Research Article
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Metaphoric Perceptions of Pre-service Teachers about Technology Integration

Year 2021, Volume: 2 Issue: 2, 234 - 247, 31.12.2021

Nilüfer Atman Uslu

https://doi.org/10.52911/itall.1017308

Abstract

The aim of this study is to examine pre-service teachers' perceptions of the concept of technology integration in education through metaphors. The study was carried out with a phenomenological design. The study group of the research consisted of 66 pre-service teachers studying at the education faculty of a state university. The data were analyzed by content analysis. NVivo12 software was used in the analysis of the data. When the metaphors produced by the pre-service teachers were examined, it was determined that 66 metaphors were produced, 36 of which were non-repetitive. Puzzle (f=13), combination (f=7), keeping up (f=4), adaptation (f=3) and family (f=3) are metaphors that are coded more than once. When this metaphor was analyzed according to its characteristics, four themes emerged: (a) technology integration as a unification and combination process, (b) technology integration as an adaptation process, (c) the role of technology integration in the learning and teaching process, (d) structural features of technology. These themes were interpreted by quoting the pre-service teachers' own statements.

Keywords

Technology integration Metaphors Pre-service teachers

Supporting Institution

N/A

Project Number

N/A

References

  • Atman Uslu, N., & Usluel, Y. K. (2019). Predicting technology integration based on a conceptual framework for ICT use in education. Technology, Pedagogy and Education, 28(5), 517-531.
  • Baek, E. O., & Sung, Y. H. (2020). Pre-service teachers’ perception of technology competencies based on the new ISTE technology standards. Journal of Digital Learning in Teacher Education, 37(1), 48-64.
  • Belland, B. R. (2009). Using the theory of habitus to move beyond the study of barriers to technology integration. Computers & education, 52(2), 353-364.
  • Bahcivan, E., Gurer, M. D., Yavuzalp, N., & Akayoglu, S. (2019). Investigating the relations among pre-service teachers’ teaching/learning beliefs and educational technology integration competencies: A structural equation modeling study. Journal of Science Education and Technology, 28(5), 579-588.
  • Bilgiç, H. G. (2021). Aday öğretmenlerin eğitim teknolojileri algısı: Metafor analizi örneği. Eğitim Teknolojisi Kuram ve Uygulama, 11(2), 211-235.
  • Cheng, S. L., & Xie, K. (2018). The relations among teacher value beliefs, personal characteristics, and TPACK in intervention and non-intervention settings. Teaching and Teacher Education, 74, 98-113.
  • Ding, A. C. E., Ottenbreit-Leftwich, A., Lu, Y. H., & Glazewski, K. (2019). EFL teachers’ pedagogical beliefs and practices with regard to using technology. Journal of Digital Learning in Teacher Education, 35(1), 20-39.
  • Ertmer, P. A. (1999). Addressing first-and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47-61.
  • Erdemir, N., Bakırcı H., ve Eyduran, E. (2009). Öğretmen adaylarının eğitimde teknolojiyi kullanabilme özgüvenlerinin tespiti. Journal of Turkish Science Education, 6(3), 99-108.
  • Farjon, D., Smits, A., & Voogt, J. (2019). Technology integration of pre-service teachers explained by attitudes and beliefs, competency, access, and experience. Computers & Education, 130, 81-93.
  • Kocabıyık, O. O. (2016). Olgubilim ve gömülü kuram: Bazı özellikler açısından karşılaştırma. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 6(1), 55-66.
  • Kopcha, T. J., Neumann, K. L., Ottenbreit-Leftwich, A., & Pitman, E. (2020). Process over product: The next evolution of our quest for technology integration. Educational Technology Research and Development, 1-21.
  • Miles, M. B. ve Huberman, A. M. (1994). An Expanded Sourcebook Qualitative Data Analysis. California: Sage Publications.
  • Moring, I. (2001). Detecting the fictional problem solvers in time and space: Metaphors guiding qualitative analysis and interpretation. Qualitative Inquiry, 7(3), 346-369.
  • Öksüz, C., & Ak, Ş. (2009). Öğretmen Adaylarının İlköğretim Matematik Öğretiminde Teknoloji Kullanımına İlişkin Algıları (ss. 1-19). Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 6(2), 1-19.
  • Sanders, M., & George, A. (2017). Viewing the changing world of educational technology from a different perspective: Present realities, past lessons, and future possibilities. Education and Information Technologies, 22(6), 2915-2933.
  • Selli Hernawati, S. (2019). Technology integratıon in a secondary vocational EFL classroom: Process, challenges and perception (Doctoral dissertation, Universitas Pendidikan Indonesia).
  • Scherer, R., Tondeur, J., Siddiq, F., & Baran, E. (2018). The importance of attitudes toward technology for pre-service teachers' technological, pedagogical, and content knowledge: Comparing structural equation modeling approaches. Computers in Human Behavior, 80, 67-80.
  • Şendurur, P. ve Arslan, S. (2017). Eğitimde teknoloji entegrasyonunu etkileyen faktörlerdeki değişim. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 43, 25-50.
  • Taimalu, M., & Luik, P. (2019). The impact of beliefs and knowledge on the integration of technology among teacher educators: A path analysis. Teaching and Teacher Education, 79, 101-110.
  • Usta, E., & Korkmaz, Ö. (2010). Öğretmen adaylarının bilgisayar yeterlikleri ve teknoloji kullanımına ilişkin algıları ile öğretmenlik mesleğine yönelik tutumları. Uluslararası İnsan Bilimleri Dergisi, 7(1), 1335-1349.
  • Vongkulluksn, V. W., Xie, K., & Bowman, M. A. (2018). The role of value on teachers' internalization of external barriers and externalization of personal beliefs for classroom technology integration. Computers & Education, 118, 70-81.
  • Weber, R. P. (1990). Basic content analysis. Beverly Hills, CA: Sage
  • Yıldırım, A. ve Şimşek, H (2006). Sosyal Bilimlerde Nitel Araştırma Yöntemleri (6. Baskı). Seçkin Yayıncılık:Ankara

