Araştırma Makalesi
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İlk Okuma Yazma Öğretim Müfredatının Yapısı ve Teknolojiyle İlişkisi: Nitel Bir Araştırma

Yıl 2023, Cilt: 5 Sayı: 1, 46 - 58, 24.06.2023

Emine Merve Uslu Tuba Özgün

Öz

Teknolojideki hızlı değişimler hayatın her alanını etkilediğinden, günlük eğitimde teknoloji entegrasyonunun önemi sürekli artmaktadır. Hayatın her alanında olduğu gibi eğitimde de teknolojiyi kullanan bireyler yetiştirmek ve eğitimde teknoloji entegrasyonunu sağlamak oldukça önemlidir. Araştırma, ilköğretim okuryazarlık öğretimi müfredatının temel yapısını ve müfredat ile teknoloji arasındaki ilişkiyi keşfetmeyi amaçlamıştır. Araştırma durum çalışması olarak tasarlanmıştır. Araştırmanın çalışma grubunu Türkiye'nin dört bölgesinden orantısız tabakalı örnekleme yoluyla seçilen 27 sınıf öğretmeni oluşturmaktadır. Veri toplama aracı olarak araştırmacılar tarafından hazırlanan 12 soruluk görüşmeler kullanılmış, verilerin analizinde içerik analizi kullanılmıştır. Araştırmanın bulgularına göre eğitim araçları, eğitim materyallerinin teknolojik altyapısının öğrencilerin kullanımına uygunluğu, ilk okuma yazma öğretimi müfredatı ile yakından ilişkilidir. Elde edilen sonuçlar ışığında, Milli Eğitim Bakanlığı tarafından öğretmenlere ilk okuma yazma öğretiminde teknoloji entegrasyonuna yönelik daha fazla hizmet içi eğitim verilmesi ve ilk okumaz yazma öğretiminde teknoloji entegrasyonuna yönelik bir platform geliştirilmesi önerilebilir.

Anahtar Kelimeler

İlk Okuma Yazma Teknoloji Entegrasyonu Müfredat.

