Bilgi ve iletişim teknolojilerinin matematik eğitimi sürecine entegrasyonuna yönelik hizmet içi eğitim programı uygulaması ve etkililiği
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Dosyalar
Tarih
2018
Yazarlar
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Yayıncı
Necmettin Erbakan Üniversitesi Eğitim Bilimleri Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmanın amacı, Bilgi ve İletişim Teknolojileri (BİT) Entegrasyonu Modellerinden SAMR Modeline yönelik matematik öğretmenlerinin bilgi ve becerilerinin geliştirilmesini temel alan bir hizmet içi eğitim (HİE) kurs programı geliştirmek, uygulamak ve programın etkililiğini araştırmaktır. Puentedura (2006) tarafından geliştirilen SAMR Teknoloji Entegrasyon Modeline göre yapılandırılan kurs programında, matematik öğretmenlerine teorik bilgilerin verilmesinin yanı sıra, matematik öğretimi için geliştirilmiş bazı yazılımlar (Geogebra, Cabri 3D, The Geometer's Sketchpad, Tinkerplots), öğrenme nesneleri ve çeşitli Web 2.0 araçları (Kahoot, Socrative, Mindmeister, Edmodo, Plickers, Google Docs, Prezi, Google Classroom, Padlet) tanıtılmış, öğretim programına ve SAMR modeline uygun olarak hazırlanan ders planları doğrultusunda kurs boyunca uygulamalar yapılmıştır. Çalışmada veri toplama araçları olarak, Hizmet İçi Eğitim İhtiyaç Belirleme Anketi, TPAB Ölçeği, BİT Kullanımına Yönelik İnanç ve Tutum Ölçekleri, öğretmen-öğrenci mülakatları, sınıf içi gözlem çizelgesi, araştırmacı günlükleri ve kurs değerlendirme anketi kullanılmıştır. Uygulama öncesinde ve sonrasında yapılan mülakatlar ses kaydına, uygulama boyunca gerçekleştirilen ders gözlemleri ise video kaydına alınmıştır. Çalışmadan elde edilen nitel verilerin analizi, betimsel ve içerik analizi teknikleri birlikte kullanılarak MAXQDA 12 paket programı ile nicel verilerin analizi ise betimsel istatistikler, bağımlı gruplar t testi, Wilcoxon İşaretli Sıralar Testi kullanılarak SPSS 25.0 programı ile yapılmıştır. Uygulanan hizmet içi eğitim kursunun, öğretmenlerin bilgi ve iletişim teknolojileri kullanımına yönelik inançlarını ve tutumlarını olumlu yönde değiştirmelerinde; TPAB yeterlik düzeylerini olumlu yönde geliştirmelerinde, bilgi ve iletişim teknolojilerini matematik öğretimi sürecinde derslerine entegre edebilme becerilerinin ve SAMR düzeylerinin artmasında etkili olduğu gözlenmiştir. Bu bağlamda tasarlanan hizmet-içi eğitim kursunun etkili olduğu sonucuna ulaşılmıştır.
The aim of this study is to develop, implement of an in-service training (HIE) course program and investigate the effectiveness of the program based on the development of the knowledge and skills of mathematics teachers for the SAMR model from Information and Communication Technology (ICT) Integration Models. The course program, which is structured in accordance with the SAMR Technology Integration Model developed by Puentedura (2006), introduced not only theoretical knowledge to mathematics teachers, but also some developed software for mathematics teaching (Geogebra, Cabri 3D, The Geometer's Sketchpad, Tinkerplots), learning objects and various Web 2.0 tools (Kahoot, Socrative, Mindmeister, Edmodo, Plickers, Google Docs, Prezi, Google Classroom, Padlet), lesson plans prepared in accordance with the curriculum and the SAMR model were implemented throughout the course. In the study, data collection tools such as In-Service Training Needs Assessment Survey, TPAB Scale, Belief and Attitude Scales for ICT Use, teacher-student interviews, in-class observation schedule, researcher diaries and course evaluation questionnaire were used. Interviews conducted before and after the application were recorded in the voice recording and the course observations during the application were recorded in the video recording. The analysis of qualitative data obtained from the study, descriptive and content analysis techniques were used together with MAXQDA 12 package program and the analysis of quantitative data was done by using SPSS 25.0 program using descriptive statistics, dependent groups t test and Wilcoxon Signed Rank Test. In the in-service training course, it was observed that the course was effective in changing the beliefs and attitudes of teachers towards the use of information and communication technologies in a positive way; additionally in the positive development of TPAB competence levels, it has been observed to be effective that the ability to integrate information and communication technologies (ICT) into their courses during the mathematics and teaching process and to increase their SAMR levels. In this context, it was concluded that the in-service training course was effective.
The aim of this study is to develop, implement of an in-service training (HIE) course program and investigate the effectiveness of the program based on the development of the knowledge and skills of mathematics teachers for the SAMR model from Information and Communication Technology (ICT) Integration Models. The course program, which is structured in accordance with the SAMR Technology Integration Model developed by Puentedura (2006), introduced not only theoretical knowledge to mathematics teachers, but also some developed software for mathematics teaching (Geogebra, Cabri 3D, The Geometer's Sketchpad, Tinkerplots), learning objects and various Web 2.0 tools (Kahoot, Socrative, Mindmeister, Edmodo, Plickers, Google Docs, Prezi, Google Classroom, Padlet), lesson plans prepared in accordance with the curriculum and the SAMR model were implemented throughout the course. In the study, data collection tools such as In-Service Training Needs Assessment Survey, TPAB Scale, Belief and Attitude Scales for ICT Use, teacher-student interviews, in-class observation schedule, researcher diaries and course evaluation questionnaire were used. Interviews conducted before and after the application were recorded in the voice recording and the course observations during the application were recorded in the video recording. The analysis of qualitative data obtained from the study, descriptive and content analysis techniques were used together with MAXQDA 12 package program and the analysis of quantitative data was done by using SPSS 25.0 program using descriptive statistics, dependent groups t test and Wilcoxon Signed Rank Test. In the in-service training course, it was observed that the course was effective in changing the beliefs and attitudes of teachers towards the use of information and communication technologies in a positive way; additionally in the positive development of TPAB competence levels, it has been observed to be effective that the ability to integrate information and communication technologies (ICT) into their courses during the mathematics and teaching process and to increase their SAMR levels. In this context, it was concluded that the in-service training course was effective.
Açıklama
Doktora Tezi.YÖK Tez No:537180
Anahtar Kelimeler
Matematik Eğitimi, Bilgi ve İletişim Teknolojisi(BİT), Teknoloji Entegrasyonu, SAMR Modeli, Teknolojik Pedagojik Alan Biligisi(TPAB), Hizmeiçi Eğitim, Teknolojik Kullanım Aşamaları, Dinamik Geometri Yazılımları, Mathematics Education, Information And Communication Technology (ICT), Technology Integration, SAMR Model, Technological Pedagogical Content Knowledge (TPACK), In Service Training, Technology Usage Levels, Dynamic Geometry Software
