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İlköğretim Matematik Öğretmenlerinin Teknoloji Entegrasyonundaki Öğretmen Yeterliklerine İlişkin Görüşleri

Yıl 2011, Cilt: 10 Sayı: 3, 850 - 860, 26.06.2011

Servet Demir Ali Bozkurt

Öz

Öğretime teknolojinin entegrasyonu konusunda öğretmenlerin rolü ve beklentileri ile ilgili yoğun çalışmalar yapılmaktadır. Bu çerçevede öğretmenlerin teknoloji entegrasyonu yeterlik göstergelerinin neler olduğu ve belirli alana özel durumların belirlenmesi üzerine çalışmalar yapılmaktadır. Bu araştırmada ilköğretim matematik öğretmenlerinin teknoloji entegrasyonunda öğretmenin sahip olması gereken yeterlikleri ile ilgili neler düşündükleri ve bu yeterliklerin göstergelerinin neler olması gerektiğiyle ilgili görüşleri belirlenmeye çalışıldı. Araştırmada yöntem olarak odak grup çalışması tercih edildi. Çalışma “Bir öğretmenin teknolojiyi sınıf içerisinde etkili olarak kullanabilmesi için hangi yeterliklere sahip olması gerekir?” sorusu çerçevesinde yapıldı. Katılımcılara cevapları doğrultusunda konuya derinlik kazandıracak sorular yönetildi. Öğretmenlerin ifadeleri Teknolojik Pedagojik Alan Bilgisi (TPAB) teorik çerçevesi kullanılarak analiz edildi. Araştırma sonuçlarına göre a) Öğretmenlerin teknoloji ve pedagoji alanlarında mesleki gelişim eğitimine ihtiyaç duydukları b) öğretime teknoloji entegrasyonu konusunda deneyimleri ve öğrencilerin öğrenmesine dair inanışları, öğretmenlerin yeterlik konusundaki düşüncelerini etkilediği görülmüştür