Kaynakça

  • Agirregoikoa, A., Acha, J., Barreto-Zarza, F., & Arranz-Freijo, E. B. (2021). Family context assessment to promote language and reading abilities in 6-year-old children. Education Sciences, 11(1), 26. https://doi.org/10.3390/educsci11010026
  • Babayiğit, Ö. & Erkuş, B. (2017). İlk okuma yazma öğretimi sürecinde sorunlar ve çözüm önerileri. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 19(2), 271-284. https://doi.org/10.17556/erziefd.334982
  • Başar, M. & Tanış Gürbüz, H. M. (2020). İlk okuma ve yazma öğretiminde karşılaşılan sorunlar ve çözüm önerileri. Okuma Yazma Eğitimi Araştırmaları, 8(1), 1-20. https://doi.org/10.35233/oyea.666563
  • Chauhan, S. (2017). A meta-analysis of the impact of technology on learning effectiveness of elementary students. Computers & Education, 105, 14-30. https://doi.org/10.1016/j.compedu.2016.11.005
  • Chmiliar, L. (2010). Multiple-case designs. In A. J. Mills, G. Durepos, & E. Wiebe (Eds.), Encyclopedia of case study research (pp. 582-584). Sage Publications.
  • Ciampa, K., & Gallagher, T. L. (2018). A comparative examination of Canadian and American pre-service teachers’ self-efficacy beliefs for literacy instruction. Reading and Writing, 31, 457-481. https://doi.org/10.1007/s11145-017-9793-6
  • Cviko, A., McKenney, S. & Voogt, J. (2012). Teachers enacting a technology-rich curriculum for emergent literacy. Education Tech Research Development, 60, 31-54. https://doi.org/10.1007/s11423-011-9208-3
  • Çetinkaya, S. (2021). Sınıf öğretmenleri anlatıyor: İlk okuma yazma öğretimi. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 40(1), 80-106. https://doi.10.7822/omuefd.840185
  • Erbaş, Y. H. (2021). Covid-19 salgını döneminde eğitim: İlkokuma yazma öğretiminde karşılaşılan sorunlar ve çözüm önerileri. Ana Dili Eğitimi Dergisi, 9(2), 360-380. https://doi.org/10.16916/aded.851724
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. McGraw-Hill Publishing.
  • Fu, J. (2013). Complexity of ICT in education: A critical literature review and its implications. International Journal of Education and Development Using ICT, 9(1), 112-125. https://www.doi.org/10.5038/2577-509X.7.2.1213
  • Günüç, S. (2017). Eğitimde teknoloji entegrasyonunun kuramsal temelleri. Anı Yayıncılık.
  • Helfrich, S. R., & Clark, S. K. (2016). A comparative examination of pre-service teacher self-efficacy related to literacy instruction. Reading Psychology, 37(7), 943-961. Homer, B. D., Kinzer, C. K., Plass, J. L., Letourneau, S. M., Hoffman, D., Bromley, M., Hayward, E. O., Turkay, S. & Kornak, Y. (2014). Moved to learn: The effects of interactivity in a Kinect-based literacy game for beginning readers. Computers & Education, 74, 37-49. https://doi.org/10.1016/j.compedu.2014.01.007
  • Ihmeideh, F. (2009). The role of computer technology in teaching reading and writing: Preschool teachers’ beliefs and practices. Journal of Research in Childhood Education, 24(1), 60-79. https://doi.org/10.1080/02568540903439409
  • Jere-Folotiya, J., Chansa-Kabali, T., Munachaka, J. C., Sampa, F., Yalukanda, C., Westerholm, J., Richardson, U., Serpell, R. & Lyytinen, H. (2014). The effect of using a mobile literacy game to improve literacy levels of grade one students in Zambian schools. Educational Technology Research and Development, 62, 417-436. https://doi.org/10.1007/s11423-014-9342-9
  • Karagöz, Y. (2021). SPSS-AMOS-META uygulamalı nicel-nitel-karma bilimsel araştırma yöntemleri ve yayın etiği. (3. Basım). Nobel Yayıncılık.
