Primary School Teachers’ Perception on the role of ICT in Collaboration in England/ İngiltere'de İlkokul Öğretmenlerinin Bilgi İletişim Teknolojilerinin (BİT) İşbirliğindeki Rolüne İlişkin Algısı

Year 2022, Volume: 4 Issue: 1, 19 - 32, 30.06.2022

Abdullah Çiftçi , Bahaddin Demirdiş

https://doi.org/10.47105/nsb.1103294

Abstract

Teknoloji, gündelik hayatın ve her yerde olduğu gibi eğitimin bir parçası olarak kabul edilmektedir. Günlük hayat adeta teknoloji ile bütünleşmiştir. Birçok alanda ve özellikle eğitimde, bilgi ve iletişim teknolojilerinin önemi hakkında olumlu bir bakış açısı olmakla birlikte, BİT, değişim adına pedagojik uygulamaların geliştirilmesi için önemli bir araç olarak görülmektedir. Bu araştırmada teknolojinin sınıftaki günlük kullanımına ilişkin öğretmen algıları, sınıfın içsel bir bileşeni olarak teknolojiyi içeren teorik, pedagojik ve pratik bir eğitim uygulaması anlayışı oluşturmak için araştırılmıştır. Mevcut çalışma, öğretmenler ve öğrenciler arasındaki iş birliğine katkıda bulunmak için öğretmenlerin günlük sınıf uygulamalarında teknoloji kullanımını anlamayı amaçlamaktadır. İngiltere'de ilkokul öğretmenleri ile 12 görüşme yapılmıştır. Katılımcı öğretmenler Güney ve Kuzey Londra'da bulunan beş farklı okulda ve Batı Londra'daki bir okulda çalışmaktadır. Araştırmanın bulguları, bilgi ve iletişim teknolojilerinin etkileşimi ve iş birliğini desteklediğini göstermiştir. Öğrencilerin bilgi ve iletişim teknolojilerinin destekleyici pedagojik özellikleri ile birbirlerinden öğrenebileceği belirlenmiştir. Diğer yandan, mevcut iş birliğinin sadece posterler ve slaytlar oluşturmakla sınırlı olduğu, ayrıca özel eğitim gereksinimleri olan ve olmayan öğrenciler arasında sınırlı sayıda iş birliği uygulamaları gerçekleştiği anlaşılmıştır. Sonuçta tipik olarak problem çözme becerilerinin ve üst bilişsel becerilerin gelişimini destekleyen bir iş birliğinin sınıflarda olmadığı keşfedilmiştir

Keywords

kapsayıcı eğitim, BİT, iş birliği, İngiltere

Primary School Teachers’ Perception on the role of ICT in Collaboration in England/ İngiltere'de İlkokul Öğretmenlerinin Bilgi İletişim Teknolojilerinin (BİT) İşbirliğindeki Rolüne İlişkin Algısı

Abstract

Technology is ubiquitous and taken-for-granted part of everyday life and education that has become intrinsic in daily life. In many areas, especially education, information and communication technologies (ICT) are seen as being a significant agent for change and improving pedagogical practices, as there has been positive discourse around their value. Teachers’ accounts of everyday classroom use of technology are being explored to build a theoretical, pedagogical, and practical understanding of educational practice that involves technology as an intrinsic component of the classroom. As technology continues to evolve, educational praxis and pedagogy change alongside it. It is therefore important to explore what the role of technology is, as reported by practitioners in mainstream schools within an intensive and particularly challenging urban context. The current study aims to understand teachers’ use of technology in their daily classroom practices to contribute to collaboration between teachers and pupils. Twelve interviews were conducted with primary school teachers in England. The participating teachers came from five different schools based in South and North London, and one school in West London. The findings of the current study showed ICT supports interaction and collaboration; thus, pupils can learn from each other with the supportive pedagogical features of ICT. However, collaboration is limited to creating posters and slides, and also there is limited practices of collaboration between pupils with and without special educational needs and disabilities (SEND), so collaboration that supports problem-solving skills and the development of metacognitive skills was reported as typically absent.

Keywords

ICT, collaboration, inclusive, education, England

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