Anahtar Kelimeler

Teknoloji entegrasyonu öğretmen yeterliği odak grup çalışması TPAB

Kaynakça

  • Akkoç, H., Bingolbali, E. & Özmantar, M. F. (2008). Investigating the Technological Pedagogical Content Knowledge: A case of derivative at a point. Paper presented at the 32nd International Conference on the Psychology of Mathematics Education (PME32), Morelia, MEXICO, July 17-21
  • Anderson, T. (2008). Towards a theory of online learning, in Anderson, T. (Ed.) Theory and Practice of Online Learning, 2nd ed. (pp. 45–74). AU Press
  • Angeli, C., Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers & Education, 52:154–168.
  • Asian and Pacific Centre for Transfer of Technology ( 2008). Technology Transfer Principle & Strategy. [Online]: Retrieved on 05 May 2011, at URL: http://www.technology4sme.net/images/pdf%20floder/ttps_chapter_3.pdf
  • Baek, Y., Jung, J. & Kim, B. (2008). What makes teachers use technology in the classroom? Exploring the factors affecting facilitation of technology with a Korean sample. Computers & Education, 50: 224–234.
  • Baki, A., Öztekin B. (2003). Excel yardımıyla fonksiyonlar konusunun öğretimi. Kastamonu Eğitim Dergisi, 11(2), 325-338.
  • Barko, H., Whitcomb, J. & Liston, D. (2009). Wicked problems and other thoughts on issues of technology and teacher learning. Journal of Teacher Education, 60(1): 3-7.
  • Bloor, M., Frankland, J., Thomas, M. & Robson, K. (2002). Focus groups ın socıal research. London: SAGE Publications.
  • Bozkurt, A., Bindak, R. & Demir, S. (2010). Matematik öğretmenlerinin bilgisayarı etkin kullanma yeterlilikleri ve çalıştıkları ortamların uygunluğu, Proceedings of 10th International Educational Technology Conference (IETC) 2010, İstanbul, Türkiye, 930-934.
  • Cavin, R.M. (2007). Technological pedagogical content knowledge in pre-service teachers through microteaching lesson study, Retrieved on: 15 March 2009 URL at: http://www.chipola.edu/instruct/math/cavin/cavinr_dissertation.pdf
  • Cox, S. (2008). A conceptual analysis of technological pedagogical content knowledge. Doctoral dissertation. Provo, UT: Brigham Young University.
  • Earle, R.S. (2002). The integration of instructional technology into public education: promises and challenges. Educational Technology, 42(1): 5-13.
  • Ertmer, P.A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25-39.
  • Forgasz, H. (2006). Factors that encourage or inhibit computer use for secondary mathematics teaching. Journal of Computers in Mathematics and Science Teaching, 25(1), 77–93.
  • Goos, M. & Bennison, A. (2008). Surveying the technology landscape: teachers’ use of technology in secondary mathematics classrooms, Mathematics Education Research Journal, 20(3), 102–130
  • Guzey, S.S. & Roehrig, G.H. (2009). Teaching science with technology: Case studies of science teachers’ development of technology, pedagogy, and content knowledge. Contemporary Issues in Technology and Teacher Education, 9(1), 25-45.
  • Gündüz, Ş., Emlek, B. & Bozkurt, A. (2008). Computer aided teaching trigonometry using dynamic modeling in high school. Proceedings of 8. International Educational Technology Conference, Eskişehir, Türkiye, 1039-1042.
  • Hall, B.C. (2008). Investigating the relationships among computer self-efficacy, professional development, teaching experience, and technology integration of teachers. Doctoral Dissertation, the University of Cincinnati, USA.
  • Harris, J.B., Mishra, P. & Koehler, M.J. (2007). Teachers’ technological pedagogical content knowledge: Curriculum-based technology integration reframed, Paper presented at the American Educational Research Association Conference, Chicago, IL.
  • Harter, C.A. & Ku, H. (2007). The effects of spatial contiguity within computer-based instruction of group personalized two-step mathematics word problems. Computers in Human Behavior,24(4), 1668-1685.
  • Hughes, J. (2005). The Role of Teacher Knowledge and Learning Experiences in Forming TechnologyIntegrated Pedagogy. Journal of Technology and Teacher Education, 13(2): 277-302.
  • İşman, A. (2002). Sakarya ili öğretmenlerinin eğitim teknolojileri yönündeki yeterlilikleri. The Turkish Online Journal of Educational Technology, 1(1), 72-91.
  • Judson, E. (2006). How teachers ıntegrate technology and their beliefs about learning: Is there a connection?. Journal of Technology and Teacher Education , 14(3), 581-597.
  • Koehler, M.J, Mishra, P. & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology. Computers & Education, 49, 740–762.
  • Koehler, M.J. & Mishra P. (2008). Introducing TPCK: Handbook of Technological Pedagogical Content Knowledge (TPCK) for educators. New York: Routledge
  • Koehler, M.J. & Mishra, P. (2009). What is technological pedagogical content knowledge?. Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
  • Hofer, M. & Swan, K. O. (2008). Technological pedagogical content knowledge in action: A case study of a middle school digital documentary project. Journal of Research on Technology in Education, 41(2),179-200.
  • Kumar, N., Rose, R.C. & D’Silva, J.L. (2008). Teachers’ readiness to use technology in the classroom: An empirical study. European Journal of Scientific Research, 21(4), 603-616.
  • MEB. (2005). İlköğretim Matematik (6., 7. Ve 8. sınıflar) Dersi Öğretim Programı, Talim ve Terbiye Kurulu Başkanlığı, Ankara.
  • Mishra, P. & Koehler, M.J. (2006). Technological pedagogical content knowledge: a framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
  • Mumcu, F.K., Haşlaman, T. & Usluel, Y.K. (2008). Teknolojik pedagojik içerik bilgisi modeli çerçevesinde etkili teknoloji entegrasyonunun göstergeleri, 8th Internatıonal Educational technology conference Eskişehir, Türkiye
  • Niess, M. (2005). Preparing teachers to teach science and mathematics with technology developing a technology pedagogical content knowledge. Teaching and Teacher Education 21, 509–523.
  • Niess, M. & Garofalo, J. (2006). Preparing teachers to teach mathematics with technology: key issues, concerns and research questions. Society for Information Technology & Teacher Education International Conference (SITE); March 19, 2006 (s. 3796-3801). Orlando, Florida, USA : AACE.
  • Prensky, M. (2001). Digital Natives, Digital Immigrants. The Horizon, 9(5), 1-6.
  • Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2),4-14.
  • Rasinen, A. (2003). An analysis of the technology education curriculum of six countries. Journal of Technology Education, 15(1), 31-47.
  • Russell, M., Bebell, D., O'Dwyer, L. & O'Connor, K. (2003). Examining teacher technology use: implications for preservice and inservice teacher preparation. Journal of Teacher Education, 54, 297-310.
  • Türknüklü, E. & Yeşildere, S. (2007). The pedagogical content knowledge in mathematics: Pre-service primary mathematics teachers' perspectives in Turkey. Issues in the Undergraduate Mathematics Preparation of School Teachers: The Journal, Vol.1, October, 1-13.
  • Uluslar arası İmar ve Kalkınma Bankası. (2005). Gençler İçin Fırsatları Genişletmek ve Yetkinlikler Oluşturmak. Washington, DC: Dünya Bankası.
  • Valtonen, T., Kukkonen, J. & Wulff, A. (2006). High school teachers’ course designs and their professional knowledge of online teaching. Informatics in Education, 5(2), 301–316.
  • Wyatt, T. (1996). School effectiveness research: Dead, or dump squip or smouldering fuse? Issues in Educational Research, 6 (1), 79-112.
  • Yıldırım, A. ve Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri. (5. baskı), Ankara: Seçkin Yayınevi.
  • Zhao, Y., Pugh, K., Sheldon, S. & Byers, J. (2002). Conditions for classroom technology innovations, Teachers College Record, 104 (3): 482-515.