  • Lim, C. P., Zhao, Y., Tondeur, J., Chai, C. S., & Tsai, C. C. (2013). Bridging the gap: Technology trends and use of technology in schools. Journal of Educational Technology & Society, 16(2), 59-68.
  • McGuinness, C., Sproule, L., Bojke, C., Trew, K., & Walsh, G. (2014). Impact of a play‐based curriculum in the first two years of primary school: literacy and numeracy outcomes over seven years. British Educational Research Journal, 40(5), 772-795. https://doi.org/10.1002/berj.3117
  • McMillan, J. H., & Schumacher, S. (2010). Research in education: Evidence-based inquiry. Pearson Publishing.
  • Meishar-Tal, H., & Shonfeld, M. (2019). Students’ writing and reading preferences in a paperless classroom. Interactive Learning Environments, 27(7),908-918. https://doi.org/10.1080/10494820.2018.1504306
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage Publications.
  • Muir-Herzig, R. G. (2004). Technology and its impact in the classroom. Computers & Education, 42(2), 111-131. https://doi.org/10.1016/S0360-1315(03)00067-8
  • Nafilah, N. P., & Sakti, A. W. (2022). The effectiveness of using youtube applications as learning media to increase reading and writing interest of elementary school students’. ASEAN Journal of Educational Research and Technology, 1(1), 71-78.
  • Peled, Y., & Perzon, S. (2022). Systemic model for technology integration in teaching. Education and Information Technologies, 27(2), 2661-2675. https://doi.org/10.1007/s10639-021-10694-x
  • Ronimus, M., Kujala, J., Tolvanen, A., & Lyytinen, H. (2014). Children’s engagement during digital game-based learning of reading: The effects of time, rewards, and challenge. Computers & Education, 71, 237-246. https://doi.org/10.1016/j.compedu.2013.10.008
  • Shukla, T., Dosaya, D., Nirban, V. S., & Vavilala, M. P. (2020). Factors extraction of effective teaching-learning in online and conventional classrooms. International Journal of Information and Education Technology, 10(6), 422-427. https://doi.org/10.18178/ijiet.2020.10.6.1401
  • Susanna, V. (2022). Information and communication technologies in education. Eurasian Journal of Learning and Academic Teaching, 6, 89-93.
  • Şahin, A., & Özenç, E. G. (2021). The use of educational software in teaching initial reading and writing. International Journal of Progressive Education, 17(4), 373-389. https://doi.org/10.29329/ijpe.2021.366.23
  • Turunen, I. (2019). Computer-assisted use of reading-through-writing method in relation to technical literacy and reading motivation. International Journal of Technology in Education, 2(1), 42-59.
  • Usluel, Y. K., Özmen, B., & Çelen, F. (2015). Bit’in öğrenme öğretme sürecine entegrasyonu ve teknolojik pedagojik içerik bilgisi modeline eleştirel bir bakış. Eğitim Teknolojisi Kuram ve Uygulama, 5(1), 34-54. https://doi.org/10.17943/etku.14356
  • Valtonen, T., López-Pernas, S., Saqr, M., Vartiainen, H., Sointu, E. T., & Tedre, M. (2022). The nature and building blocks of educational technology research. Computers in Human Behavior, 128, 107-123. https://doi.org/10.1016/j.chb.2021.107123
  • Voogt, J., & McKenney, S. (2007). Using ICT to foster (pre) reading and writing skills in young children. Computers in the Schools, 24(3-4), 83-94. https://doi.org/10.1300/J025v24n03_06
  • Yıldırım, A. ve Şimşek, H. (2018). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Seçkin Yayıncılık.
  • Zgourou, E., Bratsch‐Hines, M., & Vernon‐Feagans, L. (2021). Home literacy practices in relation to language skills of children living in low‐wealth rural communities. Infant and Child Development, 30(1), 1-23. https://doi.org/10.1002/icd.2201

