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TEKNOLOJİ DESTEKLİ EĞİTİM ORTAMLARINDA İLETİŞİM: BİR SINIF ETKİLEŞİM ANALİZİ ÇALIŞMASI

COMMUNICATION IN TECHNOLOGY SUPPORTED EDUCATION ENVIRONMENTS: A CLASSROOM INTERACTION ANALYSIS

Journal Name:

  • Eğitim ve Öğretim Araştırmaları Dergisi

Publication Year:

  • 2016

Key Words:

Keywords (Original Language):

Author NameUniversity of Author
Abstract (2. Language): 
Similar to many areas the effect of technology on learning has been discussed and researched for a long time. It appears that the positive effect of technology on learning depends on the integration of the teaching process. In this regard, it is assumed that the transition from traditional classroom environment to technology supported classroom environments will change in classroom communication and interaction. The purpose of this study is to investigate class interaction in technology supported education environments. This study was designed in the qualitative model. The sample of the study is composed of 32 primary education and secondary education classes determined with maximum diversity sampling. The observation form prepared in accordance with Flanders' Interaction Analysis Categories in the study was used as a data collection tool. In this study, it was concluded that if teachers’ use of technology in class was correct and qualified, classroom communication increased and that students were more motivated to the learning process by interactive whiteboard use.
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Abstract (Original Language): 
Teknolojinin birçok alana benzer şekilde öğrenme üzerindeki etkisi de uzun zamandır tartışılmakta ve araştırılmaktadır. Teknolojinin öğrenme üzerine olumlu etkisinin öğretim sürecine entegre edilmesine bağlı olduğu görülmektedir. Bu açıdan geleneksel sınıf ortamından, teknoloji destekli sınıf ortamlarına geçişte sınıf içi iletişim ve etkileşiminde değişeceği varsayılmaktadır. Bu çalışmanın amacı teknoloji destekli eğitim ortamlarındaki sınıf etkileşiminin incelenmesidir. Bu çalışma nitel modelde desenlenmiştir. Çalışmanın örneklemini maksimum çeşitlilik örneklemeyle belirlenen 32 temel eğitim ve ortaöğretim sınıfı oluşturmaktadır. Çalışmada Flanders’in Etkileşim Analizi Kategorileri’ne uygun olarak hazırlanan gözlem formu veri toplama aracı olarak kullanılmıştır. Bu çalışmada öğretmenlerin sınıfta teknoloji kullanımlarının doğru ve nitelikli olduğu takdirde sınıf iletişimini arttırdığı, öğrencilerin etkileşimli tahta kullanımıyla öğrenme sürecine daha çok motive olduğu sonuçlarına ulaşılmıştır.
FULL TEXT (PDF): 
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199
  • Turkish

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Eğitim ve Öğretim Araştırmaları Dergisi
Journal of Research in Education and Teaching
Aralık 2016 Cilt:5 Özel Sayı Makale No: 21 ISSN: 2146-9199
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