Research Article
Year 2018,
Volume: 7 Issue: 13, 45 - 47, 13.05.2018
Abstract
Özel eğitim alanında teknoloji, özel eğitime ihtiyaç duyan bireylerin farklılıklarını göz önünde bulunduracak zengin öğrenme ortamlarını sağlamak amacıyla kullanılmaktadır. Bu bağlamda farklı engel gruplarındaki bireylere esnek erişim fırsatları sağlayabilmek adına çeşitli teknolojilerden yararlanılmaktadır. Çalışmanın amacı üstün yetenekli/zekâlı öğrencilerin eğitiminde teknolojinin kullanımına yönelik araştırma sonuçlarını ortaya koymak ve özetlemektir. Bu çalışma literatür değerlendirme yöntemlerinden bütünleştirici değerlendirme yöntemi kullanılarak desenlenmiştir. Üstün yetenekli/zekâlı öğrencilerin eğitiminde teknolojinin kullanımı bağlamında 5P Modeli, Teknoloji Destekli Öğrenme Etkinlikleri, Çevrimiçi Öğrenme Çerçevesi ve Etkinleştirme-Geliştirme-Dönüştürme Çerçevesi ele alınmıştır. Çalışma kapsamında ele alınan tüm model ve çerçevelerin öğretimin farklılaştırılması adına teknolojinin nasıl kullanılması gerektiğine yönelik yol haritaları sunmaktadır.
References
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Yüzyılda Eğitim Ve Toplum Eğitim Bilimleri Ve Sosyal Araştırmalar Dergisi, 4(12), 145-154.Chan, D. W. (2001). Learning styles of gifted and non-gifted secondary students in Hong Kong. Gifted Child Quarterly. 45(1), 35-44.Chen, J., Yun Dai, D., & Zhou, Y. (2013). Enable, enhance, and transform: How technology use can improve gifted education. Roeper Review, 35(3), 166-176.Cırık, M. (2016). Uzaktan eğitimin üstün zekalı öğrencilerin eğitimindeki yeri. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 2(3), 170-187.Cooper, H. M. (1986). The integrative research review: A systematic approach. Beverly Hills, CA: Sage Publications.Croft, L. J. (2003). Teachers of the gifted: Gifted teachers. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (3rd ed., pp. 558–571). Boston: Allyn and Bacon.Demiraslan, Y., & Usluel, Y. K. (2006). Bilgi ve iletişim teknolojilerinin öğrenme-öğretme sürecine entegrasyonunun Etkinlik Kuramı’na göre incelenmesi. Eğitim Araştırmaları Dergisi, 23, 38-49.Dieker, L., Grillo, K., & Ramlakhan, N. (2012). The use of virtual and simulated teaching and learning environments: Inviting gifted students into science, technology, engineering, and mathematics careers (STEM) through summer partnerships. Gifted Education International, 28(1), 96-106.Dwyer, D., Ringstaff, C., Sandholtz, J., &, Apple Computer Inc. (1990). Teacher beliefs and practices: Patterns of change. Apple Classrooms of Tomorrow Advanced Technology Group. ACOT Report.Erbas, A. K., Ince, M., & Kaya, S. (2015). Learning mathematics with Interactive Whiteboards and Computer-Based Graphing Utility. Educational Technology & Society, 18(2), 299-312.Falloon, G. (2015). What's the difference? Learning collaboratively using iPads in conventional classrooms. Computers & Education, 84, 62-77.Frank, J. (2003). Teachers of the gifted: A literature review. AGATE, 16(1), 17–31.Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical thinking in text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2, 87-105.Girgin, U., Kurt, A. A., & Odabaşı, F. (2011). Technology integration issues in a special education school in Turkey. Cypriot Journal of Educational Sciences, 6(1), 13-21.Gül Özenç, E., & Özenç, M. (2013). Türkiye’de üstün yetenekli öğrencilerle ilgili yapılan lisansüstü eğitim tezlerinin çok boyutlu olarak incelenmesi. Türkiye Sosyal Araştırmalar Dergisi, 171(171), 13-28.Haslaman,T., Kuskaya-Mumcu, F.& Kocak-Usluel,Y. (2008). Integration of ICT Into The Teaching-Learning Process: Toward A Unified Model. In J. Luca & E. Weippl (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications.2384-2389. AACE.Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223-252.Kaya, N. G. (2013). Üstün yetenekli öğrencilerin eğitimi ve BİLSEM’ler. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 15(1), 115-122.Koehler, M., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131-152.Lei, J., & Zhao, Y. (2007). Technology uses and student achievement: A longitudinal study. Computers & Education, 49(2), 284-296.Lim, C. P. (2007). Effective integration of ICT in Singapore schools: Pedagogical and policy implications. Educational Technology Research and Development, 55(1), 83-116.Malik, N., & Shanwal, V. K. (2015). A comparative study of academic achievement of traditional classroom and smart classroom technology in relation to intelligence. Educational Quest, 6(1), 21.Marland Jr, S. P. (1971). Education of the Gifted and Talented-Volume 1: Report to the Congress of the United States by the US Commissioner of Education.Mayes, J.T. (1995). Learning technology and Groundhog Day. In W. Strang, V. Simpson, & D. Slater (Eds.), Hypermedia at work: Practice and theory in higher education. Canterbury, England: University of Kent Press.Millî Eğitim Bakanlığı. (2017). Millî Eğitim İstatistikleri Örgün Eğitim 2016-2017 Yılı http://sgb.meb.gov.tr/meb_iys_dosyalar/2017_03/31152628_meb_istatistikleri_orgun_egitim_2016_2017_1.pdf adresinden 11 Nisan 2017 tarihinde edinilmiştir.Minou, T., & Manuchehr, T. N. (2012). Analysis of the recent international documents toward inclusive education of children with disabilities. Cypriot Journal of Educational Sciences, 7(3), 229-243.Mouza, C. (2008). Learning with laptops: Implementation and outcomes in an urban, under-privileged school. Journal of Research on Technology in Education, 40(4), 447-472.Neuman, L. W. (2007). Toplumsal araştırma yöntemleri: Nitel ve nicel yaklaşımlar (S. Özge, Çev.). İstanbul: Yayın Odası Yayıncılık.Ng, W., & Nicholas, H. (2007). Conceptualizing the use of online technologies for gifted secondary students. Roeper Review, 29(3), 190-196.Pamuk, S., Çakır, R., Ergun, M., Yılmaz, H. B., & Ayas, C. (2013). Öğretmen ve öğrenci bakış açısıyla tablet PC ve etkileşimli tahta kullanımı: FATİH Projesi değerlendirmesi. Kuram ve Uygulamada Eğitim Bilimleri, 13(3), 1799-1822.Periathiruvadi, S., & Rinn, A. N. (2012). Technology in gifted education: A review of best practices and empirical research. Journal of Research on Technology in Education, 45(2), 153-169.Polly, D., Mims, C., Shepherd, C. E., & Inan, F. (2010). Evidence of impact: Transforming teacher education with preparing tomorrow's teachers to teach with technology (PT3) grants. Teaching and Teacher Education, 26(4), 863-870.Pyryt, M. C. (2009). Recent developments in technology: Implications for gifted education. In L. V. Shavinina (Eds.) International handbook on giftedness (pp. 1173-1180). Dordrecht: Springer.Robyler, M. D. (2006). Integrating educational technology into teaching. Upper Saddle River, N. J: Merrill Prentice Hall.Sak, U. (2011). Üstün yetenekliler eğitim programları modeli (ÜYEP) ve sosyal geçerliği. Eğitim ve Bilim, 36(161), 213-229.Schreglmann, S. (2016). Türkiye’de üstün yetenekli öğrenciler ile ilgili yapılan yükseköğretim tezlerinin içerik analizi (2010–2015). Üstün Yetenekliler Eğitimi ve Araştırmaları Dergisi (UYAD), 4(1), 14-26.Selwyn, N. (1999). Differences in educational computer use: the influence of subject cultures. Curriculum Journal, 10(1), 29-48.Shavinina, L. V. (2009). High intellectual and creative educational multimedia technologies for the gifted. In L. V. Shavinina (Eds.) International handbook on giftedness (pp. 1181-1202). Dordrecht: Springer.Siegle, D. (2005). Six uses of the Internet to develop students' gifts and talents. Gifted Child Today, 28(2), 30-37.Siegle, D. (2007). Technology: Podcasts and blogs: Learning opportunities on the ınformation highway. Gifted Child Today, 30(3), 14-19.Siegle, D. (2013). Technology: Differentiating instruction by flipping the classroom. Gifted Child Today, 37(1), 51-55.Siegle, D. (2015a). Using QR Codes to differentiate learning for gifted and talented students. Gifted Child Today, 38(1), 63-66.Siegle, D. (2015b). Technology: Learning can be fun and games. Gifted Child Today, 38(3), 192-197.Slay, H., Siebörger, I., & Hodgkinson-Williams, C. (2008). Interactive whiteboards: Real beauty or just “lipstick”?. Computers & Education, 51(3), 1321-1341.Smith, H. J., Higgins, S., Wall, K., & Miller, J. (2005). Interactive whiteboards: boon or bandwagon? A critical review of the literature. Journal of Computer Assisted Learning, 21(2), 91-101.Tarhan, S., ve Kılıç, Ş. (2014). Üstün yetenekli bireylerin tanılanması ve Türkiye’deki eğitim modelleri. Üstün Yetenekliler Eğitimi ve Araştırmaları Dergisi (UYAD), 2(2), 27-43.Toledo, C. (2005). A five-stage model of computer technology integration into teacher education curriculum. Contemporary Issues in Technology and Teacher Education, 5(2), 177-191.Türel, Y. K. (2011). An interactive whiteboard student survey: Development, validity and reliability. Computers & Education, 57(4), 2441-2450.Ülger, B. B., & Çepni, S. (2017). Üstün yeteneklilerde STEM eğitimi. In Kuramdan Uygulamaya STEM Eğitimi (s. 471-506). Ankara: Pegem.Vanderlinde, R., & van Braak, J. (2010). The e-capacity of primary schools: Development of a conceptual model and scale construction from a school improvement perspective. Computers & Education, 55(2), 541-553.Wang, Q. (2008). A generic model for guiding the integration of ICT into teaching and learning. Innovations in Education and Teaching International, 45(4), 411-419.Wang, Q., & ve Woo, H. L. (2007). Systematic planning for ICT integration in topic learning. Educational Technology and Society, 10(1), 148-156.Woodbridge, J. (2003). Technology integration as a teaching strategy. Unpublished doctoral dissertation. Walden University, Minneapolis.Yıldız, H. (2010). Üstün yeteneklilerin eğitiminde bir model olan bilim ve sanat merkezleri (BİLSEMLER) üzerine bir araştırma (Yayınlanmamış yüksek lisans tezi). Gazi Üniversitesi, Ankara.
Year 2018,
Volume: 7 Issue: 13, 45 - 47, 13.05.2018
Abstract
References
- Albaaly, E., & Higgins, S. (2012). The impact of interactive whiteboard technology on medical students' achievement in ESL essay writing: an early study in Egypt. The Language Learning Journal, 40(2), 207-222.Almekhlafi, A.G. (2006). The effect of computer assisted language learning (CALL) on United Arab Emirates English as a foreign language (EFL) school students achievement and attitude. Journal of Interactive Learning Research, 17(2), 121-142.Beauchamp, G. (2004). Teacher use of the interactive whiteboards in primary schools: Towards an effective transition framework. Technology, Pedagogy and Education, 13(3), 328-348.Belland, B. R. (2009). Using the theory of habitus to move beyond the study of barriers to technology integration. Computers & Education, 52, 353–364.Cevher Kılıç, V. (2015). Türkiye’de üstün ve özel yetenekli çocuklara yönelik bir eğitim politikası oluşturulamaması sorunu üzerine bir değerlendirme. 21. Yüzyılda Eğitim Ve Toplum Eğitim Bilimleri Ve Sosyal Araştırmalar Dergisi, 4(12), 145-154.Chan, D. W. (2001). Learning styles of gifted and non-gifted secondary students in Hong Kong. Gifted Child Quarterly. 45(1), 35-44.Chen, J., Yun Dai, D., & Zhou, Y. (2013). Enable, enhance, and transform: How technology use can improve gifted education. Roeper Review, 35(3), 166-176.Cırık, M. (2016). Uzaktan eğitimin üstün zekalı öğrencilerin eğitimindeki yeri. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 2(3), 170-187.Cooper, H. M. (1986). The integrative research review: A systematic approach. Beverly Hills, CA: Sage Publications.Croft, L. J. (2003). Teachers of the gifted: Gifted teachers. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (3rd ed., pp. 558–571). Boston: Allyn and Bacon.Demiraslan, Y., & Usluel, Y. K. (2006). Bilgi ve iletişim teknolojilerinin öğrenme-öğretme sürecine entegrasyonunun Etkinlik Kuramı’na göre incelenmesi. Eğitim Araştırmaları Dergisi, 23, 38-49.Dieker, L., Grillo, K., & Ramlakhan, N. (2012). The use of virtual and simulated teaching and learning environments: Inviting gifted students into science, technology, engineering, and mathematics careers (STEM) through summer partnerships. Gifted Education International, 28(1), 96-106.Dwyer, D., Ringstaff, C., Sandholtz, J., &, Apple Computer Inc. (1990). Teacher beliefs and practices: Patterns of change. Apple Classrooms of Tomorrow Advanced Technology Group. ACOT Report.Erbas, A. K., Ince, M., & Kaya, S. (2015). Learning mathematics with Interactive Whiteboards and Computer-Based Graphing Utility. Educational Technology & Society, 18(2), 299-312.Falloon, G. (2015). What's the difference? Learning collaboratively using iPads in conventional classrooms. Computers & Education, 84, 62-77.Frank, J. (2003). Teachers of the gifted: A literature review. AGATE, 16(1), 17–31.Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical thinking in text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2, 87-105.Girgin, U., Kurt, A. A., & Odabaşı, F. (2011). Technology integration issues in a special education school in Turkey. Cypriot Journal of Educational Sciences, 6(1), 13-21.Gül Özenç, E., & Özenç, M. (2013). Türkiye’de üstün yetenekli öğrencilerle ilgili yapılan lisansüstü eğitim tezlerinin çok boyutlu olarak incelenmesi. Türkiye Sosyal Araştırmalar Dergisi, 171(171), 13-28.Haslaman,T., Kuskaya-Mumcu, F.& Kocak-Usluel,Y. (2008). Integration of ICT Into The Teaching-Learning Process: Toward A Unified Model. In J. Luca & E. Weippl (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications.2384-2389. AACE.Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223-252.Kaya, N. G. (2013). Üstün yetenekli öğrencilerin eğitimi ve BİLSEM’ler. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 15(1), 115-122.Koehler, M., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131-152.Lei, J., & Zhao, Y. (2007). Technology uses and student achievement: A longitudinal study. Computers & Education, 49(2), 284-296.Lim, C. P. (2007). Effective integration of ICT in Singapore schools: Pedagogical and policy implications. Educational Technology Research and Development, 55(1), 83-116.Malik, N., & Shanwal, V. K. (2015). A comparative study of academic achievement of traditional classroom and smart classroom technology in relation to intelligence. Educational Quest, 6(1), 21.Marland Jr, S. P. (1971). Education of the Gifted and Talented-Volume 1: Report to the Congress of the United States by the US Commissioner of Education.Mayes, J.T. (1995). Learning technology and Groundhog Day. In W. Strang, V. Simpson, & D. Slater (Eds.), Hypermedia at work: Practice and theory in higher education. Canterbury, England: University of Kent Press.Millî Eğitim Bakanlığı. (2017). Millî Eğitim İstatistikleri Örgün Eğitim 2016-2017 Yılı http://sgb.meb.gov.tr/meb_iys_dosyalar/2017_03/31152628_meb_istatistikleri_orgun_egitim_2016_2017_1.pdf adresinden 11 Nisan 2017 tarihinde edinilmiştir.Minou, T., & Manuchehr, T. N. (2012). Analysis of the recent international documents toward inclusive education of children with disabilities. Cypriot Journal of Educational Sciences, 7(3), 229-243.Mouza, C. (2008). Learning with laptops: Implementation and outcomes in an urban, under-privileged school. Journal of Research on Technology in Education, 40(4), 447-472.Neuman, L. W. (2007). Toplumsal araştırma yöntemleri: Nitel ve nicel yaklaşımlar (S. Özge, Çev.). İstanbul: Yayın Odası Yayıncılık.Ng, W., & Nicholas, H. (2007). Conceptualizing the use of online technologies for gifted secondary students. Roeper Review, 29(3), 190-196.Pamuk, S., Çakır, R., Ergun, M., Yılmaz, H. B., & Ayas, C. (2013). Öğretmen ve öğrenci bakış açısıyla tablet PC ve etkileşimli tahta kullanımı: FATİH Projesi değerlendirmesi. Kuram ve Uygulamada Eğitim Bilimleri, 13(3), 1799-1822.Periathiruvadi, S., & Rinn, A. N. (2012). Technology in gifted education: A review of best practices and