Teachers’ Opinions on Technology that They Want to Integrate into the Learning-Teaching Process

Abstract

Günümüzde teknolojinin derslere entegrasyonu, gerçekleştirilen ve gerçekleştirilemeyen yönleriyle eğitim sürecinde önemli yer tutmaktadır. Teknolojinin sürekli değişiyor olması, ortaya çıkan yeni teknolojilerin de entegrasyon sürecine dahil edilmesini beraberinde getirmektedir. Bu noktada teknolojiyi derslerine entegre edecek öğretmenlerin görüşleri önem taşımaktadır. Bu nedenle bu çalışmada teknoloji entegrasyonu sürecinde önemli rolü olan öğretmenlerin görüşleri, kullandıkları ve kullanmak istedikleri teknolojiler yönüyle incelenmiştir. 1680 öğretmenin katıldığı bu araştırmada öğretmenlerin görüşleri içerik analizi aracılığıyla incelenmiştir. Öğretmenlerin teknoloji entegrasyonu sürecinde kullandıkları ve kullanmak istedikleri teknolojiler sosyal medya uygulamaları, dijital oyunlar, kodlama, web 2.0 araçları, web uygulamaları, çevrimiçi eğitim platformları, projeler, araç ve gereçler ile gelişmekte olan teknolojiler temaları altında toplanmıştır. Bu çalışma ile kullanılan ve gelecekte kullanılması düşünülen teknolojiler bağlamında entegrasyon sürecinde nasıl bir değişim yaşanabileceğine ilişin öngörü ve önerilerde bulunulması amaçlanmaktadır.

Opinions and Attitudes of Secondary School Mathematics Teachers Towards Technology

“…This could be interpreted as the fact that the trainings received by teachers did not have a desired level of impact on the way of using technological tools in their lessons and that the majority of teachers did not go far from the traditional understanding of teaching. The findings of many studies in the literature indicating that using technology in mathematics teaching replaced traditional methods and tools and (Bray & Tangney, 2017;Egan et al, 2013;Ottenbreit-Leftwich et al, 2012;Thinyane, 2010) that only a basic level of technology could be used in this process (Ardıç & İşleyen, 2017a;Avcı et al, 2019;Bray & Tangney, 2017;Psycharis et al, 2013) supported these results. It can be argued that the "positive" ATTT had a positive effect on using technology in lessons.…”

“…In the literature scan that was carried out about the ATTT, there were not many satisfying studies in terms of their scope. It is understood that the practices of mathematics teachers who use technological tools in their lessons generally replace traditional methods and tools (Bray & Tangney, 2017;Egan, FitzGibbon & Oldham, 2013;Ottenbreit-Leftwich et al, 2012;Thinyane, 2010), and they may use a basic level of technology within this process (Ardıç & İşleyen, 2017a;Avcı, Kula & Haşlaman, 2019;Bray & Tangney, 2017;Psycharis, Chalatzoglidis & Kalogiannakis, 2013). Looking at the studies conducted about the use of technology in education in Turkey, where the FATIH Project, which is defined by MoNE (2020) as the "largest and most comprehensive educational movement in the world about the use of technology in education," was carried out, the attitudes of the participants towards technology were observed to be "high" (Birkollu, Yücesoy, Bağlama & Kanbul, 2017;Çakır & Oktay, 2013;Kayalar, 2018;Paşa, Bolat & Karataş, 2015;Üstün & Akman, 2015).…”

Web 2.0 Tools in Chemistry Teaching: An Analysis of Pre-Service Chemistry Teachers’ Competencies and Views (Kimya Öğretiminde Web 2.0 Araçlari: Kimya Öğretmen Adaylarinin Yeterlikleri Ve Görüşlerinin Analizi)

“…According to the findings, the PSCTs agreed that using Web 2.0 technologies in the study process, they could create successful course materials (such as animation, comics, posters, and so on) and presentations. Avcı et al (2019) stated that teachers want to use the most video-sharing websites, encoding and presentations in their educational environment. This shows that teachers believe that presenting or watching videos is sufficient for incorporating technology into the classroom.…”

Bilişim Teknolojileri Öğretmenlerinin Bakış Açısıyla Eğitimde Dijital Öyküleme

“…The correct and effective integration of technology into education increases the quality of education. Technology integration is a multidimensional and dynamic process that includes many variables such as government policies, school management, teacher, student, technical infrastructure, and curriculum (Avci et al, 2019). Teachers, one of these variables, have a great responsibility in the process.…”

“…In today's digital age, one of these expectations is keeping up with current and new technological applications. Because teachers will include the technology in the learning-teaching process and perform the integration process (Avci et al, 2019). Some of the obstacles in integrating technology into classes are specific to teachers and these are teachers' views about technology use in education and training environments, reluctance to change, and established classroom practices (Ertmer, 1999).…”