İlköğretim Matematik Öğretmen Adaylarının Öğretimde BİT Kullanımına Bakışı: Boylamsal Bir Çalışma

Bu araştırma, Türkiye'de Matematik öğretmen adaylarının öğretim sürecinde BİT (Bilgisayar ve İletişim Teknolojileri) kullanımına bakışlarını ve koşullara bağlı olarak bakış açılarındaki değişimi irdelemek amacıyla desenlenmiş olan boylamsal çalışmanın bir parçasıdır. Araştırma grubu "İlköğretim Matematik Öğretmenliği Programı" son sınıfında okuyan öğretmen adaylarından oluşmakladır. Birinci aşamada, "öğretmen adayları BIT'e ders planlarında ne kadar yer vermektedirler?" sorusuna yanıt bulabilmek amacıyla, öğretmen adaylarından birer saatlik ders planı hazırlamaları istenmiştir. Bundan bir yıl sonra, bölümün BİT olanaklarında değişim olması nedeniyle, öğretmen adaylarının öğretimde BİT kullanımına ilişkin bakış açılarında bir değişiklik olup olmadığını belirlemek amacıyla, öğretmen adaylarından yine birer saatlik ders planı hazırlamaları istenmiştir. Metin çözümlemeleri ve içerik analizleri sonucunda birinci aşamadaki bulguların tersine öğrencilerin %88'inin ders planlarında BİT kullandığı belirlenmiştir.

The Perspectives of Preservice Elementary School Mathematics Teachers About Usage of ICT: A Longitudinal Study

This study is a part of a longitudinal study about the perspectives of preservice elementary mathematics teachers about Information and Communication Technologies (ICT) and the changes of their perspectives related with the conditions. The sample of the study consisted of pre-service senior elementary school mathematics teachers. The completed part of the study was carried out in two phases. The first phase aimed to answer the question of "To what extent the preservice teachers use the ICT in their lesson plans?". For this purpose, the preservice mathematics teachers were asked to prepare a lesson plan for a lesson hour. One year later, some modifications were made in the ICT facilities of the department. To determine whether these modifications have changed the perspectives of preservice teacher, they were asked to prepare a one hour lesson plan again. Transcribing data and content analyses of the lesson plans revealed that, contrary to the finding of the first phase, 88% of the sample use ICT in their lesson plans.

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