Are we catching up - Teaching Mathematics with Technology in Early Childhood Classrooms

Filiz Elmalı; Oğuzhan Özdemir; Seda Özer Şanal

doi:10.29299/kefad.1551416

Araştırma Makalesi

Are we catching up - Teaching Mathematics with Technology in Early Childhood Classrooms

Yıl 2025, Cilt: 26 Sayı: 1, 141 - 173, 31.01.2025

Filiz Elmalı , Oğuzhan Özdemir , Seda Özer Şanal

https://doi.org/10.29299/kefad.1551416

Öz

This study contributes to the existing research on early childhood teachers’ perceptions of technology and its integration into mathematics-related activities. In this qualitative study, the analysis draws on focus group discussions with 20 teachers. The findings suggest that although early childhood teachers held a positive attitude towards technology and acknowledged its role in young children’s lives and learning, its integration remains limited in these classrooms. The participant teachers mentioned barriers that hinder technology integration, including inadequate classroom equipment, limited teacher competence, and insufficient professional development opportunities. Also, most participants reported only using songs, videos, and images to teach mathematical concepts through drills and practice within a controlled instructional setting. Therefore, education authorities should re-consider early childhood teacher education programs and professional development opportunities to enable pre- and in-service teachers to teach mathematical concepts to young children with technology. Implications for future studies and limitations of the study are provided.

Anahtar Kelimeler

early childhood, technology integration, mathematics

Kaynakça

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Neredeyiz? - Erken Çocukluk Sınıflarında Teknolojiyle Matematik Öğretimi

Yıl 2025, Cilt: 26 Sayı: 1, 141 - 173, 31.01.2025

Filiz Elmalı , Oğuzhan Özdemir , Seda Özer Şanal

https://doi.org/10.29299/kefad.1551416

Öz

Bu çalışmada, okul öncesi öğretmenlerinin teknoloji hakkındaki genel algıları ve teknolojiyi matematik etkinliklerine entegre edilmesi üzerine olan alanyazına katkı yapmayı amaçlanmıştır. Toplamda 20 okul öncesi öğretmeninin katıldığı bu nitel çalışmada veriler odak grup görüşmeleri ile toplanmıştır. Yapılan analizler sonucunda, okul öncesi öğretmenlerinin teknolojiye karşı olumlu bir tutuma sahip oldukları ve teknolojinin küçük çocukların yaşamlarında ve öğrenmelerinde önemli rol oynadığını kabul ettikleri, ancak anasınıflarında teknoloji entegrasyonunun hala sınırlı seviyede olduğu bulunmuştur. Öğretmenler sınıflardaki yetersiz veya eksik ekipman, teknoloji kullanımına yönelik becerilerindeki sınırlılıklar ve sınırlı mesleki gelişim olanakları gibi bariyerlerin varlığından söz etmişlerdir. Ayrıca öğretmenler matematik etkinliklerinde teknolojiyi sadece şarkı çalmak, resim göstermek ve video oynatmak gibi kendi kontrollerinde olacak şekilde kullandıklarını ifade etmişlerdir. Sonuç olarak, okul öncesi öğretmen yetiştiren kurumların eğitim programlarını ve Millî Eğitim Bakanlığı’nın ise öğretmenlere sunulan ve teknoloji kullanımına yönelik olan hizmet-içi eğitimlerinin yapısını yeniden değerlendirmeleri önerilmektedir. Yapılan bu çalışmanın sınırlılıkları ve gelecekte yapılacak olan çalışmalara yönelik öneriler sunulmuştur.

Anahtar Kelimeler

erken çocukluk, teknoloji entegrasyonu, matematik öğretimi

Etik Beyan

Ethical approval was obtained from Fırat University, Türkiye (18.06.2022-9102)

Destekleyen Kurum

The research leading to these results received funding from the TUBİTAK under Grant Aggrement No 122G148.

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Toplam 150 adet kaynakça vardır.

Ayrıntılar

Birincil Dil	İngilizce
Konular	Öğretim Teknolojileri
Bölüm	Araştırma Makaleleri
Yazarlar	Filiz Elmalı 0000-0002-5060-7383 Oğuzhan Özdemir 0000-0002-5310-6605 Seda Özer Şanal 0000-0002-6260-9212
Yayımlanma Tarihi	31 Ocak 2025
Gönderilme Tarihi	17 Eylül 2024
Kabul Tarihi	2 Aralık 2024
Yayımlandığı Sayı	Yıl 2025 Cilt: 26 Sayı: 1

Kaynak Göster

APA	Elmalı, F., Özdemir, O., & Özer Şanal, S. (2025). Are we catching up - Teaching Mathematics with Technology in Early Childhood Classrooms. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 26(1), 141-173. https://doi.org/10.29299/kefad.1551416

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