Primary Mathematics Teachers\' Views about Their Competencies Concerning the Integration of Technology

Yıl 2011, Cilt: 10 Sayı: 3, 850 - 860, 26.06.2011

Servet Demir Ali Bozkurt

Öz

There have been many studies on teachers’ role and expectations concerning the integration of
technology into their instruction. The present study aimed to reveal mathematics teachers’ views about their own
proficiency and the standards signifying that competency regarding the integration of technology. The focus group
study was used as a data gathering method. The study attempted to respond the question, ‘What are the qualities that
teachers need to posses for an effective integration of technology into their classroom?’. The teachers’ responses were
elaborated by asking further questions in order to get a deeper understanding of their views. The teachers’ utterances
were analyzed within the framework of TPCK. The results indicated that a) the in-service teachers require participating
in such courses on technology and pedagogy for their professional development and b) teachers’ experiences with
technology integration and their beliefs about the ways students learn significantly affect their views about their own
competency.

Anahtar Kelimeler

Technology integration teacher’s competence focus group study TPCK

Kaynakça

  • Akkoç, H., Bingolbali, E. & Özmantar, M. F. (2008). Investigating the Technological Pedagogical Content Knowledge: A case of derivative at a point. Paper presented at the 32nd International Conference on the Psychology of Mathematics Education (PME32), Morelia, MEXICO, July 17-21
  • Anderson, T. (2008). Towards a theory of online learning, in Anderson, T. (Ed.) Theory and Practice of Online Learning, 2nd ed. (pp. 45–74). AU Press
  • Angeli, C., Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers & Education, 52:154–168.
  • Asian and Pacific Centre for Transfer of Technology ( 2008). Technology Transfer Principle & Strategy. [Online]: Retrieved on 05 May 2011, at URL: http://www.technology4sme.net/images/pdf%20floder/ttps_chapter_3.pdf
  • Baek, Y., Jung, J. & Kim, B. (2008). What makes teachers use technology in the classroom? Exploring the factors affecting facilitation of technology with a Korean sample. Computers & Education, 50: 224–234.
  • Baki, A., Öztekin B. (2003). Excel yardımıyla fonksiyonlar konusunun öğretimi. Kastamonu Eğitim Dergisi, 11(2), 325-338.
  • Barko, H., Whitcomb, J. & Liston, D. (2009). Wicked problems and other thoughts on issues of technology and teacher learning. Journal of Teacher Education, 60(1): 3-7.
  • Bloor, M., Frankland, J., Thomas, M. & Robson, K. (2002). Focus groups ın socıal research. London: SAGE Publications.
  • Bozkurt, A., Bindak, R. & Demir, S. (2010). Matematik öğretmenlerinin bilgisayarı etkin kullanma yeterlilikleri ve çalıştıkları ortamların uygunluğu, Proceedings of 10th International Educational Technology Conference (IETC) 2010, İstanbul, Türkiye, 930-934.
  • Cavin, R.M. (2007). Technological pedagogical content knowledge in pre-service teachers through microteaching lesson study, Retrieved on: 15 March 2009 URL at: http://www.chipola.edu/instruct/math/cavin/cavinr_dissertation.pdf
  • Cox, S. (2008). A conceptual analysis of technological pedagogical content knowledge. Doctoral dissertation. Provo, UT: Brigham Young University.
  • Earle, R.S. (2002). The integration of instructional technology into public education: promises and challenges. Educational Technology, 42(1): 5-13.
  • Ertmer, P.A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25-39.
  • Forgasz, H. (2006). Factors that encourage or inhibit computer use for secondary mathematics teaching. Journal of Computers in Mathematics and Science Teaching, 25(1), 77–93.
  • Goos, M. & Bennison, A. (2008). Surveying the technology landscape: teachers’ use of technology in secondary mathematics classrooms, Mathematics Education Research Journal, 20(3), 102–130
  • Guzey, S.S. & Roehrig, G.H. (2009). Teaching science with technology: Case studies of science teachers’ development of technology, pedagogy, and content knowledge. Contemporary Issues in Technology and Teacher Education, 9(1), 25-45.
  • Gündüz, Ş., Emlek, B. & Bozkurt, A. (2008). Computer aided teaching trigonometry using dynamic modeling in high school. Proceedings of 8. International Educational Technology Conference, Eskişehir, Türkiye, 1039-1042.
