Yasemin DEMİRASLAN, Yasemin USLUER KOÇAK

Bilgi ve İletişim Teknolojilerinin Öğrenme-Öğretme Sürecine Entegrasyonunu İncelemede Bir Çerçeve: Etkinlik Kuramı

Bilgi ve letisim Teknolojileri (BT)’nin ögrenme-ögretme sürecine entegrasyonu, ögretmenler, ögrenciler, BT koordinatörü, okul yönetimi, egitim programları ve okul kültürü gibi bir çok dinamigi içinde barındıran karmasık ve çok boyutlu bir süreçtir. Bu nedenle BT uygulamalarının, içinde bulundugu baglamla birlikte ele alınıp irdelenmesi önemli görünmektedir.Etkinlik Kuramı’nın, bir taraftan BT’in ögrenme ortamlarına nasıl entegre edilecegi konusunda diger yandan, BT’in kullanıldıgı baglamdaki etkinlikler, içerikler ve kisiler arası süreçlerin bütünsel bir bakıs açısıyla incelenebilmesinde önemli olanaklar sunabilecegi ileri sürülebilir. Buradan hareketle çalısmada, Etkinlik Kuramı’nın temel yapısı ve ilkeleri açıklanarak, BT’in ögrenme-ögretme sürecine entegrasyonunun çok boyutlu olarak irdelenebilmesinde, Etkinlik Kuramı’ndan nasıl yararlanılabilecegi ortaya konulmaya çalısılmıstır.

A Framework to Investigate Ict Integration Into Teaching-Learning Process: Activity Theory

The integration of Information and Communication Technologies (ICT) into teaching and learning processes is a complex process involving a lot of dynamics such as teachers, students, ICT coordinator, school management, curriculum and school culture. Therefore, handling and investigating ICT applications within its context seems important. It can be claimed that Activity Theory serves opportunities on one hand about how ICT can be integrated into learning environments and on the other hand to explore events, activities, contents and the interpersonal processes in the ICT using contexts from a holistic view.For this aim, in the study, by explaining the structure and the main principles of the Activity Theory, an opinion about how one can use Activity Theory for investigating ICT integration into teaching-learning process from a holistic perspective has been attempted.

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