empirical research. Journal of Research on Technology in Education, 45(2), 153-169.Polly, D., Mims, C., Shepherd, C. E., & Inan, F. (2010). Evidence of impact: Transforming teacher education with preparing tomorrow's teachers to teach with technology (PT3) grants. Teaching and Teacher Education, 26(4), 863-870.Pyryt, M. C. (2009). Recent developments in technology: Implications for gifted education. In L. V. Shavinina (Eds.) International handbook on giftedness (pp. 1173-1180). Dordrecht: Springer.Robyler, M. D. (2006). Integrating educational technology into teaching. Upper Saddle River, N. J: Merrill Prentice Hall.Sak, U. (2011). Üstün yetenekliler eğitim programları modeli (ÜYEP) ve sosyal geçerliği. Eğitim ve Bilim, 36(161), 213-229.Schreglmann, S. (2016). Türkiye’de üstün yetenekli öğrenciler ile ilgili yapılan yükseköğretim tezlerinin içerik analizi (2010–2015). Üstün Yetenekliler Eğitimi ve Araştırmaları Dergisi (UYAD), 4(1), 14-26.Selwyn, N. (1999). Differences in educational computer use: the influence of subject cultures. Curriculum Journal, 10(1), 29-48.Shavinina, L. V. (2009). High intellectual and creative educational multimedia technologies for the gifted. In L. V. Shavinina (Eds.) International handbook on giftedness (pp. 1181-1202). Dordrecht: Springer.Siegle, D. (2005). Six uses of the Internet to develop students' gifts and talents. Gifted Child Today, 28(2), 30-37.Siegle, D. (2007). Technology: Podcasts and blogs: Learning opportunities on the ınformation highway. Gifted Child Today, 30(3), 14-19.Siegle, D. (2013). Technology: Differentiating instruction by flipping the classroom. Gifted Child Today, 37(1), 51-55.Siegle, D. (2015a). Using QR Codes to differentiate learning for gifted and talented students. Gifted Child Today, 38(1), 63-66.Siegle, D. (2015b). Technology: Learning can be fun and games. Gifted Child Today, 38(3), 192-197.Slay, H., Siebörger, I., & Hodgkinson-Williams, C. (2008). Interactive whiteboards: Real beauty or just “lipstick”?. Computers & Education, 51(3), 1321-1341.Smith, H. J., Higgins, S., Wall, K., & Miller, J. (2005). Interactive whiteboards: boon or bandwagon? A critical review of the literature. Journal of Computer Assisted Learning, 21(2), 91-101.Tarhan, S., ve Kılıç, Ş. (2014). Üstün yetenekli bireylerin tanılanması ve Türkiye’deki eğitim modelleri. Üstün Yetenekliler Eğitimi ve Araştırmaları Dergisi (UYAD), 2(2), 27-43.Toledo, C. (2005). A five-stage model of computer technology integration into teacher education curriculum. Contemporary Issues in Technology and Teacher Education, 5(2), 177-191.Türel, Y. K. (2011). An interactive whiteboard student survey: Development, validity and reliability. Computers & Education, 57(4), 2441-2450.Ülger, B. B., & Çepni, S. (2017). Üstün yeteneklilerde STEM eğitimi. In Kuramdan Uygulamaya STEM Eğitimi (s. 471-506). Ankara: Pegem.Vanderlinde, R., & van Braak, J. (2010). The e-capacity of primary schools: Development of a conceptual model and scale construction from a school improvement perspective. Computers & Education, 55(2), 541-553.Wang, Q. (2008). A generic model for guiding the integration of ICT into teaching and learning. Innovations in Education and Teaching International, 45(4), 411-419.Wang, Q., & ve Woo, H. L. (2007). Systematic planning for ICT integration in topic learning. Educational Technology and Society, 10(1), 148-156.Woodbridge, J. (2003). Technology integration as a teaching strategy. Unpublished doctoral dissertation. Walden University, Minneapolis.Yıldız, H. (2010). Üstün yeteneklilerin eğitiminde bir model olan bilim ve sanat merkezleri (BİLSEMLER) üzerine bir araştırma (Yayınlanmamış yüksek lisans tezi). Gazi Üniversitesi, Ankara.
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Details
| Primary Language | Turkish |
|---|---|
| Journal Section | Articles |
| Authors | |
| Publication Date | May 13, 2018 |
| Published in Issue | Year 2018 Volume: 7 Issue: 13 |