Dönüştürülmüş öğrenme modelinin sınıf öğretmenlerinin teknoloji kabul ve kullanımları ile dönüştürülmüş öğrenme öz yeterlik algılarına etkisi
Küçük Resim Yok
Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Ege Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmanın amacı, sınıf öğretmenlerinin öğretimde teknoloji entegrasyonu bilgi ve becerilerini geliştirmeye yönelik bir dönüştürülmüş öğrenme temelli mesleki gelişim programı (DÖ-MGP) tasarlamak ve programın sınıf öğretmenlerinin dönüştürülmüş öğrenmeye yönelik öz yeterlik algıları ile teknoloji kabul ve kullanım düzeyine etkisini incelemektir. Ayrıca DÖ-MGP sonrası sınıf öğretmenlerinin beklenti, değer ve bedel düzeylerini incelemeyi amaçlamaktadır. Çalışmada tek grup öntest- sontest yarı deneysel desen kullanılmıştır. Araştırmanın çalışma grubunu, İzmir ilinde 2022 – 2023 eğitim öğretim döneminde ilkokullarda görev yapan 3. ve 4. sınıf düzeyindeki gönüllü sınıf öğretmenleri oluşturmaktadır. DÖ-MGP başlangıcında 36 sınıf öğretmeniyle iletişim kurulmuş olup, süreç boyunca ortaya çıkan nedenlerden dolayı uygulama 29 sınıf öğretmeniyle tamamlanmıştır. DÖ-MGP'nın denel işlem aşaması beş gün sürmüştür. Denel işlem aşaması dönüştürülmüş öğrenmeye uygun olarak yüz yüze ve çevrimiçi olarak gerçekleştirilmiştir. Bu süreçte sınıf öğretmenlerine araştırmacı tarafından hazırlanan ders materyalleri sanal sınıf (Google Classroom) ortamında sunularak incelemeleri istenmiş ve yüz yüze sınıf ortamında ise etkinlikler yapılmıştır. Çalışmada veri toplama aşamasında, araştırmacı tarafından oluşturulan Öğretmen Bilgi Formu, Öğretmen Teknoloji Kabul ve Kullanım Ölçeği, Ters Yüz Öğrenme Öğretmen Öz Yeterlik Algı Ölçeği ve Öğretmenlerin Mesleki Gelişimlerinde Beklenti – Değer – Bedel Ölçeği veri toplama araçları olarak kullanılmıştır. Bu veri toplama araçlarından elde edilen verilerin analizinde, betimsel istatistikler, t – Testi ve Wilcoxon işaretli sıralar testi kullanılmıştır. Araştırmanın bulguları incelendiğinde, sınıf öğretmenlerinin teknoloji kabul ve kullanımlarının ve dönüştürülmüş öğrenme öz yeterlik algılarının olumlu yönde farklılaştığı gözlemlenmiştir. Çalışma sonunda öğretmenlerin beklenti- değer ve bedel düzeylerinin genel toplam ele alındığında ileri düzeyde olduğu görülmüştür.
The aim of this study is to design a flipped learning-based professional development program (FL-PDP) to enhance classroom teachers' knowledge and skills in technology integration in instruction and to examine the impact of the program on teachers' self-efficacy perceptions towards flipped learning and their levels of technology acceptance and usage. Additionally, the study aims to investigate the expectations, values, and costs of classroom teachers after participating in the FL-PDP. A single-group pretest-posttest quasi-experimental design was employed in this study. The study group of the research consists of voluntary classroom teachers working at the 3rd and 4th grade levels in primary schools in İzmir province during the 2022- 2023 academic year. Contact was established with 36 classroom teachers at the beginning of the FL-PDP and due to reasons, that emerged during the process, the implementation was completed with 29 classroom teachers. The experimental implementation phase of the FL-PDP lasted for five days. The experimental implementation phase was conducted in face-to-face and online formats, in accordance with the requirements of flipped learning. During this process, classroom teachers were provided with instructional materials prepared by the researcher and asked to review them in the virtual classroom (Google Classroom) environment, while face-to-face classroom activities were conducted. In the data collection phase of the study, several instruments were utilized, including the Teacher Information Form, Teacher Technology Acceptance and Use Scale, Flipped Learning Teacher Self-Efficacy Perception Scale and Expectation- Value-Cost Scale for Professional Development Scale. Descriptive statistics, t-test, and Wilcoxon signed-rank test were employed in the analysis of the data collected through the data collection instruments. When the findings of the study were examined, it was observed that classroom teachers' technology acceptance and usage, as well as their perceptions of flipped learning self-efficacy, significantly differed in a positive direction. At the end of the study, it was observed that teachers' levels of expectation, value, and cost were found to be high when considered in total.
The aim of this study is to design a flipped learning-based professional development program (FL-PDP) to enhance classroom teachers' knowledge and skills in technology integration in instruction and to examine the impact of the program on teachers' self-efficacy perceptions towards flipped learning and their levels of technology acceptance and usage. Additionally, the study aims to investigate the expectations, values, and costs of classroom teachers after participating in the FL-PDP. A single-group pretest-posttest quasi-experimental design was employed in this study. The study group of the research consists of voluntary classroom teachers working at the 3rd and 4th grade levels in primary schools in İzmir province during the 2022- 2023 academic year. Contact was established with 36 classroom teachers at the beginning of the FL-PDP and due to reasons, that emerged during the process, the implementation was completed with 29 classroom teachers. The experimental implementation phase of the FL-PDP lasted for five days. The experimental implementation phase was conducted in face-to-face and online formats, in accordance with the requirements of flipped learning. During this process, classroom teachers were provided with instructional materials prepared by the researcher and asked to review them in the virtual classroom (Google Classroom) environment, while face-to-face classroom activities were conducted. In the data collection phase of the study, several instruments were utilized, including the Teacher Information Form, Teacher Technology Acceptance and Use Scale, Flipped Learning Teacher Self-Efficacy Perception Scale and Expectation- Value-Cost Scale for Professional Development Scale. Descriptive statistics, t-test, and Wilcoxon signed-rank test were employed in the analysis of the data collected through the data collection instruments. When the findings of the study were examined, it was observed that classroom teachers' technology acceptance and usage, as well as their perceptions of flipped learning self-efficacy, significantly differed in a positive direction. At the end of the study, it was observed that teachers' levels of expectation, value, and cost were found to be high when considered in total.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
