ÖĞRETMEN ADAYLARI E-ÖĞRENMEYE HAZIR MI? ARTVİN ÇORUH ÜNİVERSİTESİ ÖRNEĞİ

E-öğrenmenin eğitim ve öğretime entegrasyonu bazı engellere rağmen çeşitli faydaları nedeniyle teşvik edilmektedir. Ancak bugüne kadar yapılan çalışmalar göstermektedir ki gelişmekte olan ülkelerde öğretmen adaylarının e-öğrenmeyi kendi çalışmalarına nasıl adapte edecekleri konusunda araştırma eksikliği bulunmaktadır. Bu nedenle, bu çalışma öğretmen adaylarının e-öğrenmeyi çalışmalarında uygulamaya ne derecede hazır olduklarını tespit etmeyi amaçlamıştır. Bu amaç doğrultusunda, öğretmen adaylarının e-öğrenmeye hazırbulunuşluğunu etkileyen teknoloji, deneyim ve güven gibi birçok faktör incelenmiştir. Bu araştırmada Artvin Çoruh Üniversitesi Eğitim Fakültesi farklı bölümlerde farklı sınıflarda öğrenim gören öğretmen adaylarına web-tabanlı bir anket uygulanmıştır. Bu davete yanıt olarak 233 öğretmen adayı ankete katılım için ilgi göstermesine rağmen 174 öğretmen adayı tüm soruları yanıtlamıştır. Öğretmen adaylarının hazırlık durumlarını analiz etmek için betimsel ve çıkarımsal istatistikler kullanılmıştır. Bulgular ortaya çıkarmaktadır ki Türk üniversitelerinin ilgili paydaşları e-öğrenmeyi öğretmenlik programlarına entegre etmeden önce çeşitli faktörleri dikkate alması gerekmektedir. Özellikle, internete erişimi etkileyen sorunlar, öğretmen adaylarının çeşitli bilişim teknolojileri ile ilgili daha önceki deneyimleri ve kişileştirilmiş öğrenme materyallerinin kullanımı göz önünde bulundurulmalıdır. Genel olarak, e-öğrenmenin gittikçe yaygınlaşması nedeni ile öğretmen adaylarının eöğrenmeye hazırbulunuşluk durumları gelecekteki sınıflarında yapacakları etkinliklere ve öğretimlerine önemli bir etkisi olabilecektir.

ARE PRE-SERVICE TEACHERS READY FOR E-LEARNING? A CASE OF ARTVIN CORUH UNIVERSITY

The integration of electronic learning into education and training has been promoted by a variety of benefits, despite some obstacles. However, to date, there is a lack of research examining the understanding of the practices of pre-service teachers in developing countries to adopt e-learning. Therefore, the authors of this paper investigated the extent to which pre-service teachers are prepared to embark on e-learning. With this aim in mind, the authors examine several factors that affect elearning, such as technology, experience, and confidence. To deal with these issues, the announcement of an Internet-based survey was made through the notice-board of programs related to pre-service teachers in Artvin Coruh University in Turkey. In response to this invitation, 233 preservice teachers expressed an interest in being involved in the survey with 174 answering all questions. The readiness of pre-service teachers was analyzed through the computation of descriptive and inferential statistics. The findings revealed that several factors need to be considered by the stakeholders of Turkish universities before integrating electronic learning into primary teacher education programs. In particular, issues affecting the access to the Internet, the prior experiences of pre-service teachers with various ICT and personalized learning materials should be evaluated. Overall, we believe the study indicates that the preparedness of pre-service teachers for e-learning may have a significant impact on the education and training of students in the future, as e-learning becomes increasingly prevalent.

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