Akademik Veri Yönetim Sistemi
Tezin Türü: Doktora
Tezin Yürütüldüğü Kurum: Orta Doğu Teknik Üniversitesi, Eğitim Fakültesi, Bilgisayar ve Öğretim Teknolojileri Eğitimi Bölümü, Türkiye
Tezin Onay Tarihi: 2019
Tezin Dili: İngilizce
Öğrenci: Filiz Çiçek
Danışman: KÜRŞAT ÇAĞILTAY
Özet:This study aimed to investigate the differences and similarities amongst Turkish, Finnish and Korean education systems in terms of the aspects affecting teachers’ ICT use in the classroom within the boundaries of a Multi-Level Ecological Perspective (Zhao & Frank, 2003). The purpose of creating a comprehensive understanding of the aspects that enable or inhibit teachers’ educational ICT-related practices across national, school and classroom level environments led the study. To achieve this purpose, a comparative case study approach was employed. Data were collected from 19 Finnish, 20 South Korean and 21 Turkish participants. With the help of semi-structured interview method and informal direct observations, perceptions of the teachers from grade 1 to 12, school administrators and ICT coordinators/advisors regarding the ICT integration in terms of teaching and learning processes were revealed. Additional data to support the interviews and observations were provided by reviewing the relevant documents collected, field notes and photos taken during the 4 month visits made to each country respectively. An inductive and thematic analysis was performed in order to determine, address and interpret the observable patterns based on the available data. By comparing the current state of technology integration in Turkey with the status of other analyzed countries, it was intended to share the conclusions derived from the experiences and statements of participants working in different countries accordingly. This way, it was aimed to give an idea about the improvements that can be made regarding technology integration in Turkey. The presentation of findings of the study and their discussion were structured at macro, meso and micro level. Surprisingly, it was discovered that the availability of technological devices and a proper infrastructure at the learning environment did not necessarily ensure a high level of technology use at the classroom level and this situation applied to each analyzed country. Additionally, it was also observed that the most of the participants did not even use the available technologies extensively.