Engelli Öğretmenlerin Bilgi ve İletişim Teknolojileri Entegrasyonu: Entegrasyon Düzeyleri ve Sürece İlişkin Görüşleri

Bilgi ve İletişim Teknolojilerinin (BİT) her türlü engel grubunun kullanımına ve erişimine uygun tasarlanması ve üretilmesinin, öğrenme ve öğretme sürecinin tüm paydaşlarının kullanımını elverişli duruma getireceği düşünülmektedir. Bu noktadan hareketle bu çalışmada engelli öğretmenlerin BİT’i öğrenme ve öğretme sürecine entegre etme düzeyleri incelenmiştir. Ayrıca engelli öğretmenlerin BİT’i derslerine entegre etme uygulamaları, süreçte karşılaştıkları engeller ve BİT’in derslere etkili entegrasyonuna ilişkin görüşleri alınmıştır. Veriler anket ve yarı yapılandırılmış görüşme formu aracılığıyla toplanmış, frekans ve tematik analiz yoluyla çözümlenmiştir. Öğretmenlerin anket sorularına verdikleri yanıtlardan BİT temel bilgi ve becerileri konusunda yeterli olabildikleri, ancak teknoloji ile öğretim kapsamında materyal tasarlama ve çevrimiçi ortamın eğitim amaçlı kullanımı konusunda yeterince etkin olmadıkları anlaşılmaktadır. Bu çalışmada engelli öğretmenlerin teknolojiyi derslerine entegre etme amaçları, kullandıkları teknoloji, materyal, kaynak ve uygulamalar ortaya konulmuştur. BİT’i derslerine entegre eden öğretmenler, en fazla öğrenmeyi desteklediği için entegre ettiklerine yönelik görüş bildirmişlerdir. Diğer taraftan, BİT'i derslerine entegre etmeyen öğretmenler ise en fazla BİT okuryazarlık bilgi ve becerilerinin düşük olmasını neden olarak göstermişlerdir. Öğretmenler en fazla donanım ve internet sorunu konularında engellerle karşılaştıklarını belirtmişlerdir. Bu sonuçlar doğrultusunda araştırmacılara ve gelecek araştırmalara önerilerde bulunulmuştur.

Information and Communication Technologies Integration of Disabled Teachers: Integration Levels and Opinions on the Process

It is considered that designing and producing ICT (Information and Communication Technologies) resources and applications in accordance with the use and access of all kinds of disability groups will make the learning and teaching process useful for all stakeholders. From this perspective, in this study, the levels of teachers with disabilities to integrate ICT into the learning and teaching process were examined. In addition, opinions of teachers with disabilities on the integration of ICT into their lessons, the barriers they encounter in the process, and the effective integration of ICT into the lessons were taken. The data were collected through a questionnaire and semistructured interview form and analyzed by frequency and thematic analysis. In this study, in which 26 disabled teachers participated, it was seen that most of the teachers had high levels of integrating ICT into their lessons. However, it is understood that they are not effective enough in designing materials and using the online environment for educational purposes within the scope of technology and education. In this study, the aims of teachers with disabilities to integrate technology into their courses, the technology, materials, resources, and applications they used were revealed. The teachers who integrated ICT into their lessons mostly stated that they integrated ICT because it supports learning. On the other hand, teachers who did not integrate mostly expressed their low ICT literacy knowledge and skills. The teachers stated that they mostly encounter barriers in terms of hardware and internet problems. In line with these results, suggestions were made to researchers and future research.

