Investigating Stakeholders’ Views on Technology Integration: The Role of Educational Leadership for Sustainable Inclusive Education
Yazarlar (4)
Mersin Üniversitesi, Türkiye
Doç. Dr. Burak AYÇİÇEK
Tokat Gaziosmanpaşa Üniversitesi, Türkiye
Mersin Üniversitesi, Türkiye
Mersin Üniversitesi, Türkiye
| Makale Türü |
Özgün Makale
|
| Makale Alt Türü | SSCI, AHCI, SCI, SCI-Exp dergilerinde yayınlanan tam makale |
| Dergi Adı | Sustainability Switzerland |
| Dergi ISSN | 2071-1050 Wos Dergi Scopus Dergi |
| Dergi Tarandığı Indeksler | SSCI |
| Dergi Grubu | Q4 |
| Makale Dili | İngilizce |
| Basım Tarihi | 12-2020 |
| Cilt No | 12 |
| Sayı | 24 |
| Sayfalar | 1 / 24 |
| DOI Numarası | 10.3390/su122410354 |
| Makale Linki | https://www.mdpi.com/2071-1050/12/24/10354/htm |
| Özet |
| This study aims to determine the views of teachers, school administrative staff having educational leadership roles, and faculty members on integration of technology and the role of educational leadership for sustainable inclusive education. The study group included 38 teachers working in Mersin province, Turkey, 11 school administrative staff, and 11 faculty members working at the Education Faculty. This study was structured employing a “basic interpretive qualitative study model”. In the study, a semi-structured interview form consisting of open-ended questions was used as a data collection tool. According to the findings, the faculty members do not consider that inclusive education practices reach an adequate level of sustainability. Therefore, the participants also suggest adding a sustainable inclusive education course in teacher education programs. School administrative staff and teachers have emphasized that technological infrastructures of schools are inadequate for sustainable inclusive education practices. A majority of teachers have used technology in sustainable inclusive education practices. Overall, the participants believe that the integration of technology into sustainable inclusive education has positive effects on students such as ensuring permanent, quick, and easy learning. This study proves that different stakeholders that have a key role in providing sustainable inclusive education handle this issue from different perspectives and they have both positive and negative opinions on the sustainable inclusive education practices. |
| Anahtar Kelimeler |
| Educational leadership | Integration of technology | Lifelong learning | Sustainable inclusive education |
BM Sürdürülebilir Kalkınma Amaçları
| Atıf Sayıları | |
| WoS | 13 |
| SCOPUS | 12 |
| Google Scholar | 52 |