Dijital Öğrenme Materyalinin Özel Eğitimde Kullanımı

Bu çalışmada özel eğitim bölümü öğretmen adaylarının deneyimlerinden yola çıkarak dijital öğrenme materyallerinin (DÖM) özel eğitimde kullanımı betimlenmiş ve kullanmayı tercih ettikleri DÖM geliştirme ortamları gerekçeleri ile ortaya koyulmuştur. Araştırmada fenomenoloji deseni kullanılmış ve araştırma bir devlet üniversitesinde öğrenim gören 49 özel eğitim öğretmenliği öğretmen adayları ile gerçekleştirilmiştir. Araştırma 6 hafta dijital öğrenme materyali, 6 hafta artırılmış gerçeklik uygulamaları, 1 hafta materyal geliştirme etkinlikleri ve 1 hafta görüşmeler olmak üzere toplamda 14 hafta şeklinde yürütülmüştür. Araştırma verileri görüşmeler aracılıyla toplanmış ve elde edilen veriler 2 döngü kodlama ile analiz edilmiştir. Araştırma sonucunda öğretmen adaylarının dijital öğrenme materyallerini ve artırılmış gerçeklik uygulamalarını özel eğitimde kullanmayı tercih ettikleri belirlenmiştir. Ayrıca öğretmen adaylarına göre dijital öğrenme materyalleri ve artırılmış gerçeklik uygulamaları özel eğitime ihtiyacı olan öğrencilerin akademik, sosyal, öz bakım ve iletişim becerilerini destekleyebilmektedir. Ek olarak, kolay kullanım sağlaması, düşük maliyeti, öğrenci katılımını kolaylaştırma gibi nedenlerden dolayı öğretmenlerin işlerini kolaylaştırırken, bireyselleştirmedeki zorluk ve teknik sorunlardan dolayı geliştirme sürecinde sorunlar yaşanabileceğini de dile getirmişlerdir. 

Usage of Digital Learning Material in Special Education

In this study, it is aimed to determine the opinions of special education teacher candidates regarding usage of digital learning materials in special education in their experience and reveal favorite digital learning materials platforms and reasons for preference. This study was designed with the phenomenological research method, and the participants of the research consisted of 49 freshman pre-service teachers of special education at a large university in the academic year of 2014-2015, Turkey. Research was continued for a total of 14 weeks: The first 6 weeks learning of digital learning material (DLM) tools, second 6 weeks learning augmented reality tool, 1 week developing materials and the last week interviewing with special education teacher candidates. Inductive content analysis was used in analyzing the data. Teacher candidates having their education at private institutions have stated that they wish to improve and use DLM. DLM is essential concerning increasing academic, social, self-care and communication skills. Additionally, teacher candidates have stated that DLMs support teachers with lower costs and time, student engagement, ease in preparation, fun and useful outcomes, and increase the variety and sources of materials. Participants have mentioned that unless the required technical equipment is provided, developing and using DLMs will not be possible. 

