Dezavantajlı Bölgelerdeki Öğretmenlerin Teknopedagojik Becerilerinin İncelenmesi (original) (raw)

Turkish Studies-Educational Sciences

The aim of this research is to reveal the interest, orientation, access and approach of teachers working in disadvantaged areas towards technopedagogical skills that support their personal and professional development. In addition, for this purpose, our research also focused on the trainings for the development of technopedagogical skills, the problems experienced and the quality of the trainings provided. The study group of the research carried out with the qualitative method consists of 101 teachers working in Şanlıurfa in the 2021-2022 academic year and working abroad in the Ministry of National Education in the TRNC. Ethics committee approval (E-76244175-752.01.01-107365) was obtained for the study. A semi-structured interview form developed by the researchers was used as a data collection tool. NVIVO 10 package program was used in the analysis of the data. Descriptive and content analyzes were used in the analysis process. In the research, the following findings have been reached most of the teachers working in disadvantaged areas benefit from the internet for their personal or professional development, prefer certified and free training more, want the trainings to be face-to-face as much as possible. They demand also more diversity and support from the Ministry of National Education and universities. In addition, it has been revealed that teachers also want to receive training on new methods and techniques in education, mind maps, Web2 tools, artificial intelligence, online classroom management such as Zoom and Google Meet in the context of technopedagogical field skills. In addition, it has been found that the trainers demand training on memory techniques, robotic coding, virtual reality, 3D design and Metaverse for their personal and professional development. It is noteworthy that the majority of the requested trainings can be met with distance online and offline trainings. As a result, it is thought that the technopedagogical skills of teachers in disadvantaged regions can be met through distance trainer training in line with teacher demands, and thus both the variety of subjects can be increased and the cost and time of access to education can be advantageous. It is expected that the results of the research will contribute to the education policies and training programs/curriculum for the training of trainers. * Bu araştırma 5. Uluslararası Sosyal Bilimler ve Eğitim Bilimleri sempozyumunda (USVES) bildiri olarak sunulmuştur. Araştırmaya ilişkin 'Harran Üniversitesi Sosyal ve Beşeri Bilimler Etik Kurulu 21.02.2022 tarihli E-76244175-752.01.01-107365' sayılı kararına göre etik kurul onayı alınmıştır.