ÖĞRETMENLERİN AKILLI TAHTA VE ÖĞRENCİLERE DAĞITILAN TABLET BİLGİSAYARLAR İLE İLGİLİ YAŞADIKLARI SORUNLAR VE ÇÖZÜM ÖNERİLERİ

PROBLEMS AND SOLUTION OFFERS OF THE TEACHERS ABOUT SMART BOARDS AND THE TABLETS DELIVERED TO THE STUDENTS

Özet

Günümüzde, bir çok alanda olduğu gibi eğitim alanında da teknoloji kullanımı giderek yaygınlaşmakta ve eğitimin her aşamasında teknolojiden etkin bir şekilde istifade etme yoluna gidilmektedir. Eğitim ve öğretimdeki teknolojik gelişmelerden yararlanmanın öğrenciler ve öğretmenler açısından birçok alanda faydası vardır ve günümüzde teknolojinin kullanımı artık bir zorunluluk haline gelmiştir. Değişim ve dönüşümler toplumları birçok yönden etkiler, bu değişim ve dönüşüm teknolojiyi ve iletişim alanındaki gelişmeleri beraberinde getirmektedir. Eğitim ve öğretim alanındaki sorunların çözümünde karşılaşılan zorlukları düşünülürse, günümüzde en iyi yaklaşım bilgi teknolojilerinin sağladığı olanaklardan yararlanmaktır. Bilgisayar Destekli Eğitim günümüzde teknolojinin daha verimli ve etkin olarak kullanılmasında çok önemli bir yer tutmaltadır. Bu yaklaşımda tablet bilgisayarlar ve akıllı tahta ile eğitim, önemli bir yer tutmaktadır. Bu çalışmada, Milli Eğitim Bakanlığı tarafından Fatih Projesi kapsamında sunmuş olduğu, Akıllı Tahta ve Tablet Bilgisayarlar ile ilgili öğretmenlerin yaşadığı sorunlar ve çözüm önerileri incelenmektedir. Araştırmada Malatya ilinde 2014 - 2015öğretim yılında 6 farklı lisede görev yapan, FATİH Projesi kapsamında teknolojik olanakların sağlandığı okullarda, farklı branşlarda 25 öğretmenin görüşünden faydalanıldı. Veri toplama aracı olarak; Yarı yapılandırılmış görüşme formu kullanıldı. Bu araştırmanın amacı; öğretmenlerin akıllı tahta ve öğrencilere dağıtılan tabletler ile ilgili yaşadıkları sıkıntılar ve çözüm önerileri için, öğretmenler ile görüşmeler yapılarak olası sıkıntıları ortaya çıkarmak ve öğretmenlerin bakış açısından projenin bir değerlendirmesini yapmaktır. Proje kapsamında dağıtılan akıllı tahta ve tablet bilgisayarların öğretmen ve öğrenciler tarafından hangi amaçlarla ve ne sıklıkla kullanıldığı, uygulanan okullarda ortaya çıkan sorun ve eksikliklerin neler olduğu incelenmiştir. Araştırmada, amaçlı örnekleme yöntemlerinden biri olan kolay ulaşılabilir durum örneklemesi kullanılmıştır. Öğretmenlerin Fatih Projesi hakkındaki algıları ve perspektifleri belirlemede, nitel araştırma yöntemleri arasında yer alan olgu bilim (fenomenoloji) deseni kullanılmıştır. Verilerin değerlendirilmesinde de içerik analizi tekniği kullanılmıştır

Abstract

Introduction: Nowadays, the use of technology in the field of education is increasingly becoming common as in many areas and it is exploited effectively at every stage of education. There are many advantages of using technological developments in education and training for students and teachers and at the present time, using the technology has become a necessity. Purpose The purpose of this study is to find out the possible difficulties by interviewing with the teachers about the problems related with the smart boards and tablets that were delivered to the students and about the solution suggestions and to make an evaluation of this project from the point of teachers. That with what purpose and how often the smart boards and tablets that were delivered in the scope of the project are used by the teachers and students and what the problems and deficiencies are at schools where they are used are analysed. Conceptual Framework Changes and transformations effect the society in many ways, these changes and transformations accompany the technology and developments in communication area. For overcoming the difficulties that are encountered in solving the problems in education and training area, if traditional approaches are considered to be insufficient, the best approach is to use the advantages provided by information technologies. Computer Assisted Training has got a very important place in using the technology more effectively and efficiently. In this approach, the training with tablets and smart boards is very important. Nowadays, the use of technology in the field of education is increasingly becoming common as in many areas and it is exploited effectively at every stage of education. There are many advantages of using technological developments in education and training for students and teachers and at the present time, using the technology has become a necessity. In this study, the problems that the teachers have related with the Smart Boards and the Tablets which have been given by the Ministry of Education within the frame of Fatih Project and their solutions are analyzed. Method In the study, the views of 25 teachers who are employed in different branches in 6 different high schools in which technological opportunities are provided within the scope of FATIH Project in 2014- 2015 academic year in Malatya, were benefited. As the data collection tool, Semi-structured interview form was used. In the survey, easily accessible state sampling which is one of the purposeful sampling methods was used. For determining the teachers’ perceptions and perspectives about Fatih Project, phenomenology design that is among the qualitative research methods is used. In the evaluation of the data, content analysis method is used. Findings and discussion According to the findings, it has been determined that in-service training for the smart board is inadequate, teachers didn’t use the information technologies adequately during their high school training before they started teaching and they don’t find their training sufficient, in the practice of FATIH Project the biggest problem they encounter is the lack of substructure, school books are not compatible with the smart boards, the lessons are not visual and auditory and the level of tablets’ use is very low and they are used with wrong purposes. One of the important findings of the study is that besides technical problems, the materials that are compatible with smart boards are not enough and teachers need pedagogical and professional support about the use of the technology within the frame of this project. Additionally in this study, that the efforts for increasing the efficiencies of teachers and students’ education of Information Technologies are not made, that there is not a supportive structure for research&development in education and interactive content development efforts, that in case of failure, necessary technical support is not given to the tablets after distributed to students, that the process of integration of teaching programmes with technology should be well-programmed and that the teachers are not guided for preparing and developing materials are other important findings. As a result of the research, the project of FATIH is insufficient and it is understood that the goals that are determined for FATIH Project are not clear. Moreover, according to the findings of this study, the goals of FATIH Project, shareholders and their needs are not defined clearly. It is understood that before the project planned, the examples of past experiences and projects were not evaluated well enough and its examples in other countries were not fully investigated. It is not possible to talk about the success of the projects that have not subconstruction. It has been observed that the teachers who find difficult to use smart boards do not want to use computers during the lesson and they insist that traditional methods should be used. According to the result of this study, it has been determined that smart boards and tablets are not used properly. Another problem is the in-service training that the teachers receive. Inservice trainings, as they are in a general format and consist of mostly theoretical knowledge, do not meet the need. As stated by the teachers, it has been said that the activities would be more fruitful if they are held in small groups and spread over a longer period. That the teachers do not have enough practices in in-service trainings (presenting a lesson with a smart board, teaching with tablets ..etc) is often expressed as a problem. Conclusions and recommendations As a result of the research, the project of FATIH is insufficient and it is understood that the goals that are determined for FATIH Project are not clear. Moreover, according to the findings of this study, the goals of FATIH Project, shareholders and their needs are not defined clearly. It is understood that before the project planned, the examples of past experiences and projec