PDF

___

Aldakhil, A. (2019). Disablism in Saudi mainstream schools: Disabled teachers’ experiences and perspectives. International Journal of Disability, Development and Education, 1-11.
Becker, H. J. (2000). Findings from the teaching, learning, and computing survey: Is Larry Cuban right? Education Policy Analysis Archives, 8(51).
Bingimlas, K. A. (2009). Barriers to the successful integration of ICT in teaching and learning environments: A review of the literature. Eurasia Journal of Mathematics, Science & Technology Education, 3(5), 235-245.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.
Brill, J. M. & Galloway, C. (2007). Perils and promises: University instructors’ integration of technology in classroom-based practices. British Journal of Educational Technology, 38(1), 95-105.
Butzin, S. M. (2001). Using instructional technology in transformed learning environments: An evaluation of Project CHILD. Journal of Research on Computing in Education, 33(4), 367-373.
Cheng, S. C., & Lai, C. L. (2019). Facilitating learning for students with special needs: a review of technology-supported special education studies. Journal of Computers in Education, 1-23.
Cuban, L., Kirkpatrick, H., & Peck, C. (2001). High access and low use of technologies in high school classrooms: Explaining an apparent paradox. American Educational Research Journal, 38(4), 813-834.
Dvir, N. (2015). Does physical disability affect the construction of professional identity? Narratives of student teachers with physical disabilities. Teaching and Teacher Education, 52, 56-65.
Ertmer, P. (1999). Addressing first- and second-order barriers to change. Strategies for technology implementation. Educational Technology Research and Development, 47(4), 47-6l.
Fabry, D. L., & Higgs, J. R. (1997). Barriers to the effective use of technology in education: Current status. Journal of educational computing research, 17(4), 385-395.
Fakolade, O. A., Adeniyi, S. O., & Tella, A. (2017). Attitude of teachers towards the inclusion of special needs children in general education classroom: the case of teachers in some selected schools in Nigeria. International Electronic Journal of Elementary Education, 1(3), 155-169.
Forgrave, K. E. (2002). Assistive technology: Empowering students with disabilties. The Clearing House, 75(3), 122-126.
Gilmor, J., Merchant, D., & Moore, A. (1981). Educators with disabilities: A resource guide. Washington, DC: American Association of Colleges for Teacher Education
Hersh, M. (2014). Evaluation framework for ICT-based learning technologies for disabled people. Computers & Education, 78, 30-47.
Hersh, M. (2015). ICT Learning Technologies for Disabled People: Recommendations for Good Practice. Studies in Health Technology and Informatics, 217, 19-26.
Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223-252. doi: 10.1007/s11423-006-9022-5.
Kaptan, S. (1998). Bilimsel Araştırma ve istatistik teknikleri. Ankara: Tekışık Yayınları.
Karagiorgi, Y. (2005). Throwing light into the black box of implementation: ICT in Cyprus elementary schools. Educational Media International, 42(1), 19-32.
Kavcic, A., (2005). Software Accessibility: Recommendations and Guidelines. Eurocon 2, 1024– 1027.
Lai, K. W., Trewern, A., & Pratt, K. (2002). Computer coordinators as change agents: Some New Zealand observations. Journal of Technology and Teacher Education, 10(4), 539-551.
Lewis, S., Corn, A. L., Erin, J. N., & Holbrook, M. C. (2003). Strategies used by visually impaired teachers of students with visual impairments to manage the visual demands of their professional role. Journal of Visual Impairment & Blindness, 97(3), 157-168.
Makris, S. (2018). Introduction: “Outsider teachers” and the case for intersectionality. in intersectionality narratives in the classroom (pp. 1-12). Palgrave Macmillan, Cham.
MEB, 2018). 2023 eğitim vizyonu. http://2023vizyonu.meb.gov.tr/doc/2023_EGITIM_VIZYONU.pdf adresinden alınmıştır.
Oliver, M. (2017). Defining impairment and disability: Issues at stake. In Disability and equality law (pp. 3-18). Routledge.
O’Mahony, C. (2003). Getting the information and communications technology formula right: access+ ability= confident use. Technology, Pedagogy and Education, 12(2), 295-311.
Parker, E. C., & Draves, T. J. (2018). Tensions and perplexities within teacher education and P–12 schools for music teachers with visual impairments. Arts Education Policy Review, 119(1), 42-52.
Pelgrum, W. (2001). Obstacles to the integration of ICT in education: Results from a worldwide educational assessment. Computers & Education, 37 (2), 163-178.
Robertson, M., Grady, N., Fluck A., & Webb, I. (2006). Conversation toward effective implementation of information communication technologies in Australian schools. Journal of Educational Administration, 44 (1), 71-85. Doi: 10.1108/09578230610642665.
Rose, D. (2001). Universal design for learning. Journal of Special Education Technology, 16(4), 64-67.
Russak, S. (2016). Do inclusion practices for pupils with special educational needs in the English as a foreign language class in Israel reflect inclusion laws and language policy requirements? International Journal of Inclusive Education, 20(11), 1188–1203.
Tal–Alon, N., & Shapira–Lishchinsky, O. (2019). Ethical dilemmas among teachers with disabilities: A multifaceted approach. Teaching and Teacher Education, 86, 102881.
Vogel, G., & Sharoni, V. (2011). ‘My success as a teacher amazes me each and every day’– perspectives of teachers with learning disabilities. International Journal of Inclusive Education, 15(5), 479-495.
Waldrop, J., & Stern, S. M. (2003). Disability status: 2000/census brief. Washington, DC: U.S. Department of Commerce, Economics and Statistics Administration. Retrieved from https://www.census.gov/prod/2003pubs/c2kbr-17. pdf
WHO (2012). World Health Organization, International classification of functioning, disability and health (ICF). Geneva: World Health Organization.
Williams, D., Coles, L., Wilson, K., Richardson, A, & Tuson, 1. (2000). Teachers and ICT: Current use and future needs. British Journal of Educational Technology, 31 (4), 307-320.
Zhang, Y. (2000). Technology and the writing skills of students with learning disabilities. Journal of Research on Computing in Education, 32(4), 467–479.