Dijital Eğitim Platformları Arasında EBA’nın Yeri ile İlgili Fen Bilimleri Öğretmenlerinin Görüşleri

Hüseyin SAKLAN; Cezmi ÜNAL

Makale detayları

Dijital Eğitim Platformları Arasında EBA’nın Yeri ile İlgili Fen Bilimleri Öğretmenlerinin Görüşleri

Yazarlar:

Hüseyin SAKLAN | Cezmi ÜNAL

Yayıncı:

Ondokuz Mayıs University

Ana Başlıklar:

Eğitim

Dergi:

Ondokuz Mayis University Journal of Education Faculty 2019 Vol.38 Issue 1, pp.19-34

Belge Tipi:

Makale

Yayın Tarihi:

6/2019

Belge Dili:

Türkçe

Document ID (Org No.):

2000533487

Sıklık:

İki Yıllık

eISSN:

2548-0278

pISSN:

1300-302X

Özet:

 


Bu araştırma, fen bilimleri öğretmenlerinin Eğitim
Bilişim Ağıında (EBA) yer alan öğretim materyalleri ve yararlandıkları
diğer eğitim platformlarında yer alan öğretim materyallerinin karşılaştırmasını
amaçlamaktadır. EBA; kullanışlılık, yeterlilik, müfredat uygunluğu, tasarım, içerik
doluluğu, özgünlük gibi konularda incelenerek diğer eğitim platformları ile
karşılaştırmalar yapılmıştır. Araştırmada görüşme tekniği ve amaçlı örnekleme
yöntemi kullanılmıştır. Katılımcılar çeşitli şehirlerde görev yapan 20 fen bilimleri
öğretmenidir. Veri toplama aracı olarak yarı yapılandırılmış görüşme formu;
elde edilen verilerin analizinde içerik analizi yöntemi kullanılmıştır. EBA platformunda
yer alan materyaller diğer dijital öğretim materyalleri ile
karşılaştırıldığında yeterliliğin henüz beklenen seviyede olmadığı görülmüştür.
EBA platformunda yer alan öğretim materyalleri diğer dijital öğretim
materyallerine bakarak daha az kullanılmaktadır. Kullanışlılık açısından
karşılaştırmalar yapılmış ve görsel bakımdan düzenlemeler olması gerektiği
belirtilmiştir. Öğretmenler sık kullandıkları materyalleri sıralarken; ders
planı yapabilme, planı kaydetme, aradığını kolay bulabilme gibi ölçütler ön
plana çıkarmaktadırlar. İçerik güncelliği ve müfredat uygunluğu öğretmenlerce,
diğer dijital öğretim materyallerine göre yeterli bulunmamıştır.
Haberler ve süreli dergiler bölümleri, diğer dijital öğretim materyallerinde
çok sık rastlanmayan, Eğitim Bilişim Ağı’na özgü beğenilen ve en çok dile
getirilen kısımlar olmuştur. Eğitim Bilişim Ağı platformunun tanıtımı yetersiz
bulunmuştur. Eğitim Bilişim Ağı üzerine yapılan geliştirme çalışmaları
öğretmenler tarafından beğenilmektedir.


.

 


The importance of technology has become increased and rapidly affected
all living spaces in our age. The development of technology is much faster than
in past centuries. The digital revolution that has taken place has caused many
positive and negative influences in education. Various and comprehensive
projects are being put into practice for the adaptation of education and
technology in Turkey. The EBA (Educational Information Network), social
education platform, is recognized as one of the leaders of these projects. Such
a significant investment of public enterprise is seen worthy to investigate
according to its development, durability, competitiveness, and usefulness. The
opinions of the science teachers interviewed about EBA have been tried to be
revealed with this study. The aim of this study is to reveal the
technology-friendly science teachers' comparisons of Educational Information
Network with other digital education platforms in terms of content, visuality,
curriculum conformity, usability. Trying to understand comparatively why the
teachers use which software, the positive and negative aspects of EBA can be
seen. The use of technology in education takes its place among the essential
components of educational institutions day by day. In such an environment, it
is also important that what teachers think about the EBA application, which can
be considered as the first comprehensive initiative by the Ministry of National
Education. Evaluating the perspectives of science teachers about EBA
application can also benefit upon the development and continuity of EBA. 


