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Bu çalışmanın amacı, teknoloji destekli işbirliğine dayalı öğrenme yöntemine göre tasarlanan öğretim teknolojileri ve materyal tasarımı dersinde öğretmen adaylarının deneyimlerini incelemektir. Çalışmada karma araştırma yöntemlerinde gömülü desen kullanılmıştır. Çalışmada teknoloji destekli işbirliğine dayalı öğrenme sürecine ilişkin öğretmen adaylarının deneyimlerini belirlemek için öğretmen adaylarının yaratıcılık ve akademik başarı puanları ile ortama ilişkin görüşleri araştırılmıştır. Çalışmanın nicel boyutunda tek grup öntest-sontest deneysel desen, nitel boyutunda ise yapılan deneysel işlemin etkililiğini belirlemeye yönelik görüşme yapılmıştır. Veri toplama aracı olarak Whetton ve Cameron (2002) tarafından geliştirilen ve Aksoy (2004) tarafından Türkçe’ye çevrilen “Ne Kadar Yaratıcısınız?” ölçeği, öğretim materyali değerlendirme formu ve tasarlanan öğrenme ortamına ilişkin hazırlanan yarı yapılandırılmış görüşme formu kullanılmıştır. Çalışmaya bir devlet üniversitesinde 2017 yaz dönemi pedagojik formasyon programı Görsel Sanatlar ve Müzik grubunda yer alan 49 öğretmen adayı katılmıştır. Çalışma sonucunda öğretmen adaylarının yaratıcılıkları deneysel işlem sonucunda anlamlı bir şekilde değişmediği ve sontest başarı puanları ile yaratıcılıkları arasında bir ilişki olmadığı bulunmuştur. Ayrıca öğretmen adaylarının teknoloji destekli öğrenme ortamını işbirliğine dayalı öğrenme ve web 2.0 teknolojilerinin kullanılması bakımından beğendikleri, kişisel ve mesleki becerilerin gelişimine katkı sağlaması yönünden faydalı buldukları, işbirliğine dayalı öğrenme sürecinde yaşanılan zorluklar ve kullanılan teknolojilerden kaynaklı teknik sıkıntılar yaşadıkları bulunmuştur. Bu çerçevede araştırmacılara ve uygulayıcıları birtakım öneriler sunulmuştur.
The purpose of this study is to explore the effect of technology supported collaborative learning in the instructional technology and material design course on experiences of pre-service teachers. The embedded research design, which is a type of the mixed methods, was employed in this study. Creativity, achievement and views about the learning environment of the pre-service teachers were investigated as experiences of the pre-service teachers in the study. In the quantitative part of the study, one group pretest-posttest experimental design was used while semi-structured interviews were conducted about the effectiveness of the experimental design for the qualitative part of the study. The data were collected by "How Creative Are You?" Scale which was originally developed by Whetton and Cameron (2002) and adapted into Turkish by Aksoy (2004), instructional material evaluation form and semi-structured interview form. 49 pre-service teachers at the department of art and music who were attended to the teaching certification program in 2017 summer semester at a public university in Turkey participated in the study. The results indicated that there was no significant difference in terms of creative thinking skills of pre-service teachers from pre-test to post-test. However there was no correlation between pre-service teachers' creative thinking skills and achievement scores. Furthermore, pre-service teachers evaluated this environment favourable in terms of collaborative learning and Web 2.0 technologies, gaining personal and professional skills. But pre-service teachers expressed that they had difficulties in the learning environment in terms of collaborative learning and using Web 2.0 technologies. According to the results, some implications were presented for the researchers and practitioners.
The purpose of this study is to explore the effect of technology supported collaborative learning in the instructional technology and material design course on experiences of pre-service teachers. The embedded research design, which is a type of the mixed methods, was employed in this study. Creativity, achievement and views about the learning environment of the pre service teachers were investigated as experiences of the pre-service teachers in the study. In the quantitative part of the study, one group pretest-posttest experimental design was used while semi-structured interviews were conducted about the effectiveness of the experimental design for the qualitative part of the study. The data were collected by “How Creative Are You?” Scale which was originally developed by Whetton and Cameron (2002) and adapted into Turkish by Aksoy (2004), instructional material evaluation form and semi-structured interview form. 49 pre-service teachers at the department of art and music who were attended to the teaching certification program in 2017 summer semester at a public university in Turkey participated to the study. The results indicated that there was no significant difference in terms of creative thinking skills of pre-service teachers from pre-test to post-test. However there was no correlation between pre-service teachers’ creative thinking skills and achievement scores. Furthermore, pre-service teachers evaluated this environment favorable in terms of collaborative learning and Web 2.0 technologies, gaining personal and profession skills. But pre-service teachers expressed that they had difficulties in the learning environment in terms of collaborative learning and using Web 2.0 technologies. According to the results, some implications were presented for the researchers and practitioners.
Alan : Sosyal, Beşeri ve İdari Bilimler
Dergi Türü : Uluslararası
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