The Structure of Primary Literacy Teaching Curriculum and its Relationship with Technology: A Qualitative Research

Yıl 2023, Cilt: 5 Sayı: 1, 46 - 58, 24.06.2023

Emine Merve Uslu Tuba Özgün

Öz

Since rapid changes in technology affect every aspect of life, the importance of technology integration in education is constantly increasing. It is very important to educate individuals who use technology in education as in all areas of life and to ensure technology integration in education. The research aimed to explore the basic structure of the literacy teaching curriculum and the relationship between the curriculum and technology. The research was designed as a case study. The study group of the study consists of 27 primary school teachers selected by the disproportionate stratified sampling from four regions of Turkey. 12-question interviews prepared by the researchers were used as a data collection tool, and content analysis was used in the analysis of the data. According to the findings of the study, the educational tools, the suitability of the technological infrastructure of the educational materials for the use of the students are closely related to the literacy teaching curriculum. In light of the results obtained, it can be suggested to give more in-service training for technology integration in literacy teaching to teachers and to develop a platform for technology integration in literacy teaching by the Ministry of National Education.

Anahtar Kelimeler

Literacy Teaching Technology Integration Curriculum

Kaynakça

  • Agirregoikoa, A., Acha, J., Barreto-Zarza, F., & Arranz-Freijo, E. B. (2021). Family context assessment to promote language and reading abilities in 6-year-old children. Education Sciences, 11(1), 26. https://doi.org/10.3390/educsci11010026
  • Babayiğit, Ö. & Erkuş, B. (2017). İlk okuma yazma öğretimi sürecinde sorunlar ve çözüm önerileri. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 19(2), 271-284. https://doi.org/10.17556/erziefd.334982
  • Başar, M. & Tanış Gürbüz, H. M. (2020). İlk okuma ve yazma öğretiminde karşılaşılan sorunlar ve çözüm önerileri. Okuma Yazma Eğitimi Araştırmaları, 8(1), 1-20. https://doi.org/10.35233/oyea.666563
  • Chauhan, S. (2017). A meta-analysis of the impact of technology on learning effectiveness of elementary students. Computers & Education, 105, 14-30. https://doi.org/10.1016/j.compedu.2016.11.005
  • Chmiliar, L. (2010). Multiple-case designs. In A. J. Mills, G. Durepos, & E. Wiebe (Eds.), Encyclopedia of case study research (pp. 582-584). Sage Publications.
  • Ciampa, K., & Gallagher, T. L. (2018). A comparative examination of Canadian and American pre-service teachers’ self-efficacy beliefs for literacy instruction. Reading and Writing, 31, 457-481. https://doi.org/10.1007/s11145-017-9793-6
  • Cviko, A., McKenney, S. & Voogt, J. (2012). Teachers enacting a technology-rich curriculum for emergent literacy. Education Tech Research Development, 60, 31-54. https://doi.org/10.1007/s11423-011-9208-3
  • Çetinkaya, S. (2021). Sınıf öğretmenleri anlatıyor: İlk okuma yazma öğretimi. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 40(1), 80-106. https://doi.10.7822/omuefd.840185
  • Erbaş, Y. H. (2021). Covid-19 salgını döneminde eğitim: İlkokuma yazma öğretiminde karşılaşılan sorunlar ve çözüm önerileri. Ana Dili Eğitimi Dergisi, 9(2), 360-380. https://doi.org/10.16916/aded.851724
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. McGraw-Hill Publishing.
  • Fu, J. (2013). Complexity of ICT in education: A critical literature review and its implications. International Journal of Education and Development Using ICT, 9(1), 112-125. https://www.doi.org/10.5038/2577-509X.7.2.1213
  • Günüç, S. (2017). Eğitimde teknoloji entegrasyonunun kuramsal temelleri. Anı Yayıncılık.
  • Helfrich, S. R., & Clark, S. K. (2016). A comparative examination of pre-service teacher self-efficacy related to literacy instruction. Reading Psychology, 37(7), 943-961. Homer, B. D., Kinzer, C. K., Plass, J. L., Letourneau, S. M., Hoffman, D., Bromley, M., Hayward, E. O., Turkay, S. & Kornak, Y. (2014). Moved to learn: The effects of interactivity in a Kinect-based literacy game for beginning readers. Computers & Education, 74, 37-49. https://doi.org/10.1016/j.compedu.2014.01.007
  • Ihmeideh, F. (2009). The role of computer technology in teaching reading and writing: Preschool teachers’ beliefs and practices. Journal of Research in Childhood Education, 24(1), 60-79. https://doi.org/10.1080/02568540903439409