  • Hall, B.C. (2008). Investigating the relationships among computer self-efficacy, professional development, teaching experience, and technology integration of teachers. Doctoral Dissertation, the University of Cincinnati, USA.
  • Harris, J.B., Mishra, P. & Koehler, M.J. (2007). Teachers’ technological pedagogical content knowledge: Curriculum-based technology integration reframed, Paper presented at the American Educational Research Association Conference, Chicago, IL.
  • Harter, C.A. & Ku, H. (2007). The effects of spatial contiguity within computer-based instruction of group personalized two-step mathematics word problems. Computers in Human Behavior,24(4), 1668-1685.
  • Hughes, J. (2005). The Role of Teacher Knowledge and Learning Experiences in Forming TechnologyIntegrated Pedagogy. Journal of Technology and Teacher Education, 13(2): 277-302.
  • İşman, A. (2002). Sakarya ili öğretmenlerinin eğitim teknolojileri yönündeki yeterlilikleri. The Turkish Online Journal of Educational Technology, 1(1), 72-91.
  • Judson, E. (2006). How teachers ıntegrate technology and their beliefs about learning: Is there a connection?. Journal of Technology and Teacher Education , 14(3), 581-597.
  • Koehler, M.J, Mishra, P. & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology. Computers & Education, 49, 740–762.
  • Koehler, M.J. & Mishra P. (2008). Introducing TPCK: Handbook of Technological Pedagogical Content Knowledge (TPCK) for educators. New York: Routledge
  • Koehler, M.J. & Mishra, P. (2009). What is technological pedagogical content knowledge?. Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
  • Hofer, M. & Swan, K. O. (2008). Technological pedagogical content knowledge in action: A case study of a middle school digital documentary project. Journal of Research on Technology in Education, 41(2),179-200.
  • Kumar, N., Rose, R.C. & D’Silva, J.L. (2008). Teachers’ readiness to use technology in the classroom: An empirical study. European Journal of Scientific Research, 21(4), 603-616.
  • MEB. (2005). İlköğretim Matematik (6., 7. Ve 8. sınıflar) Dersi Öğretim Programı, Talim ve Terbiye Kurulu Başkanlığı, Ankara.
  • Mishra, P. & Koehler, M.J. (2006). Technological pedagogical content knowledge: a framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
  • Mumcu, F.K., Haşlaman, T. & Usluel, Y.K. (2008). Teknolojik pedagojik içerik bilgisi modeli çerçevesinde etkili teknoloji entegrasyonunun göstergeleri, 8th Internatıonal Educational technology conference Eskişehir, Türkiye
  • Niess, M. (2005). Preparing teachers to teach science and mathematics with technology developing a technology pedagogical content knowledge. Teaching and Teacher Education 21, 509–523.
  • Niess, M. & Garofalo, J. (2006). Preparing teachers to teach mathematics with technology: key issues, concerns and research questions. Society for Information Technology & Teacher Education International Conference (SITE); March 19, 2006 (s. 3796-3801). Orlando, Florida, USA : AACE.
  • Prensky, M. (2001). Digital Natives, Digital Immigrants. The Horizon, 9(5), 1-6.
  • Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2),4-14.
  • Rasinen, A. (2003). An analysis of the technology education curriculum of six countries. Journal of Technology Education, 15(1), 31-47.
  • Russell, M., Bebell, D., O'Dwyer, L. & O'Connor, K. (2003). Examining teacher technology use: implications for preservice and inservice teacher preparation. Journal of Teacher Education, 54, 297-310.
  • Türknüklü, E. & Yeşildere, S. (2007). The pedagogical content knowledge in mathematics: Pre-service primary mathematics teachers' perspectives in Turkey. Issues in the Undergraduate Mathematics Preparation of School Teachers: The Journal, Vol.1, October, 1-13.
  • Uluslar arası İmar ve Kalkınma Bankası. (2005). Gençler İçin Fırsatları Genişletmek ve Yetkinlikler Oluşturmak. Washington, DC: Dünya Bankası.
  • Valtonen, T., Kukkonen, J. & Wulff, A. (2006). High school teachers’ course designs and their professional knowledge of online teaching. Informatics in Education, 5(2), 301–316.
  • Wyatt, T. (1996). School effectiveness research: Dead, or dump squip or smouldering fuse? Issues in Educational Research, 6 (1), 79-112.
  • Yıldırım, A. ve Şimşek, H. (2006). Sosyal bilimlerde nitel araştırma yöntemleri. (5. baskı), Ankara: Seçkin Yayınevi.
  • Zhao, Y., Pugh, K., Sheldon, S. & Byers, J. (2002). Conditions for classroom technology innovations, Teachers College Record, 104 (3): 482-515.
Toplam 43 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Servet Demir