Öğretmen Adaylarının Teknoloji Entegrasyonuna İlişkin Metaforik Algıları

Year 2021, Volume: 2 Issue: 2, 234 - 247, 31.12.2021

Nilüfer Atman Uslu

https://doi.org/10.52911/itall.1017308

Abstract

Bu çalışmanın amacı, öğretmen adaylarının eğitimde teknoloji entegrasyonu kavramına ilişkin algılarının metaforlar yoluyla incelenmesidir. Çalışma olgubilim deseni ile yürütülmüştür. Araştırmanın çalışma grubu, bir devlet üniversitesinin eğitim fakültesinde öğrenim gören 66 öğretmen adayı oluşturmuştur. Veriler, içerik analizi ile çözümlenmiştir. Verilerin analizinde NVivo12 yazılımı kullanılmıştır. Öğretmen adaylarının ürettiği metaforlar incelendiğinde, 36’sı tekrar etmeyen olmak üzere 66 metafor üretildiği belirlenmiştir. Yap boz (f=13), bütünleşme (f=7), ayak uydurma (f=4), adaptasyon (f=3) ve aile (f=3) birden fazla kodlanan metaforlardır. Bu metafor özelliklerine göre analiz edildiğinde dört tema ortaya çıkmıştır: (a) birleştirme ve bütünleştirme süreci olarak teknoloji entegrasyonu, (b) uyum sağlama süreci olarak teknoloji entegrasyonu, (c) teknoloji entegrasyonunun öğrenme ve öğretme sürecindeki rolü, (d) teknolojinin yapısal özellikleri. Bu temalar, öğretmen adaylarının kendi ifadelerinden alıntılar yapılarak yorumlanmıştır.

