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ÖĞRETMENLERİN BASILI SAYFA VE EKRANDAN OKUMA TERCİHLERİ İLE EĞİTİMDE ELEKTRONİK METİN KULLANIMINA YÖNELİK GÖRÜŞLERİ

ON-PRINTED PAGE AND SCREEN READING PREFERENCES OF TEACHERS’ WITH THEIR VIEWS ON THE USE OF ELECTRONIC TEXT IN EDUCATION

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DOI: 
http://dx.doi.org/10.7827/TurkishStudies.4390
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Abstract (2. Language): 
Today, the rapid development of informatics technologies rather affects all areas of our lives. All kinds of our behavior in everyday life in our world of thought processing, informatics technology offers people the use of digital tools and equipment of traditional patterns towards digital patterns are changing. This change is one of the most important areas where the most important skills in the process of making sense of human life, the world of literacy skills. Informatics technology in computer generated or brought electronic shaped textual content, to a rather different forms of print-based materials can provide people. Changes in the presentation of content in the form of textual literacy and consequently also the settled mainly caused by changes in the understanding of reading, and the screen, the location of the paper revealed that the type of a new reading is called to reading on-screen. Individuals in the age of information as the primary reading medium readings of screen-based texts have become much more important than print-based text readings. The purpose of this study is to reveal the preferences of teachers reading on-printed page and on-screen with their views on the use of electronic in education. The research was carried out with the participation of 16 teachers. The nature of the research is descriptive research. Patterns of a qualitative research design was used phenomenology. The data were obtained with the teachers used a semistructured interview form. Analysis of teachers' responses to interview content analysis of forms used, before the data were coded, then the overall level of data describing the categories (themes) were determined. The determination of the categories, related literature, interview questions and answers to the questions were teachers. As a result of the data analysis, twelve sub-categories have been identified on six main categories, sub-categories of these findings are listed under the codes. Based on the findings, the vast majority of teachers generally prefer to read on-printed page rather than a text is read on-screen. In addition, teachers in education for the use of electronic text have both positive and negative opinions.
Abstract (Original Language): 
Günümüzde bilişim teknolojilerinin oldukça hızlı ilerlemesi, hayatımızın bütün alanlarını etkilemektedir. Günlük hayattaki davranışlarımızdan düşünce dünyamıza kadar her türlü işlem, bilişim teknolojilerinin insanlara sunduğu dijital araç-gereçlerin kullanılmasıyla geleneksel kalıplardan dijital kalıplara doğru değişmektedir. Bu değişimin en önemli olduğu alanlardan biri de insan hayatının dünyayı anlamlandırma sürecinde en önemli becerilerinden olan okuryazarlık becerileridir. Bilişim teknolojileri bilgisayar ortamında üretilen veya bu ortamda elektronik şekle getirilen metinsel içeriği, baskı tabanlı materyallerdeki biçiminden oldukça farklı bir şekilde insanlara sunmaktadır. Metinsel içeriğin bu sunum şeklinin değişmesi, başta okuryazarlık ve buna bağlı olarak da yerleşmiş okuma anlayışında değişikliklere neden olmuş ve ekranın, kâğıdın yerini aldığı ekrandan okuma denilen yeni bir okuma türünü ortaya çıkarmıştır. Bilgi çağında bireylerin birincil okuma ortamı olarak ekran tabanlı metinleri okumaları, baskı tabanlı metinleri okumalarından çok daha önemli hâle gelmiştir. Bu araştırmanın amacı, öğretmenlerin basılı sayfa ve ekrandan okuma tercihleri ile eğitimde elektronik metin kullanımına yönelik görüşlerini ortaya çıkarmaktır. Araştırma 16 öğretmenin katılımıyla gerçekleştirilmiştir. Araştırma betimsel bir araştırma niteliği taşımaktadır. Araştırmada nitel araştırma desenlerinden fenomenoloji deseni kullanılmıştır. Araştırmanın verileri öğretmenlere uygulanan yarı yapılandırılmış mülâkat formu ile elde edilmiştir. Mülâkat formlarındaki öğretmen cevaplarının çözümlenmesinde içerik analizi kullanılmış, önce veriler kodlanmış, ardından verileri genel düzeyde açıklayan kategoriler (temalar) belirlenmiştir. Kategorilerin belirlenmesinde ilgili alanyazın, mülâkat soruları ve öğretmenlerin sorulara verdikleri cevaplardan yararlanılmıştır. Verilerin çözümlenmesi sonucu, altı ana kategori altında on iki alt kategori tespit edilmiş, bu alt kategorilere ait kodlar altında da elde edilen bulgular sıralanmıştır. Elde edilen bulgulara dayanarak öğretmenlerin büyük bir çoğunluğu, genelde bir metni ekrandan okumaktan ziyade basılı sayfadan okumayı tercih etmektedir. Ayrıca öğretmenler, eğitimde elektronik metin kullanımına yönelik hem olumlu hem de olumsuz görüşlere sahiptir.
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