FATİH Projesi Kapsamında Eğitimde Teknoloji Kullanımının Sınıf Yönetimi Üzerine Etkilerinin İncelenmesi

Bu çalışmada bir teknoloji entegrasyon projesi olan FATİH Projesi kapsamında eğitimde teknoloji kullanımının sınıf yönetimine etkilerinin incelenmesi amaçlanmıştır. Araştırmanın yöntemi nitel ve nicel yöntemlerin bir arada kullanıldığı açıklayıcı karma araştırma yöntemidir. Veri toplamak amacıyla araştırmacılar tarafından "kişisel bilgi anketi", "Teknoloji Kullanımının Sınıf Yönetimine Etkileri Ölçeği" ve "yarı yapılandırılmış görüşme formu" geliştirilmiştir. Uygulama öncesi ölçek geliştirme çalışması yapılarak ön uygulamalar yapılmıştır. Uygulama FATİH Projesi çerçevesinde etkileşimli tahta, tablet bilgisayar ve v yazılım teknolojilerini fiili olarak kullanan okullarda gerçekleştirilmiştir. Araştırmanın çalışma grubunu, çeşitli illerde ortaöğretim düzeyinde görev yapan 52 öğretmen oluşturmaktadır. Yarı yapılandırılmış görüşme formu ile elde edilen veriler içerik analiz yöntemiyle analiz edilmiştir. Nicel veriler ise frekans, yüzde, Mann Whitney U ve Kruskal Wallis H tekniklerinden yararlanılarak SPSS 18.0 ile çözümlenmiştir. Araştırmada ulaşılan sonuçlara göre sınıf içi ilişki ve davranış yönetimi alt ölçeği madde sayılarına oranlı puan ortalamaları diğer ölçeklere göre daha yüksektir. Sınıfın düzeninin ve öğretimin yönetimi alt ölçeğinden elde edilen puan ortalamaları ise en düşüktür. Öğretmenlerin sınıfta teknoloji kullanımlarının sınıf yönetimine etki düzeyleri puanları orta düzeydedir. Öğretmenlerin sınıfta teknoloji kullanımlarının sınıf yönetimine etki düzeyi puanlarında günlük İnternet kullanım süresi değişkeni dışında diğer değişkenlere bağlı olarak istatistiksel açıdan anlamlı farklılık oluşmamıştır. Nitel verilerden elde edilen sonuçlar incelendiğinde sınıfta etkileşimli tahta kullanımının genel olarak sınıf yönetimi üzerinde olumlu etkilerinin olduğu algısı ön plana çıkmaktadır. Bu algının etkileşimli tahtanın genel itibariyle derste sunu aracı olarak kullanılmasından kaynaklandığı söylenebilir. Bunun tersine öğretmenler sınıfta tablet bilgisayar kullandıklarında derste teknoloji kullanımının zaman yönetimi, olumsuz öğrenci davranışları ve yaşanan erişim problemleri nedenleriyle derste bazen yaşanan kopukluklar gibi sınıf yönetimi problemleri yaşadıklarını belirtmişlerdir.

Investigating the Effect of Technology Use in Education on Classroom Management within the Scope of the FATİH Project

This study aims to investigate the effect of technology use in education on classroom management within the scope of the FATİH project, which is a technology integration project. The present study utilizes the descriptive mixed method which involves both qualitative and quantitative methods. “The personal information survey”, “The Effects of Technology Use on Classroom Management Scale” and “the semi-structured interview form” were developed by the researchers for data collection. The scale development study and preliminary applications were carried out before the actual application. The application was conducted in schools which actually used interactive board, tablet computer and software technologies within the framework of the FATİH Project. The study group was made up of 52 teachers serving in various provinces on the secondary education level. The content analysis method was used for analysis of the data obtained using the semi-structured interview form. Quantitative data were analyzed using frequency, percentage, Mann Whitney U and Kruskal Wallis H techniques on SPSS 18.0. According to the results obtained in the study, the average scores of intra-classroom relationship and behavior management sub-scale proportional to item count were higher compared to other sub-scales. Average scores obtained from the management of the classroom order and teaching sub-dimension were the lowest. The effect level of technology use by teachers in the classroom on classroom management was moderate. No statistically significant difference was found in terms of effect levels of technology use by teachers in the classroom on classroom management, except for the variable of daily internet use. Considering the results obtained from qualitative data, the perception that interactive board use in the classroom had positive effects on classroom management stood out. It can be said that this perception resulted from use of interactive board as a presentation tool during classes. In contrast, the teachers stated that tablet computer use in the classroom led to time management issues, negative student behaviors and certain interruptions during the class due to access problems

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