OKURYAZARLIK ÖĞRETİMİNDE TEKNOLOJİ ENTEGRASYONUNUN İÇSEL ENGELLERİ: ÖĞRETMENLERİN KARŞILAŞTIĞI ZORLUKLAR
OKURYAZARLIK ÖĞRETİMİNDE TEKNOLOJİ ENTEGRASYONUNUN İÇSEL ENGELLERİ: ÖĞRETMENLERİN KARŞILAŞTIĞI ZORLUKLAR
DOI:
https://doi.org/10.5281/zenodo.10928555Anahtar Kelimeler:
Literacy Education, Technology Integration, Internal ChallengesÖzet
Teknolojinin eğitim alanında son dönemlerde büyük bir etkisi görülmektedir. Geleneksel okuma ve yazma becerilerinin yanı sıra, artık dijital beceriler ve teknolojik bilgi de eğitimin temel unsurları arasında yer alıyor. Teknolojinin bu denli önem kazanmasıyla, okulların teknolojiyi entegre etme sürecinde karşılaştıkları zorlukların yanı sıra, özellikle ilkokullarda okuma yazma dersleri gibi temel derslerde teknoloji kullanımı sırasında öğretmenlerin yaşadıkları zorluklar da dikkate alınmalıdır. Bu makale, ilkokul öğretmenlerinin, okuma ve yazma derslerine teknolojiyi dahil ederken karşılaştıkları iç zorlukları derinlemesine incelemektedir. İnceleme, 1999 ile 2020 yılları arasında yapılan empirik çalışmaları temel alarak, teknoloji entegrasyonunun karşılaşılan içsel zorlukları üzerine yoğunlaşmaktadır. Araştırma Amerika Birleşik Devletleri başta olmak üzere çeşitli ülkelerde gerçekleştirilen çalışmalardan oluşmakta, "okuryazarlık", "içsel zorluklar" ve "teknolojiye dair inançlar" gibi anahtar terimlerin farklı kombinasyonları Google Akademik ve ERIC veri tabanlarında aranmıştır. Ayrıca, "kartopu" yöntemi ile ek çalışmalar taranmış ve seçilen makalelerdeki referanslar gözden geçirilmiştir. Elde edilen bulgular, teknolojinin eğitime entegrasyonunda öğretmenlerin tutumları, bilgi ve becerileri, ve zaman yönetiminin kritik öneme sahip olduğunu göstermektedir. Bu bulgular ışığında, ilkokul öğretmenlerinin okuma ve yazma derslerinde teknoloji kullanımı konusunda nasıl daha etkili olabileceklerine dair hizmet içi eğitimler ve çalıştaylar düzenlenmesi önerilmektedir.
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