  • Jere-Folotiya, J., Chansa-Kabali, T., Munachaka, J. C., Sampa, F., Yalukanda, C., Westerholm, J., Richardson, U., Serpell, R. & Lyytinen, H. (2014). The effect of using a mobile literacy game to improve literacy levels of grade one students in Zambian schools. Educational Technology Research and Development, 62, 417-436. https://doi.org/10.1007/s11423-014-9342-9
  • Karagöz, Y. (2021). SPSS-AMOS-META uygulamalı nicel-nitel-karma bilimsel araştırma yöntemleri ve yayın etiği. (3. Basım). Nobel Yayıncılık.
  • Lim, C. P., Zhao, Y., Tondeur, J., Chai, C. S., & Tsai, C. C. (2013). Bridging the gap: Technology trends and use of technology in schools. Journal of Educational Technology & Society, 16(2), 59-68.
  • McGuinness, C., Sproule, L., Bojke, C., Trew, K., & Walsh, G. (2014). Impact of a play‐based curriculum in the first two years of primary school: literacy and numeracy outcomes over seven years. British Educational Research Journal, 40(5), 772-795. https://doi.org/10.1002/berj.3117
  • McMillan, J. H., & Schumacher, S. (2010). Research in education: Evidence-based inquiry. Pearson Publishing.
  • Meishar-Tal, H., & Shonfeld, M. (2019). Students’ writing and reading preferences in a paperless classroom. Interactive Learning Environments, 27(7),908-918. https://doi.org/10.1080/10494820.2018.1504306
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage Publications.
  • Muir-Herzig, R. G. (2004). Technology and its impact in the classroom. Computers & Education, 42(2), 111-131. https://doi.org/10.1016/S0360-1315(03)00067-8
  • Nafilah, N. P., & Sakti, A. W. (2022). The effectiveness of using youtube applications as learning media to increase reading and writing interest of elementary school students’. ASEAN Journal of Educational Research and Technology, 1(1), 71-78.
  • Peled, Y., & Perzon, S. (2022). Systemic model for technology integration in teaching. Education and Information Technologies, 27(2), 2661-2675. https://doi.org/10.1007/s10639-021-10694-x
  • Ronimus, M., Kujala, J., Tolvanen, A., & Lyytinen, H. (2014). Children’s engagement during digital game-based learning of reading: The effects of time, rewards, and challenge. Computers & Education, 71, 237-246. https://doi.org/10.1016/j.compedu.2013.10.008
  • Shukla, T., Dosaya, D., Nirban, V. S., & Vavilala, M. P. (2020). Factors extraction of effective teaching-learning in online and conventional classrooms. International Journal of Information and Education Technology, 10(6), 422-427. https://doi.org/10.18178/ijiet.2020.10.6.1401
  • Susanna, V. (2022). Information and communication technologies in education. Eurasian Journal of Learning and Academic Teaching, 6, 89-93.
  • Şahin, A., & Özenç, E. G. (2021). The use of educational software in teaching initial reading and writing. International Journal of Progressive Education, 17(4), 373-389. https://doi.org/10.29329/ijpe.2021.366.23
  • Turunen, I. (2019). Computer-assisted use of reading-through-writing method in relation to technical literacy and reading motivation. International Journal of Technology in Education, 2(1), 42-59.
  • Usluel, Y. K., Özmen, B., & Çelen, F. (2015). Bit’in öğrenme öğretme sürecine entegrasyonu ve teknolojik pedagojik içerik bilgisi modeline eleştirel bir bakış. Eğitim Teknolojisi Kuram ve Uygulama, 5(1), 34-54. https://doi.org/10.17943/etku.14356
  • Valtonen, T., López-Pernas, S., Saqr, M., Vartiainen, H., Sointu, E. T., & Tedre, M. (2022). The nature and building blocks of educational technology research. Computers in Human Behavior, 128, 107-123. https://doi.org/10.1016/j.chb.2021.107123
  • Voogt, J., & McKenney, S. (2007). Using ICT to foster (pre) reading and writing skills in young children. Computers in the Schools, 24(3-4), 83-94. https://doi.org/10.1300/J025v24n03_06
  • Yıldırım, A. ve Şimşek, H. (2018). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Seçkin Yayıncılık.
  • Zgourou, E., Bratsch‐Hines, M., & Vernon‐Feagans, L. (2021). Home literacy practices in relation to language skills of children living in low‐wealth rural communities. Infant and Child Development, 30(1), 1-23. https://doi.org/10.1002/icd.2201
Toplam 34 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Emine Merve Uslu 0000-0001-9727-4160

Tuba Özgün 0000-0003-4259-2908

Erken Görünüm Tarihi 23 Haziran 2023
Yayımlanma Tarihi 24 Haziran 2023
Gönderilme Tarihi 13 Nisan 2023
Kabul Tarihi 30 Mayıs 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 5 Sayı: 1

Kaynak Göster

APA Uslu, E. M., & Özgün, T. (2023). The Structure of Primary Literacy Teaching Curriculum and its Relationship with Technology: A Qualitative Research. Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi, 5(1), 46-58.
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