Publication: Milli Eğitim Bakanlığı tarafından uygulanan web-tabanlı uzaktan hizmet-içi bilgisayar eğitimi programının değerlendirilmesi
Abstract
MİLLİ EĞİTİM BAKANLIĞI TARAFINDAN UYGULANAN WEB TABANLI UZAKTAN HiZMET-İÇİ BİLGİSAYAR EĞİTİM PROGRAMININ DEGERLENDİRİLMESİ Arastırma, Türkiye’de Microsoft ve MEB isbirligi ile ögretmenlerin bilgisayarokuryazarlıgı alanındaki hizmet-içi egitimi için 2005 yılında uygulanmaya baslanan web-tabanlı uzaktan hizmet-içi bilgisayar egitim programının degerlendirilmesi amacıyla yapılmıstır. Tarama modelinin kullanıldıgı arastırmanın çalısma grubunu stanbul ve Kocaeli ilinde ulasılabilen okullarda görevli web-tabanlı uzaktan hizmet-içi bilgisayar egitim programına katılan 163 ögretmen olusturmaktadır. Arastırmada veri toplama amacıyla arastırmacı tarafından gelistirilen Web- Tabanlı Uzaktan Hizmet-çi Egitim Degerlendirme Anketi, çerik Kontrol Listesi, BİT Uygulama Sınavı ve Karaoglan ve digerleri (2005) tarafından gelistirilerek geçerlik ve güvenirlik çalısması yapılmıs olan BT’e Yönelik Tutum Ölçegi kullanılmıstır. Arastırma sonucunda uzaktan hizmet-içi bilgisayar egitiminin ögretmenlerin çogunlugunun ihtiyacını karsılayamadıgı tespit edilmistir. Ancak arastırma bulguları egitim-ögretim faaliyetlerine BT’in entegrasyonu ile ilgili konularda ögretmenlerin yüksek düzeyde ihtiyaçlarının oldugu dogrultusundadır. Ögretmenlerin en fazla ihtiyaç duydukları ilk üç BT entegrasyon konusu sırasıyla derslerinde kullanabilecekleri örnek egitsel yazılımların tanıtımı, animasyon ve simülasyon içeren materyal hazırlayabilme, ögrenci çalısmalarının degerlendirilmesi ve analiz edilmesi asamasında bilgisayar teknolojilerinin kullanımı olarak tespit edilmistir. Uygulamalı gerçeklestirilen sınav sonuçları ile ögretmenlerin BT uygulamaları konusunda önemli eksiklerinin oldugu belirlenmistir. BT’e yönelik tutum ölçegi ile elde edilen bulgular, ögretmenlerin BT’in egitimde kullanımına yönelik genel tutumlarının olumlu oldugu dogrultusundadır. Yüz-yüze egitimlerin belli bir zaman ve mekanda sınırlı sayıda ögretmene verilebilmesi nedeniyle ögretmenlere ihtiyaç duydukları anda istedikleri zaman istedikleri yerden erisebilecekleri sürekli uzaktan hizmet-içi egitim imkanlarının sunulması ögretmen egitiminin kalitesini artırmada verimli olacaktır. Ancak bu egitimler tasarlanırken öncesinde ihtiyaç analizi yapılarak ögretmenlerin ihtiyaçlarına uygun egitimler verilmesi daha yararlı olacaktır. gretmen, Ögretmen Egitimi, Uzaktan Hizmet-çi Egitim, Bilgi ve letisim Teknolojileri, BT, Hizmet-çi Ögretmen Egitimi
MİLLİ EĞİTİM BAKANLIĞI ABSTRACT EVALUATION OF WEB-BASED DISTANCE COMPUTER TRAINING PROGRAMME APPLYING BY MINISTRY OF NATIONAL EDUCATION The research was conducted so as to be able to evaluate web-based distance inservice computer training which was embarked in 2005 in Turkey for teachers’ in-service training on computer-literacy and which is still going on with the collaboration of Microsoft and MEB. The study was conducted using the survey method and the research population consisted of 163 teachers working in Istanbul and Kocaeli provinces. In the research, Web-Based Distance In-Service Training Evaluation Survey and Web-Based Distance In-Service Training Content Evaluation Control List, Examination on ICT Use which were developed by researchers and Attitude Towards ICT Scale whose validity and reliability were done by Karaoglan and others (2005) was used. At the end of the research, it was proved that web-based distance in-service computer training could not provide most of the teachers’ needs. However; research findings demonstrate that teachers’ needs about subjects relating to ICT’s integration to education-teaching activities are on high degree. It was proved that the first three ICT integration subjects that teachers need most are in order sample educational software introduction which they can use in class, preparing material consisting animation and simulation, evaluating students’ study and using computer technologies in the process of analyzing subjects. When the results of the ICT using examination given for the purpose of determining the ICT using levels are examined, it has been seen that teachers have considerable deficiencies in the use of ICT. When the results of the scale, which was used for the purpose to measure the teachers’ attitude towards ICT, were examined, it was found that the general attitude of the teachers’ towards use of ICT in education was positive. On order to be able to give face to face training to limited number teachers in determined time and place, providing non-stop distance in-service training opportunities, which was for teachers to be able to reach when they need, whenever and wherever they need, will become useful for improving teachers training quality. However; before planning these trainings, it will become more useful if suitable trainings are given by analyzing to teachers their needs. Teacher, Teacher Education, Distance In-service Education, Information and Communication Technology, ICT, In-service Teacher
MİLLİ EĞİTİM BAKANLIĞI ABSTRACT EVALUATION OF WEB-BASED DISTANCE COMPUTER TRAINING PROGRAMME APPLYING BY MINISTRY OF NATIONAL EDUCATION The research was conducted so as to be able to evaluate web-based distance inservice computer training which was embarked in 2005 in Turkey for teachers’ in-service training on computer-literacy and which is still going on with the collaboration of Microsoft and MEB. The study was conducted using the survey method and the research population consisted of 163 teachers working in Istanbul and Kocaeli provinces. In the research, Web-Based Distance In-Service Training Evaluation Survey and Web-Based Distance In-Service Training Content Evaluation Control List, Examination on ICT Use which were developed by researchers and Attitude Towards ICT Scale whose validity and reliability were done by Karaoglan and others (2005) was used. At the end of the research, it was proved that web-based distance in-service computer training could not provide most of the teachers’ needs. However; research findings demonstrate that teachers’ needs about subjects relating to ICT’s integration to education-teaching activities are on high degree. It was proved that the first three ICT integration subjects that teachers need most are in order sample educational software introduction which they can use in class, preparing material consisting animation and simulation, evaluating students’ study and using computer technologies in the process of analyzing subjects. When the results of the ICT using examination given for the purpose of determining the ICT using levels are examined, it has been seen that teachers have considerable deficiencies in the use of ICT. When the results of the scale, which was used for the purpose to measure the teachers’ attitude towards ICT, were examined, it was found that the general attitude of the teachers’ towards use of ICT in education was positive. On order to be able to give face to face training to limited number teachers in determined time and place, providing non-stop distance in-service training opportunities, which was for teachers to be able to reach when they need, whenever and wherever they need, will become useful for improving teachers training quality. However; before planning these trainings, it will become more useful if suitable trainings are given by analyzing to teachers their needs. Teacher, Teacher Education, Distance In-service Education, Information and Communication Technology, ICT, In-service Teacher