İlköğretim Bilgisayar Dersi Öğretim Programı: Eleştirel Bir Bakış ve Uygulamada Yaşanan Sorunlar

SEFEROĞLU, Süleyman Sadi
October 2007
Eurasian Journal of Educational Research (EJER);Oct2007, Issue 29, p99
Academic Journal
Background: Today, both the scope of knowledge and technological developments are changing and spreading fast. These changes naturally affect teaching-learning methods. The indispensability of the technology in designing, developing, presenting and evaluating instructional materials has forced educators to search for new theories and look for new ways of practices. Parallel to the developments in technology, teaching-learning technologies emerged as a subject area in education. As a result departments of Computer Education and Instructional Technology (CEIT) were founded. Most of the graduates of CEIT departments are appointed as computer teachers in primary and secondary schools. The developments in information and communication technologies (ICT) require that the school curricula are revised. Thus, Ministry of National Education of Turkey (MONE) developed a new Primary School (Grades 1-8) Computer Program. This program includes a number of different views and perspectives to be applied in the teaching- learning processes. Purpose: In this study, Primary School (Grades 1-8) Computer Program which was developed by the MONE in 2006, and fully implemented in 2007 was examined. Examination process also included the problems which were faced by the computer teachers during the implementation. One of the main questions in this investigation was whether computer teachers who graduated from CEIT Departments have the knowledge and skills required by the new Primary School Computer Instruction Program. In order to answer this, instructional program of CEIT Departments was examined to see whether the courses can cover the required skills. Methods: This is a descriptive study in nature. The new primary school computer curriculum was examined in terms of whether it is compatible with international standards, whether the computer teachers who would be implementing it have the basic skills, and whether the modules of the curriculum such as activities and evaluation have any contribution to the field. In addition, computer teachers' reflections and problems they faced about the new curriculum were presented. Findings/Results/ Conclusions: The findings suggest that the new Primary School Computer Program has positive contributions to the field with its "the objectives, performance indicators, project based activities, sample activities and evaluation" modules. However, despite these positive characteristics, it is also observed that in its implementation some problems may arise.


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