The Use of Technology in Classroom Management: A Systematic Review of Single-case Experimental Research
Yıl 2025,
Erken Görünüm, 1 - 19
Hicran Denizli Gülboy
,
Nevin Güner
,
Emrah Gülboy
Öz
Introduction: Teachers and researchers are a positive classroom climate. This study aims to examine the single-case experimental research on technology-based interventions used by teachers in general and special education classrooms for classroom management regarding their descriptive characteristics and methodological quality.
Method: We descriptively analyzed 20 studies meeting the inclusion criteria of the current study and assessed their methodological rigor according to the What Works Clearinghouse (2020) design standards.
Results: Descriptive findings revealed that technology-based interventions were effective in facilitating classroom management in classrooms with students with special educational needs and students with typical development. The findings regarding methodological rigor indicated that most of the research (n = 16) was at the desired level in terms of design standards.
Discussion: Implications for further research and practice are discussed in line with the findings.
Kaynakça
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Sınıf Yönetiminde Teknoloji Kullanımı: Tek-denekli Deneysel Araştırmaların Sistematik Derlemesi
Yıl 2025,
Erken Görünüm, 1 - 19
Hicran Denizli Gülboy
,
Nevin Güner
,
Emrah Gülboy
Öz
Giriş: Öğretmenler ve araştırmacılar, öğrenci başarısını artırmak ve olumlu bir sınıf iklimi oluşturmak için sınıflarında teknoloji kullanımını giderek daha fazla benimsemektedir. Bu çalışmanın amacı, genel eğitim ve özel eğitim sınıflarında öğretmenler tarafından sınıf yönetimini sağlamak amacıyla kullanılan teknoloji temelli uygulamaların kullanıldığı tek-denekli deneysel araştırmaları betimleyici özellikleri ve yöntemsel kaliteleri açısından incelemektir.
Yöntem: Çalışma bir sistematik derleme araştırmasıdır. Mevcut çalışmanın dahil edilme kriterlerini karşılayan 20 araştırma betimsel olarak analiz edilmiş ve What Works Clearinghouse (2020) kalite standartları kullanılarak yöntemsel açıdan değerlendirilmiştir.
Bulgular: Betimsel bulgular, özel gereksinimi olan ve tipik gelişim gösteren öğrencilerin yer aldığı sınıflarda sınıf yönetiminin sağlanmasında teknoloji temelli uygulamaların etkili olduğunu ortaya koymaktadır. Yöntemsel kaliteye ilişkin bulgular ise araştırmaların çoğunun (n = 16) kalite standartları açısından istenen düzeyde olduğunu göstermektedir.
Tartışma: Bulgular doğrultusunda ileri araştırma ve uygulamalara yönelik çıkarımlar tartışılmıştır.
Kaynakça
- Alderman, M. K., & MacDonald, S. (2015). A self-regulatory approach to classroom management: Empowering students and teachers. Kappa Delta Pi Record, 51(2), 52–56. https://doi.org/10.1080/00228958.2015.1023145
- Algozzine, K., Christian, C., Marr, M. B., McClanahan, T., & White, R. (2008). Demography of problem behavior in elementary schools. Exceptionality, 16(2), 93–104. https://doi.org/10.1080/09362830801981369
- Aloe, A. M., Shisler, S. M., Norris, B. D., Nickerson, A. B., & Rinker, T. W. (2014). A multivariate meta-analysis of student misbehavior and teacher burnout. Educational Research Review, 12(2014), 30–44. https://doi.org/10.1016/j.edurev.2014.05.003
- Aloe, A. M., Amo, L. C., & Shanahan, M. E. (2014). Classroom management self-efficacy and burnout: A multivariate meta-analysis. Educational Psychology Review, 26(2014), 101–126. https://doi.org/10.1007/s10648-013-9244-0
- Aldrup, K., Klusmann, U., Lüdtke, O., Göllner, R., & Trautwein, U. (2018). Student misbehavior and teacher well-being: Testing the mediating role of the teacher-student relationship. Learning and Instruction, 58(2018), 126–136. https://doi.org/10.1016/j.learninstruc.2018.05.006
- Bethune, K. S., & Wood, C. L. (2013). Effects of coaching on teachers’ use of function-based interventions for students with severe disabilities. Teacher Education and Special Education, 36(2), 97–114. https://doi.org/10.1177/0888406413478637
- *Blood, E., Johnson, J. W., Ridenour, L., Simmons, K., & Crouch, S. (2011). Using an iPod touch to teach social and self-management skills to an elementary student with emotional/behavioral disorders. Education and Treatment of Children, 34(3), 299–321. https://doi.org/10.1353/etc.2011.0019
- Blume, F., Irmer, A., Dirk, J., & Schmiedek, F. (2022). Day‐to‐day variation in students’ academic success: The role of self‐regulation, working memory, and achievement goals. Developmental Science, 25(6), 1–24. https://doi.org/10.1111/desc.13301
- *Bruhn, A. L., Vogelgesang, K., Schabilion, K., Waller, L., & Fernando, J. (2015). “I do not like being good!” Changing behavior with technology-based self-monitoring. Journal of Special Education Technology, 30(3), 133–144. https://doi.org/10.1177/0162643415618911
- *Bruhn, A. L., Vogelgesang, K., Fernando, J., & Lugo, W. (2016). Using data to individualize a multicomponent, technology-based self-monitoring intervention. Journal of Special Education Technology, 31(2), 64–76. https://doi.org/10.1177/0162643416650024
- *Bruhn, A. L., Woods-Groves, S., Fernando, J., Choi, T., & Troughton, L. (2017). Evaluating technology-based self-monitoring as a tier 2 intervention across middle school settings. Behavioral Disorders, 42(3), 119–131. https://doi.org/10.1177/0198742917691534
- Butler, A., & Monda-Amaya, L. (2016). Preservice teachers’ perceptions of challenging behavior. Teacher Education and Special Education, 39(4), 276–292. https://doi.org/10.1177/0888406416654212
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