___

  • Adebisi, R.O., Liman, N.A., & Longpoe, P.K. (2015). Using assistive technology in teaching children with learning disabilities in the 21st Century. Journal of Education and Practice, 6(4), 14-20. Retrieved from https://files.eric.ed.gov/fulltext/EJ1078825.pdf
  • Akçamete, G. (2003). Kaynaştırma programlarına yerleştirilmiş özel gereksinimli öğrencilerin okuma-yazma becerilerine ilişkin öğretmen görüşleri [Teachers' views on the literacy skills of students with special needs placed in inclusive programs]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 4(2), 39-53. doi: https://doi.org/10.1501/Ozlegt_0000000206
  • Becker, H. J. (2001). How are teachers using computers in instruction? Paper presented at the 2001 Meetings of the American Educational Research Association, University of California-Irvine. Retrieved from https://msu.edu/course/cep/807/*cep240studyrefs/beckeraera2001howtchrsusing.pdf
  • Beirne-Smith, M., Patton, J. R., & Kim, S. H. (2006). Mental retardation (7th Ed.). Saddle River, NJ: Merrill Prentice Hall.
  • Chiou, C. C., Huang, H. S., & Hsieh, J. H. (2004). Applying hypermedia assisted concept maps to construct accounting inventory teaching material. Journal of National Taipei Teachers College, 17(2), 57-84.
  • Christensen, L.B, Johnson, R. B., & Turner, L. A. (2010). Research methods, design and analysis. Boston, MA: Allyn & Bacon.
  • Creswell, J. W., & Miller, D. L. (2000). Determining validity in qualitative inquiry. Theory into Practice, 39(3), 124-130. doi: https://doi.org/10.1207/s15430421tip3903_2
  • Çetin, Ç. (2004). Özel eğitim alanında çalışmakta olan farklı meslek grubundaki eğitimcilerin yaşadığı güçlüklerin belirlenmesi [Determining the difficulties of educators in different occupational groups working in the field of Special Education]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 5(1), 35-50. doi: https://doi.org/10.1501/Ozlegt_0000000073
  • Çetin, M. E., & Şen, S. G. (2017). Determination of problems of teachers working in special education and rehabilitation centers. The Journal of Academic Social Science Studies, 59, 53-69. doi: https://doi.org/10.9761/JASSS7133
  • Doğru, S. S. Y. (2009). Özel eğitimde kullanılan alternatif programlar (Montessori yaklaşımı) [Alternative programs used in Special Education (the Montessori approach)]. TÜBAV Bilim Dergisi, 2(1), 113-122. Retrieved from: https://goo.gl/qJGnin
  • Ergin, D. Y, N. Tosun, N., Papatğa, E., & Mükerrem, A. Ü. (2011). Özel eğitime gereksinim duyan bireylerin gelişiminde bilgisayar destekli eğitimin katkısının ailelerce değerlendirilmesi [Evaluation of the contribution of computer-assisted education to families in the development of individuals who need special education]. Paper presented at the 2nd International Conference on New Trends In Education and Their Implications, Antalya, Turkey. 1712-1718. Retrieved from: http://www.iconte.org/FileUpload/ks59689/File/307._demirali.ergin.pdf
  • Griffin, C. C., Kilgore, K. L., Winn, J. A., Otis-Wilborn, A., Hou, W., & Garvan, C. W. (2009). First-year special educators: The influence of school and classroom context factors on their accomplishments and problems. Teacher Education and Special Education, 32(1), 45-63.
  • Hasselbring, T., & Glaser, H. (2000). Use of computer technology to help students with special needs. The Future of Children and Computer Technology, 10(2), 102-122. doi: http://dx.doi.org/10.2307/1602691
  • Huang, H. S., Chiou, C. C., Chiang, H. K., Lai, S. H., Huang, C. Y., & Chou, Y. Y. (2012). Effects of multidimensional concept maps on fourth graders’ learning in web-based computer course. Computers and Education, 58, 863-873. doi: https://doi.org/10.1016/j.compedu.2011.10.016
  • Keser, H., & Özdemir, O. (2017). İşitme yetersizliği olan öğrencilerin eğitimlerinde bilgisayar destekli kelime öğretim materyali kullanımının incelenmesi [Examination of the use of computer aided word teaching material for the education of students with hearing impairment]. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 19(1), 29-53. doi: https://doi.org/10.21565/ozelegitimdergisi.300290
  • Koch, K. (2017). Stay in the Box! Embedded assistive technology improves access for students with disabilities. Education Science, 7, 1-8. doi: https://doi.org/10.3390/educsci7040082
