Language: English

ISSN: 1071-6246

Abstract/Notes: In 21st century, technological developments have found a place in education and has expanded its usage area over time. This situation has also manifested itself in Montessori education, which is one of the preschool education approaches that preserves its validity and effectiveness, and widely applied in many parts of the world. This research aims to determine the experiences of Montessori educators, who apply the Montessori educational approach and use a digital assessment tool as an assessment tool, towards the digital assessment tool they use and their views on these experiences. Within the scope of this purpose, the study was designed in the phenomenological research, one of the qualitative research methods. Phenomenological research is used to appeared participants' knowledge, perception, experience and feelings about the phenomenon. Within the scope of this study, phenomen was determined as the digital assessment tools used by Montessori educators in Montessori education schools. The study group consisted of 14 Montessori educators, 3 of whom were working in Barcelona and 11 from an official and private Montessori school in Istanbul. Participants were determined using the "criterion sampling" method, and the criteria were that educators took Montessori education and used the digital assessment tool in an early childhood education classroom. The data collection tools of the study consisted of personal information form and individual interviews conducted by the researcher with Montessori educators through online interview systems. When the data gathered as a result of these interviews were analyzed, it was seen that the digital assessment tools considered as a phenomenon were associated with different dimensions by the Montessori educators who participated in the research. These dimensions have been "ease of use and necessity", "parent", "Montessori education". In addition, it was determined that Montessori educators explained for the tools they use, apart from the digital assessment tool. The non-digital assessment tools dimension was also examined in the study in order to reveal the educators' perceptions of the digital assessment tool holistically. As a result of the study, sixteen sub-themes related to four themes were formed. The findings were discussed within the framework of the studies in the field. / 21. yüzyılla birlikte teknolojik gelişmeler eğitimde kendine yer bulmuş ve zamanla kullanım alanını genişletmiştir. Dünya'nın birçok yerinde yaygın olarak uygulanan geçerliliğini ve etkililiğini koruyan ve okul öncesi eğitim yaklaşımlarından biri olan Montessori eğitiminde de kendini göstermiştir. Araştırma Montessori eğitim yaklaşımını uygulayan ve değerlendirme aracı olarak bir dijital değerlendirme aracı kullanan Montessori eğitmenlerinin, kullandıkları dijital değerlendirme aracına yönelik deneyimlerini ve bu deneyimlerinine yönelik görüşlerinin tespit edilmesini amaçlamaktadır. Bu amaç kapsamında çalışma nitel araştırma yöntemlerinden fenomenolojik araştırma deseninde tasarlanmıştır. Fenomenolojik araştırma, katılımcıların fenomen hakkındaki bilgi, algı, deneyim ve hislerini somutlaştırabilmek için kullanılmaktadır. Bu araştırma kapsamında fenomen, Montessori eğitimi veren okullardaki Montessori eğitmenlerinin kullandıkları dijital değerlendirme araçları olarak belirlenmiştir. Çalışma grubunu 3'ü Barcelona'daki ve 11'i İstanbul ilindeki resmi ve özel bir Montessori okulunda çalışan 14 Montessori eğitmeni oluşturmuştur. Katılımcılar "ölçüt örnekleme" yöntemi ile belirlenmiş olup, ölçüt olarak eğitmenlerin Montessori eğitimi alması ve bir erken çocukluk eğitimi sınıfında dijital değerlendirme aracını kullanması olarak belirlenmiştir. Araştırmanın veri toplama araçlarını, kişisel bilgi formu ve araştırmacı tarafından Montessori eğitmenleri ile online görüşme sistemleri aracılığıyla yapılan bireysel görüşmeler oluşturmuştur. Bu görüşmeler sonucunda elde edilen veriler analiz edildiğinde bir fenomen olarak ele alınan dijital değerledirme araçları araştırmaya katılan Montessori eğitmenleri tarafından farklı boyutlar ile ilişkilendirildiği görülmüştür. Bu boyutlar "kullanım kolaylılığı ve gerekliliği", "veli", "Montessori eğitimi" olmuştur. Ayrıca Montessori eğitmenlerinin dijital değerlendirme aracının dışında kendi kullandıkları araçlara yönelik değerlendirmeler yaptığı tespit edilmiştir. Eğitmenlerin dijital değerlendirme aracına yönelik algılarını bütüncül olarak ortaya çıkarabilmek amacıyla dijital olmayan değerlendirme araçları boyutu da çalışmada incelenmiştir. Çalışma sonucunda dört tema ve temalara ilişkin on altı alt tema oluşturulmuştur. Elde edilen bulgulan alan yazın kapsamında tartışılmıştır.

Language: Turkish

Published: Istanbul, Turkey, 2021

Language: English

ISSN: 1054-0040

Abstract/Notes: Mark Powell's plea for an open-minded view on the full scope of technology that is compatible with Montessori education enriches Maria Montessori's clear modernism of welcoming science into her educational vision. Growing up digital can be intelligently managed so that "technology may offer an effective, adaptable, and easily available means … to gain independence … that may otherwise have intimidated them." Mark's enthusiasm for the right use of technology in history, writing, touch typing, information access and sharing, photography, place-based learning, and citizen science upholds technology as a supportive and educational tool for today's Montessori student. Mark offers a laundry list of technology resources to choose with commentary as to positive learning tendencies met by digital natives, millennials, and succeeding generations of young people who look to adapt to the onslaught of technological tools in carrying out life missions.

Language: English

ISSN: 1522-9734

Abstract/Notes: Ben Moudry has written a comprehensive overview of the current challenges facing parents, schools, administrators, and students regarding what he calls "handheld computers," commonly known as smart phones. His annotated statistics and description of American society in 2015 are frightening in their clarity, while the percentages and numbers of technology overuse and distraction are increasing. From his position at The Grove School, Moudry describes a path to creating a community-informed technology policy that is aligned with the school's mission, vision, and values and serves to improve communications and cooperation models for managing a farm. [This paper was presented at the NAMTA conference titled "A Montessori Integrated Approach to Science, Mathematics, Technology, and the Environment" in Portland, OR, Mar 31-Apr 3, 2016.]

Language: English

ISSN: 1522-9734

Language: English

ISSN: 1071-6246

Language: English

Pages: 859-868

Language: Italian

Published: [S.I.]: Roma Tre Università degli Studi - Dipartimento di Progettazione Educativa e Didattica, 2010

Abstract/Notes: The developing human being creates a narrative capacity at each stage of development. Elise Huneke-Stone highlights the role of the human tendencies and the fundamental characteristics of childhood and adolescence for self-construction, as she explores the ways in which an increasingly digital environment affects this process. She reminds us that children become what they experience, and offering developmentally appropriate experiences in the digital world - at the right time - helps those children and adolescents adapt to their culture and tell their own story.

Language: English

ISSN: 1522-9734

Language: Italian

Published: Lecce, Italy: Pensa Multimedia, 2022

ISBN: 978-88-6760-944-4