Türk İngilizce öğretmenlerinin teknoloji entegrasyonunu etkileyen faktörler hakkındaki algılarının incelenmesi: Bir durum çalışması

Teknoloji, eğitimin içerisine etkili öğretim yöntemlerle birlikte dahil edildiğinde, eğitim öğretim süreçlerini zenginleştirebilir. Teknolojik gelişmelerin eğitime getirmiş olduğu değişimlerle birlikte, teknolojiyi öğretime entegre etmede öğretmenin kilit rolü önemini daha da artırmıştır. Bu nedenle, öğretmenlerin teknolojiyi derslerine etkili bir şekilde entegre etmelerini etkileyen faktörlerin araştırılması ve incelenmesi önemli hale gelmiştir. Bu durum çalışması, Türkiye’de bir devlet üniversitesinin hazırlık okulunda görev yapan İngilizce öğretmenleriyle gerçekleştirilmiştir. Çalışma öğretmenlerin teknolojiyi derslerinde kullanımlarını etkileyen faktörlere odaklanmış ve özellikle öğretmenlerin bilgisayar yazılımları konusunda becerilerini, kişisel bilgisayar kullanma alışkanlıklarını, bilgisayar bazlı teknolojileri öğretim süreçlerine entegre etme hususundaki tavır ve özgüvenlerini ve okul kültürü ve desteği konusunda düşünlerini belirlemeyi hedeflemiştir. Anket ile toplanan verilerin analizi göstermiştir ki öğretmenler sıklıkla kullanılan yazılım programlarını iyi bilmektedirler ve kullanmaktadırlar. Ayrıca, bu teknolojilerin öğretimde kullanılması konusunda özgüvenli hissetmektedirler. Ancak, daha özel yazılımların kullanımı konusunda yeterli bilgiye sahip olmadıklarını düşünmektedirler ve bu teknolojilerin öğretime entegrasyonu hususunda özgüvenleri düşüktür. Öğretmenlerin genel olarak teknoloji entegrasyonuna karşı olumlu tavırları belirlenmiştir. Öğretmenler, diğer öğretmenlerden teknoloji kullanımı konusunda destek görürken, yönetim desteği ile okullarındaki teknoloji donanımını, teknik ve eğitimsel desteği yetersiz bulmuşlardır. Bu çalışmanın bulguları teknolojinin ders içi kullanımıyla ilgili bazı öneriler getirmektedir: öğretmenler teknolojik imkanlara erişimleri konusunda desteklenmeli, yönetim tarafından gerekli eğitimsel ve teknik desteği görmeli ve öğretmenlere özellikle teknoloji ihtiyaçlarına yönelik eğitimler verilmelidir.

Exploring Turkish EFL teachers’ perceptions of the factors affecting technology integration: A case study

When technology is integrated into instruction in conjunction with effective teaching practices, it can enrich andenhance teaching and learning processes. With the changes in the nature of education wrought by advances intechnology, teachers’ key role in the successful integration of technology into the classroom has gained furthersignificance. Therefore, it has become critical to understand the factors affecting teachers’ technology integration.The present case study conducted with 70 university-level Turkish EFL teachers focuses on the factors affectingteachers’ technology integration practices and specifically explores teachers’ knowledge about computer softwareprograms, personal computer-use habits, attitudes toward and self-confidence in integrating computer-basedtechnologies into teaching, and their views about school climate and support. Analysis of the data coming from aquestionnaire demonstrates that teachers know well about commonly-used software programs, they have positiveattitudes toward using technology in their teaching, they have a high level of self-confidence in integratingtechnology into their teaching, they enjoy positive school climate among colleagues, but they see limited supportfrom administration especially in terms of technological infrastructure and instructional encouragement. Thefindings of this study have implications regarding technology integration in the classroom in that teachers need tobe provided with ample technology, along with administrative and technical support as well as continuous trainingspecifically designed to address their identified needs in technology use and integration.© 2020 JLLS and the Authors - Published by JLLS.

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