Mehmet Hulki BAŞAK, Mehmet Hakan ALICI, Ahmet Nuri BAŞAK

A Case Study About Teachers Features Changed and Renewed In The Digital Integration Process*

Digitalization continues to affect our lives at full speed. As we witness the aspect of a newly developed technological tool or a software that makes our life easier every day, with our renewed and changing needs, a different new technological tool or a new software that fills the deficiency of the previous one is also among our needs. While there is such a rapid development and renewal movement all over the world, this wind of change affects our education systems, schools, teachers and students at the same rate. In the face of these renewed and changing developments, with the students who were educated in our schools in previous years; There are different development indicators between the technology-based changes in the digitalized world and the growing new generation of students. The expectations, understandings, needs, behaviours and reactions of today's students, who spend most of their time with these technological tools, differ as much as their characteristics such as learning desires and listening skills. In recent years, it has been observed that due to these new understanding features brought to the school by students with these characteristics in our schools, students experience more problems in our schools and the same students experience problems as well. In the face of these new understandings brought to school by these students, also known as Generation Z, it is now seen as very difficult for teachers to carry out educational activities with only book knowledge, and they need to carry out educational activities with new approaches to these students whose listening, patience and tolerance thresholds have decreased. It is obvious that teachers, who are one of the most important actors of the school, do not or should not be indifferent to these developments. The aim of this study is to improve the pedagogical and professional skills of teachers in the face of this new situation, and to make suggestions to those concerned, taking into account the needs of students who have changed and renewed in the digitalization process. The study was organized with 20 Science Teachers working in the Gevaş district of Van in the 2016-2017 academic year, a two-week in-service training, and then the observation scales developed and the findings obtained from the observation of the lessons at the end of the training. As a result, it was stated that the pedagogues should reconsider the statements they wrote about the students of this age, and that their teachers should keep up with this change. It is now recommended that pedagogues develop new methods suitable for the digitalization process by enriching their existing method repertoires, as well as preparing new activities and updating book information.

Anahtar Kelimeler:

Digital Integration, Science Education, Blended Learning-Teaching, Teacher Education, In-Service Training

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