eknolojinin benimsenmesine ekolojik bir yaklaşım: Sürdürülebilir bir dijital öğretim materyali geliştirme ekosistemi
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Date
2018
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Eğitim Bilimleri Fakültesi
Abstract
Equipping learners with 21st century skills requires creating various in-classroom and out-of-classroom learning environments that facilitate learners' acquisition of skills such as extracting information from real-life experiences, transforming information to different formats and using it and producing new information and transmitting it. Digital instructional materials are one of the learning environments that will help learners learn actively and construct, inquire and discover information. However, a review of literature reveals that lack of digital instructional materials, teachers' use of these materials at schools and their development and sustainability are still problematic issues. In this context, based on the diffusion of innovations model, this study aims to lay out the variables that may have impact on teachers' adoption of developing digital instructional materials and their sustainability, and propose an ecosystem for teachers. The study employed concurrent nested mixed-research design among the typologies proposed by Creswell. Sixty-two teachers from twenty one different subject areas who worked at a foundation school during 2014-2015 academic year participated in the study. A pilot study was conducted with the participation of twenty-two teachers prior to the study. Quantitative data was collected throughDigital Instructional Materials Development Adoption Scale, Digital Instructional Materials Development Perception of Self-Efficacy Scale, Basic Computer Skills Self- Assessment Scale and demographic information form, which were all developed by the researcher. Similarly, qualitative data was collected via interview forms that are composed of forty items and their sub-items. The items on the interview forms cover themes such as innovation, time, social system and communication channels, which are considered to have impact on the adoption of digital instructional materials. The interview forms were also developed by the researcher. The study began with the collection of preliminary data. In the next phase of the study, teachers were trained during eight months and data was collected. The final interviews were conducted when four months passed over the completion of teacher training. As the final product of the study, a sustainable digital instructional material development ecosystem was developed (Figure 32). The study revealed that the most commonly emphasized variables under the main themes of teachers' adoption of digital instructional materials development and their sustainability in the ecosystem developed were the administrators' support, colleagues'support, personal willingness, the need for digital instructional materials, self-efficacy and computer literacy. The most commonly repeated themes under the broader theme of administrators' support in the proliferation of digital instructional materials within a school system were providing professional support, improving technical infrastructure, offering motivators to the teachers, generating school policies and control. It was understood that while facilitating collaborative work among colleagues, awareness-raising and sharing materials were among the most commonly emphasized themes; professional support, motivators, storage spaces and improving infrastructure were among the most commonly repeated themes. In addition, it was understood that under the variable of the need for developing digital instructional materials in line with the teachers' needs; awareness raising, displaying advantages and providing professional support themes; and under self-efficacy and computer literacy themes working with a professional, seminars and collaborative work were the most commonly emphasized themes.
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Keywords
Dijital öğretim materyali, Öğrenme ekosistemi, Sürdürülebilirlik