CHALLENGES IN INTEGRATING TECHNOLOGY INTO EDUCATION

Despite significant amount of investment, there seems to beobstacles to technology integration in education. In order to shed light onthe nature of perceived obstacles to technology integration, opinions of117 professionals, who were selected by Turkish Ministry of NationalEducation as experts in their respective fields, about the obstacles tointegration of technology into education were investigated. Aftercategorizing the perceived obstacles by factor analysis, associations ofthose categories with personal and professional differences were furtherinvestigated for better contextualizing the findings. Correlations wereanalyzed by Pearson’s product moment coefficient and point-biserialcoefficient. The results revealed that it’s not the hardware itself thatconstitute obstacles to technology integration. Insufficiency of in-serviceand pre-service training, content support, and incentive system emergedas major perceived obstacles to technology integration. Inadequacy ofphysical and technological infrastructure was also found to be animportant obstacle to successful integration. Novelty of the technologiescompared to older ones were not found to be an obstacle to technologyintegration. Moreover, participants stressed the lack of education inteacher training institutions about current technologies that Ministry ofNational Education officially requires teachers to use as part of their jobsto be another important obstacle. There were no correlations between sex,age, level of education, job position, year of experience in other careers,and any of the categories of perceived obstacles. However, there was astrong negative correlation between year of experience in teaching and insufficiency of resources. Association between year of experience ineducational administration and negative psychological state was alsostrong and negative.

TEKNOLOJİNİN EĞİTİMLE BÜTÜNLEŞTİRİLMESİNDE KARŞILAŞILAN GÜÇLÜKLER

Eğitim teknolojisi alanında yapılan önemli miktarda yatırımlara karşın, teknolojinin eğitim ile bütünleştirilmesinin önünde hala önemli engeller bulunmaktadır. Bu araştırmada, Milli Eğitim Bakanlığı tarafından kendi alanlarında uzman olarak seçilen 117 profesyonelin, teknolojinin eğitimle bütünleştirilmesine yönelik algıladıkları engellerin ortaya çıkarılması amaçlanmıştır. Ayrıca araştırmada, bulguların daha iyi bağlamsallaştırılabilmesi için faktör analizi kullanılarak algılanan engeller kategorileştirildikten sonra işbu algılanan engel kategorileri ile kişisel ve profesyonel farklılıklar arasındaki ilişkiler de incelenmiştir. İlişkiler; Pearson momentler çarpımı korelasyon katsayısı ve nokta çift serili korelasyon katsayısı ile çözümlenmiştir. Elde edilen bulgular, hizmet içi ve hizmet öncesi eğitim, içerik desteği ve teşvik sistemindeki yetersizliklerin teknolojinin bütünleştirilmesine yönelik başlıca engeller olarak algılandığını göstermiştir. Ayrıca, katılımcıların görüşlerine göre, fiziksel ve teknolojik altyapının yetersizliğinin de başarılı bir bütünleştirmeye yönelik önemli bir engel olduğu sonucuna varılmıştır. Ek olarak, katılımcılar, Milli Eğitim Bakanlığının mesleklerinin bir parçası olarak öğretmenlerden kullanmalarını resmen istediği güncel teknolojilerin eğitiminin öğretmen yetiştiren kurumlarda verilmemesini de diğer bir önemli engel olarak vurgulamışlardır. Cinsiyet, yaş, eğitim düzeyi, mesleki pozisyon ve eğitim dışı diğer kariyerlerdeki yıl türünden deneyim ile algılanan engellerin kategorileri arasında anlamlı bir ilişki bulunmamıştır. Ancak; öğretmenlikteki yıl türünden deneyim ile olanakların yetersizliği kategorisi arasında güçlü ve negatif bir ilişki bulunmuştur. Eğitim yöneticiliğindeki yıl türünden deneyim ile olumsuz psikolojik durum kategorisi arasında da yine güçlü ve negatif bir ilişki bulunmuştur.

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