Ali Bozkurt

Yayımlanma Tarihi 26 Haziran 2011
Yayımlandığı Sayı Yıl 2011 Cilt: 10 Sayı: 3

Kaynak Göster

APA Demir, S., & Bozkurt, A. (2011). İlköğretim Matematik Öğretmenlerinin Teknoloji Entegrasyonundaki Öğretmen Yeterliklerine İlişkin Görüşleri. İlköğretim Online, 10(3), 850-860.
AMA Demir S, Bozkurt A. İlköğretim Matematik Öğretmenlerinin Teknoloji Entegrasyonundaki Öğretmen Yeterliklerine İlişkin Görüşleri. İOO. Eylül 2011;10(3):850-860.
Chicago Demir, Servet, ve Ali Bozkurt. “İlköğretim Matematik Öğretmenlerinin Teknoloji Entegrasyonundaki Öğretmen Yeterliklerine İlişkin Görüşleri”. İlköğretim Online 10, sy. 3 (Eylül 2011): 850-60.
EndNote Demir S, Bozkurt A (01 Eylül 2011) İlköğretim Matematik Öğretmenlerinin Teknoloji Entegrasyonundaki Öğretmen Yeterliklerine İlişkin Görüşleri. İlköğretim Online 10 3 850–860.
IEEE S. Demir ve A. Bozkurt, “İlköğretim Matematik Öğretmenlerinin Teknoloji Entegrasyonundaki Öğretmen Yeterliklerine İlişkin Görüşleri”, İOO, c. 10, sy. 3, ss. 850–860, 2011.
ISNAD Demir, Servet - Bozkurt, Ali. “İlköğretim Matematik Öğretmenlerinin Teknoloji Entegrasyonundaki Öğretmen Yeterliklerine İlişkin Görüşleri”. İlköğretim Online 10/3 (Eylül 2011), 850-860.
JAMA Demir S, Bozkurt A. İlköğretim Matematik Öğretmenlerinin Teknoloji Entegrasyonundaki Öğretmen Yeterliklerine İlişkin Görüşleri. İOO. 2011;10:850–860.
MLA Demir, Servet ve Ali Bozkurt. “İlköğretim Matematik Öğretmenlerinin Teknoloji Entegrasyonundaki Öğretmen Yeterliklerine İlişkin Görüşleri”. İlköğretim Online, c. 10, sy. 3, 2011, ss. 850-6.
Vancouver Demir S, Bozkurt A. İlköğretim Matematik Öğretmenlerinin Teknoloji Entegrasyonundaki Öğretmen Yeterliklerine İlişkin Görüşleri. İOO. 2011;10(3):850-6.