ÖĞRETMEN ADAYLARININ BİT'İ ÖĞRENME VE ÖĞRETME SÜRECİNE ENTEGRE ETMEYE HAZIR OLMALARI: BİLGİ VE İNANÇTAKİ DEĞİŞİM

Bu araştırmada, öğretmen adaylarına BİT'i kendi konu alanları ve öğrenme deneyimleri ile bütünleştirmelerine izin verecek bir öğrenme öğretme süreci sağlanmasının, öğretmen adaylarının BİT'in öğrenme ve öğretme sürecine entegrasyonu ile ilgili hazır olma durumlarına etkisi; BİT'in öğrenme ve öğretme sürecine entegrasyonuna ilişkin bilgi ve inançlarındaki değişim açısından incelenmiştir. Bu amaçla, öğretmen adaylarına yönelik olarak BİT'in öğrenme ve öğretme sürecine entegrasyonu ile ilgili 11 haftalık bir eğitim düzenlenmiştir. Eğitim çevrim içi bir öğrenme ortamı aracılığıyla verilmiştir. Karma araştırma yöntemi kullanılarak gerçekleştirilen araştırmada; nicel veriler TPİB ölçeği, nitel veriler ise çevrim içi öğrenme ortamında yapılan tartışmalar aracılığıyla toplanmıştır. TPİB ölçeği ön test, ara test ve son test olarak uygulanmış, elde edilen veriler üzerinde tekrarlı ölçümler için tek faktörlü ANOVA analizi yapılmış, eğitim sonucunda öğretmen adaylarının BİT entegrasyonuna ilişkin bilgilerinde anlamlı ve pozitif bir değişim olduğu belirlenmiştir. Nitel verilerin analizi için yapılan içerik analizi doğrultusunda, eğitim sonucunda öğretmen adaylarının BİT'in öğrenme öğretme sürecine entegrasyonuna ilişkin inançlarında önemli değişimler meydana geldiği belirlenmiştir. Öğretmen adaylarının eğitim başında eğitimde BİT kullanımına ilişkin öne sürdükleri koşulların ve endişelerinin eğitim sonunda ortadan kalktığı; eğitimde BİT'i kullanma niyetlerinin ise öğretmen merkezli bir anlayıştan öğrenci merkezli bir anlayışa doğru kaydığı saptanmıştır.

PREPAREDNESS OF PRESERVICE TEACHERS TO INTEGRATION OF ICT INTO LEARNING AND TEACHING PROCESS: CHANGE IN KNOWLEDGE AND BELIEFS

The purpose of this study is to investigate the preparedness of preservice teachers for ICT integration, in terms of the changes in knowledge and beliefs. For this aim, an ICT integration training was designed and delivered via an online learning environment. 60 preservice teachers from a state university attended to this training. A mixed method was used in this study. Qualitative data were collected through discussions carried out through the environment; quantitative data were collected through a TPACK scale. One-way ANOVA for repeated measures was used to analyse quantitative data to find out the change in the preservice teachers' ICT integration knowledge. The results of ANOVA analysis showed that there has been a significant and positive change in preservice teachers' knowledge at the end of the training. Content analysis was used to analyse qualitative data to find out the change in the preservice teachers' beliefs related to ICT integration. The results of the content analysis revealed that the preservice teachers' beliefs regarding ICT integration changed in a positive way at the end of the training. At the beginning of the training, the preservice teachers expressed mostly their concerns and conditions about using ICT in teaching and learning process. At the end of the training, all concerns and conditions have disappeared and the preservice teachers pointed out only their intentions of using ICT in their teaching. Furthermore, their intentions to use ICT in teaching and learning process has shifted from a teacher-centred approach to a student centred approach at the end.

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