In this study, interview technique, one of the qualitative research
data collection methods, was used. Purposeful sampling method was used to
interview. Participants of the research are 20 science teachers who work in
various cities (Tokat, Sivas, Amasya, Erzincan, Ordu and Manisa). While
choosing the participants, teachers who use technology effectively, have
mastered the technological tools and received in-service training about EBA was
tried to be preferred. Some of the participating teachers have the ability to
design digital content. 


Semi-structured interview form was used as data collection tool. Pilot
application of the interview was done with 3 science teachers working in Tokat.
After the pilot application, changes were made to the interview forms in line
with the opinions received and the forms were presented to the experts for
their validity. Interview questions were sent to 5 specialists who were working
on the field and the interview form was corrected according to their opinions.
In order to collect the data, interviews with 20 science teachers face to face
and on internet were conducted by using the latest form of interview protocol.
An appointment was made prior to interviews and it was stated that the
interview could take an average of 30 minutes. In the analysis of the data,
content analysis method was used. 


Teachers generally think that the digital materials used in science
teaching, including EBA, are not at the expected level yet. In terms of
findings, the Education Information Network is not yet at the expected level of
competence when compared to other digital educational materials. The Education
Information Network social education platform is less used than other digital
materials. Content up-to-dateness and curriculum conformity were not found to
be adequate by teachers, compared to other digital educational materials. The
news and periodicals sections have become popular and most frequently expressed
parts of the Educational Information Network, which are not very common in
other digital educational materials. Teachers generally use digital education
materials for test-solving, narrating the subject during the lesson, seeing the
news, and downloading digital content. In order to increase the competitiveness
of EBA and to make it more usable, it must have an up-to-date and sufficient
content. Teachers argue that the content a digital platform is especially
influence the user habits. EBA platform is not seen as fully functional by
science teacher because they expect some other properties such as preparing and
recording pre-class plans. It was stated that the EBA platform had to be
rearranged to prevent time loss. Another issue that is thought by teachers is
that increasing color and images may be more beneficial.


The science teachers who participated in the research argued that EBA
would develop and become permanent if it can become a free platform where the
sharing increases, the content enriches, and the free discussions can be done.
In other educational software, while the content created by a team is usually
shared as a product, EBA has the ability to collect all teachers under one roof
by working with common mind. It is thought that more careful content filtering
will increase the quality when sharing is done.













At a time when the government had such large projects in educational
settings; the development of EBA as a software candidate that will fill up the
empty area is a good opportunity. In general, by identifying the preference
reasons of the frequently used educational software, the deficiencies of the
EBA can be eliminated. EBA seems necessary and important because it is thought
of as software that will fill in the hardware in the schools. Within the
context of the Fatih project, the majority of the schools have interactive
boards, so a good software to be used is also desired by teachers. However, it
is also important that it fulfill the criteria that teachers and students
expect. The teachers interviewed about the EBA found that the EBA platform is
valuable and promising in general. 


.

Makale detayları

Dijital Eğitim Platformları Arasında EBA’nın Yeri ile İlgili Fen Bilimleri Öğretmenlerinin Görüşleri

Yazarlar: Hüseyin SAKLAN | Cezmi ÜNAL

Yayıncı: Ondokuz Mayıs University

Ana Başlıklar: Eğitim

Dergi: Ondokuz Mayis University Journal of Education Faculty 2019 Vol.38 Issue 1, pp.19-34

Belge Tipi: Makale

Yayın Tarihi: 6/2019

Belge Dili: Türkçe

Document ID (Org No.): 2000533487

Sıklık: İki Yıllık

eISSN: 2548-0278

pISSN: 1300-302X

Sayı

Yazarlar:

Hüseyin SAKLAN | Cezmi ÜNAL

Yayıncı:

Ondokuz Mayıs University

Ana Başlıklar:

Eğitim

Dergi:

Ondokuz Mayis University Journal of Education Faculty 2019 Vol.38 Issue 1, pp.19-34

Belge Tipi:

Makale

Yayın Tarihi:

6/2019

Belge Dili:

Türkçe

Document ID (Org No.):

2000533487

Sıklık:

İki Yıllık

eISSN:

2548-0278

pISSN:

1300-302X