  • Linkoln, Y. S., & Guba, G. (1985). Naturalistic inquiry. California: Sage Publication.
  • Liu, C.-C., & Hong, Y. C. (2006). Providing hearing-impaired students with learning care after classes through mart phones and the GPRS network. British Journal of Educational Technology, 38(4), 727-741. doi: https://doi.org/10.1111/j.1467-8535.2006.00656.x
  • Male, M. (1997). Reading, language development, and written expression with word processing and desktop publishing. In R. Short (Ed.), Technology for inclusion: Meeting the special needs of all students (pp. 78-102). Boston: Allyn & Bacon.
  • Meriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass.
  • Ministry of National Education (2006). Özel Eğitim Hizmetleri Yönetmeliği [Special Education Services Regulation]. Retrieved from: https://goo.gl/sbXNdf
  • Ministry of National Education [MoNE] (2008). Özel Eğitim ve Rehabilitasyon Merkezi Zihinsel Engelli Bireyler Destek Eğitim Programı [Special Education and Rehabilitation Center Individual Disabled Individuals Support Training Program]. Retrieved from: https://orgm.meb.gov.tr/meb_iys_dosyalar/2013_09/04010347_zihinselengellibireylerdestekeitimprogra m.pdf
  • Mulvey, B. K., Chiu, J. L., Ghosh, R., & Bell, R.L. (2015). Special education teachers’ nature of science instructional experiences. Journal of Research in Science Teaching, 53(4), 554-578. doi: https://doi.org/10.1002/tea.21311
  • Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri [Qualitative research and evaluation methods] (S. Çelik-F. Ö. Karataş, Trans.). Ankara: Pegem Akademi.
  • Quenneville, J. (2002). Technology tools for students with learning disabilities: Infusion into inclusive classrooms.
  • Preventing School Failure, 45(4), 167-170. doi: https://doi.org/10.1080/10459880109603332
  • Schwier, R., Misanchuk, E., & Boling, E. (2000). Discourse on designing an illustrated hypermedia book. Journal of Educational Multimedia and Hypermedia, 9(3), 223-251.
  • Seo, Y.-J., & Woo, H. (2010). The identification, implementation, and evaluation of critical user interface design features of computer assisted instruction programs in mathematics for students with learning disabilities. Computers & Education, 55(1), 363-377. doi: https://doi.org/10.1016/j.compedu.2010.02.002
  • Starcic, A. I., & Niskala, M. (2010). Vocational students with severe learning difficulties learning on the Internet. British Journal of Educational Technology, 41(6), E155–E159. doi: 10.1111/j.1467-8535.2010.01128.x
  • Şılbır, l. (2011). İşitme engelli öğrencilerin türkçe okuma yazma becerilerinin geliştirilmesine yönelik görsel yardim paketi: Göryap [Visual aided package for developing readğng and writin skills of the students with hearing impairment in Turkish language: Goryap] (Yayınlanmamış yüksek lisans tezi) [Unpublished master’s thesis]. Karadeniz Teknik Üniversitesi Eğitim Bilimleri Enstitüsü, Trabzon [Karadeniz Technical University Institute of Educational Sciences, Trabzon, Turkey].
  • Şimsek, A. (2000). Öğretim tasarımında yeni yaklaşımlar [New approaches in instructional design]. Kurgu Dergisi, 17, 157-170. Retrieved from: http://dergipark.gov.tr/download/article-file/150381
  • Udoba, H. A. (2014). Challenges faced by teachers when teaching learners with developmental disability (Unpublished Master Thesis). University of Oslo, Master of Philosophy in Special Needs Education, Department of Special Needs Education, Faculty of Educational Sciences.
  • Welman, J. C., & Kruger, S. J. (1999). Research methodology for the business and administrative sciences. South Africa: International Thompson.
  • Williams, P. (2011). Barriers to the creation and use of an accessible web portal for people with learning disabilities. International Journal of Education, 3(2), 1-18. doi: https://doi.org/10.5296/ije.v3i2.1283
  • Wong, M. E., & Tan, S. S. (2012). Teaching the benefits of smart phone technology to blind consumers: Exploring the potential of the iPhone. Journal of Visual Impairment & Blindness, 106(10), 646-650. Retrieved from: https://eric.ed.gov/?id=EJ996219
  • Yıldız, S. (2010). Bilgi ve iletişim teknolojileri yoluyla özürlüler için geleceğe bir kapı açma [Opening a gateway to future for disabled people through information and communication technologies]. Uluslararası Sosyal Araştırmalar Dergisi, 3(11), 612-620.