Keywords

Teknoloji entegrasyonu metafor öğretmen adayları

Project Number

N/A

References

  • Atman Uslu, N., & Usluel, Y. K. (2019). Predicting technology integration based on a conceptual framework for ICT use in education. Technology, Pedagogy and Education, 28(5), 517-531.
  • Baek, E. O., & Sung, Y. H. (2020). Pre-service teachers’ perception of technology competencies based on the new ISTE technology standards. Journal of Digital Learning in Teacher Education, 37(1), 48-64.
  • Belland, B. R. (2009). Using the theory of habitus to move beyond the study of barriers to technology integration. Computers & education, 52(2), 353-364.
  • Bahcivan, E., Gurer, M. D., Yavuzalp, N., & Akayoglu, S. (2019). Investigating the relations among pre-service teachers’ teaching/learning beliefs and educational technology integration competencies: A structural equation modeling study. Journal of Science Education and Technology, 28(5), 579-588.
  • Bilgiç, H. G. (2021). Aday öğretmenlerin eğitim teknolojileri algısı: Metafor analizi örneği. Eğitim Teknolojisi Kuram ve Uygulama, 11(2), 211-235.
  • Cheng, S. L., & Xie, K. (2018). The relations among teacher value beliefs, personal characteristics, and TPACK in intervention and non-intervention settings. Teaching and Teacher Education, 74, 98-113.
  • Ding, A. C. E., Ottenbreit-Leftwich, A., Lu, Y. H., & Glazewski, K. (2019). EFL teachers’ pedagogical beliefs and practices with regard to using technology. Journal of Digital Learning in Teacher Education, 35(1), 20-39.
  • Ertmer, P. A. (1999). Addressing first-and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47-61.
  • Erdemir, N., Bakırcı H., ve Eyduran, E. (2009). Öğretmen adaylarının eğitimde teknolojiyi kullanabilme özgüvenlerinin tespiti. Journal of Turkish Science Education, 6(3), 99-108.
  • Farjon, D., Smits, A., & Voogt, J. (2019). Technology integration of pre-service teachers explained by attitudes and beliefs, competency, access, and experience. Computers & Education, 130, 81-93.
  • Kocabıyık, O. O. (2016). Olgubilim ve gömülü kuram: Bazı özellikler açısından karşılaştırma. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 6(1), 55-66.
  • Kopcha, T. J., Neumann, K. L., Ottenbreit-Leftwich, A., & Pitman, E. (2020). Process over product: The next evolution of our quest for technology integration. Educational Technology Research and Development, 1-21.
  • Miles, M. B. ve Huberman, A. M. (1994). An Expanded Sourcebook Qualitative Data Analysis. California: Sage Publications.
  • Moring, I. (2001). Detecting the fictional problem solvers in time and space: Metaphors guiding qualitative analysis and interpretation. Qualitative Inquiry, 7(3), 346-369.
  • Öksüz, C., & Ak, Ş. (2009). Öğretmen Adaylarının İlköğretim Matematik Öğretiminde Teknoloji Kullanımına İlişkin Algıları (ss. 1-19). Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 6(2), 1-19.
  • Sanders, M., & George, A. (2017). Viewing the changing world of educational technology from a different perspective: Present realities, past lessons, and future possibilities. Education and Information Technologies, 22(6), 2915-2933.
  • Selli Hernawati, S. (2019). Technology integratıon in a secondary vocational EFL classroom: Process, challenges and perception (Doctoral dissertation, Universitas Pendidikan Indonesia).
  • Scherer, R., Tondeur, J., Siddiq, F., & Baran, E. (2018). The importance of attitudes toward technology for pre-service teachers' technological, pedagogical, and content knowledge: Comparing structural equation modeling approaches. Computers in Human Behavior, 80, 67-80.
  • Şendurur, P. ve Arslan, S. (2017). Eğitimde teknoloji entegrasyonunu etkileyen faktörlerdeki değişim. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 43, 25-50.
  • Taimalu, M., & Luik, P. (2019). The impact of beliefs and knowledge on the integration of technology among teacher educators: A path analysis. Teaching and Teacher Education, 79, 101-110.
  • Usta, E., & Korkmaz, Ö. (2010). Öğretmen adaylarının bilgisayar yeterlikleri ve teknoloji kullanımına ilişkin algıları ile öğretmenlik mesleğine yönelik tutumları. Uluslararası İnsan Bilimleri Dergisi, 7(1), 1335-1349.
  • Vongkulluksn, V. W., Xie, K., & Bowman, M. A. (2018). The role of value on teachers' internalization of external barriers and externalization of personal beliefs for classroom technology integration. Computers & Education, 118, 70-81.
  • Weber, R. P. (1990). Basic content analysis. Beverly Hills, CA: Sage
  • Yıldırım, A. ve Şimşek, H (2006). Sosyal Bilimlerde Nitel Araştırma Yöntemleri (6. Baskı). Seçkin Yayıncılık:Ankara
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Details

Primary Language Turkish
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Nilüfer Atman Uslu 0000-0003-2322-4210

Project Number N/A
Early Pub Date December 25, 2021
Publication Date December 31, 2021
Submission Date November 1, 2021
Acceptance Date December 9, 2021
Published in Issue Year 2021 Volume: 2 Issue: 2

Cite

APA Atman Uslu, N. (2021). Öğretmen Adaylarının Teknoloji Entegrasyonuna İlişkin Metaforik Algıları. Instructional Technology and Lifelong Learning, 2(2), 234-247. https://doi.org/10.52911/itall.1017308
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