An Examination of Teacher Views on the Use of Digital Books in the Education of Students with Intellectual Disabilities

Mehmet Oğuz Günşen

Makale detayları

An Examination of Teacher Views on the Use of Digital Books in the Education of Students with Intellectual Disabilities

Yazarlar:

Mehmet Oğuz Günşen

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Zihinsel Engelli Eğitimi

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 60, pp.858-880

Belge Tipi:

Makale

Yayın Tarihi:

6/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001321085

pISSN:

2602-2850

Anahtar kelimeler:

Özet:

 This study aims to examine the views of teachers working in special education on the use of digital books in the education of students with intellectual disabilities. The research was conducted using the case study method with a research group consisting of 30 teachers working in a province of Türkiye during the 2022-2023 academic year. A semi-structured interview form was used to determine the teachers knowledge about digital books and their views on the use of these books in the education of students with intellectual disabilities. As a result of the research, it was found that the majority of teachers had knowledge about digital books, but they had insufficient information on how to use them in the educational process. It was also found that teachers did not use digital books sufficiently because they believed that digital books were difficult to use with students with intellectual disabilities, reduced students attention spans, made students passive, and that digital content did not address students needs. However, some teachers found digital books important for supporting the reading, writing, and math skills of students with intellectual disabilities and providing learning diversity. The results obtained were discussed considering the literature, and various suggestions were made.

 This study aims to examine the views of teachers working in special education on the use of digital books in the education of students with intellectual disabilities. The research was conducted using the case study method with a research group consisting of 30 teachers working in a province of Türkiye during the 2022-2023 academic year. A semi-structured interview form was used to determine the teachers knowledge about digital books and their views on the use of these books in the education of students with intellectual disabilities. As a result of the research, it was found that the majority of teachers had knowledge about digital books, but they had insufficient information on how to use them in the educational process. It was also found that teachers did not use digital books sufficiently because they believed that digital books were difficult to use with students with intellectual disabilities, reduced students attention spans, made students passive, and that digital content did not address students needs. However, some teachers found digital books important for supporting the reading, writing, and math skills of students with intellectual disabilities and providing learning diversity. The results obtained were discussed considering the literature, and various suggestions were made.

 This study aims to examine the views of teachers working in special education on the use of digital books in the education of students with intellectual disabilities. The research was conducted using the case study method with a research group consisting of 30 teachers working in a province of Türkiye during the 2022-2023 academic year. A semi-structured interview form was used to determine the teachers knowledge about digital books and their views on the use of these books in the education of students with intellectual disabilities. As a result of the research, it was found that the majority of teachers had knowledge about digital books, but they had insufficient information on how to use them in the educational process. It was also found that teachers did not use digital books sufficiently because they believed that digital books were difficult to use with students with intellectual disabilities, reduced students attention spans, made students passive, and that digital content did not address students needs. However, some teachers found digital books important for supporting the reading, writing, and math skills of students with intellectual disabilities and providing learning diversity. The results obtained were discussed considering the literature, and various suggestions were made.

 Bu çalışma, zihinsel yetersizlik gösteren öğrencilerin eğitiminde dijital kitapların kullanımına yönelik özel eğitim alanında görev yapan öğretmenlerin görüşlerini incelemeyi amaçlamaktadır. Araştırma, 2022-2023 eğitim-öğretim yılında Türkiyenin bir ilinde görev yapan 30 öğretmenden oluşan bir araştırma grubuyla durum çalışması yöntemi kullanılarak gerçekleştirilmiştir. Öğretmenlerin dijital kitaplara yönelik bilgileri ve bu kitapların zihinsel yetersizlik gösteren öğrencilerin eğitiminde kullanımına ilişkin görüşlerini belirlemek için yarı yapılandırılmış görüşme formu kullanılmıştır. Araştırma sonucunda, öğretmenlerin çoğunluğunun dijital kitaplara dair bilgi sahibi olduğu, ancak bu kitapların eğitim sürecinde nasıl kullanılacağı konusunda yetersiz bilgiye sahip oldukları görülmüştür. Ayrıca öğretmenlerin dijital kitapların zihinsel yetersizliği olan öğrencilerle kullanımının zor olduğuna, öğrencilerin dikkat sürelerini azalttığına, öğrencileri pasif hâle getirdiğine inandıkları ve dijital içeriklerin öğrencilerin ihtiyaçlarına hitap etmediğini düşünmeleri nedeniyle bu kitapları yeterince kullanmadıkları tespit edilmiştir. Bununla birlikte, bazı öğretmenlerin dijital kitapları zihinsel yetersizliği olan öğrencilerin okuma-yazma ve matematik becerilerini desteklemek ve öğrenme çeşitliliği sağlamak için önemli buldukları belirlenmiştir. Elde edilen sonuçlar, alanyazın ışığında tartışılarak çeşitli önerilerde bulunulmuştur.

Makale detayları

An Examination of Teacher Views on the Use of Digital Books in the Education of Students with Intellectual Disabilities

Yazarlar:

Mehmet Oğuz Günşen

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Zihinsel Engelli Eğitimi

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 60, pp.858-880

Belge Tipi:

Makale

Yayın Tarihi:

6/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001321085

pISSN:

2602-2850

digital books

intellectual disability

special education

assistive technologiesdijital kitaplar

zihinsel yetersizlik

özel eğitim

yardımcı teknolojiler

Sayı

Makale detayları

Yazarlar: Mehmet Oğuz Günşen

Yayıncı: Dokuz Eylul University

Ana Başlıklar: Zihinsel Engelli Eğitimi

Dergi: Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 60, pp.858-880

Belge Tipi: Makale

Yayın Tarihi: 6/2024

Belge Dili: Türkçe

Document ID (Org No.): 2001321085

pISSN: 2602-2850

Sayı

Yazarlar:

Mehmet Oğuz Günşen

Yayıncı:

Dokuz Eylul University

Ana Başlıklar:

Zihinsel Engelli Eğitimi

Dergi:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 60, pp.858-880

Belge Tipi:

Makale

Yayın Tarihi:

6/2024

Belge Dili:

Türkçe

Document ID (Org No.):

2001321085

pISSN:

2602-2850