilities provided by MNE.…”

“…Literature review demonstrated that several studies were conducted on the assessment of the 2012 ITS curriculum based on the views of teachers, students and parents (Akbıyık & Seferoğlu, 2012;Bahar, Akpınar, Karakoyun, & Koca, 2016;Erçetin & Durak, 2017;Karagözoğlu, 2015;Karakuş, Çimen Çoşğun, & Lal, 2015;Uzgur & Aykaç, 2016). However, there are only a few studies on the assessment of the 2017 curriculum draft (Bilişim Teknolojileri Eğitimcileri Derneği, 2017;Mercimek & Ilic, 2017).…”