Öğretmen Adaylarının Teknoloji Yeterliliklerinin Geliştirilmesi: Proje Tabanlı Bir Öğrenme Deneyimi

Bu çalışmanın amacı, proje tabanlı öğrenme yaklaşımıyla tasarlanmış bir öğretim teknolojileri dersinin öğretmen adaylarının teknoloji yeterlilikleri ve eğitimde teknoloji kullanımına yönelik görüşleri üzerindeki rolünü incelemektir. Nitel veri ile desteklenmiş ön deneysel tek grup ön- test son-test araştırma desenine sahip olan bu çalışmaya, büyük bir devlet üniversitesinde çeşitli bölümlerde 3. ve 4. sınıfta öğrenim gören öğretmen adayları (n=40) katılmıştır. Nicel veriler, dönemde iki kez (dersten önce ve dersten sonra) uygulanan Eğitimde Teknoloji Yeterliği (ETY) ve Teknoloji Yeterliği Öz Değerlendirme (TYÖD) ölçekleri aracılığıyla toplanmıştır. Nitel veriler ise katılımcıların dönem başında ve sonunda eğitimde teknoloji kullanımına yönelik olarak doldurdukları bir görüş formuna verdikleri cevaplarından oluşmaktadır. Bulgular, katılımcıların hem ETY hem de TYÖD ölçekleri için son test puanlarının istatistiksel olarak anlamlı bir farkla yüksek olduğunu göstermiştir. Nitel analizden elde edilen bulgular ise, katılımcıların dönem sonunda bilgi ve iletişim teknolojilerini etkin bir şekilde kullanma konusunda daha somut fikirler üretebildiğine ve eğitimde teknoloji kullanımına dair görüşlerinin öğretmen merkezliden öğrenci merkezli bir karaktere doğru evirildiğine işaret etmektedir. Bu bulgulara dayanarak katılımcıların teknoloji yeterliklerini geliştirdiği sonucuna ulaşılabilir.

Developing Pre-service Teachers’ Technology Competencies: A Project-Based Learning Experience

The purpose of this study is to examine the role of an educational technology course designed with the project-based learning approach on pre-service teachers’ technology competencies and their views on technology use in education. The study employed a pre-experimental one-group pre-test post-test research design supported with qualitative data. The participants were pre-service teachers (n=40) from various departments in a large state university. Quantitative data were collected through the Technology in Education Competency Survey (TECS) and Technology Proficiency Self-Assessment (TPSA) survey, administered at the beginning and the end of the semester. Qualitative data consisted of the participants’ responses to an opinion form that they filled out before and after the intervention. The findings showed that the participants improved their technology competencies because there was a statistically significant difference between participants’ post-test and pre-test TECS and TPSA scores. The qualitative analysis indicated that participants were able to develop more concrete ideas about the use of information and communication technologies effectively at the end of the semester. Their views on the use of technology in education have evolved from teacher-centred to more student-centred approaches.

Keywords:

teacher education technology competencies, project-based learning,

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