Erken Çocukluk Özel Eğitimi İçin Elektronik Performans Destek Sisteminin Tasarlanması ve Geliştirilmesi

Abstract

In this research, it is aimed to design and develop an electronic performance support system (EPSS) that can support teachers in the process of monitoring and reporting the development of children between the ages of 0-6 years within the scope of early childhood special education (ECSE). The study group of this research, which was carried out by design-based research methodology, consisted of 113 people including teachers, expert instructors and administrators working in the field of special education. Data were collected through semi-structured interviews, focus group interviews, voice thinking, observation, screen recordings, and system records. Data were analyzed using content analysis, frequency, percentage and average calculations. The frequency of the use of the system records was calculated and the hierarchical clustering analysis was performed. Paper usability assessment was performed in the first cycle of the process, interview was done in the second cycle and usability in an authentic environment was made in the third cycle. As a result of the analysis of the data on usability, it was found that the system is effective but some improvements related to efficiency should be made. According to the teachers' statements, it was revealed that the teachers were pleased to use the system. Semi-structured interview with six teachers and focus group interview with four teachers were conducted on EPSS. After the content analysis of interviews, teachers stated that EPSS contributed to their performance and they were pleased to use the system. As a result, an EPSS system, which will ensure monitoring children’s development regularly and making improvements on ECSE and also support teacher’s performance, was designed and developed. With this study, some principles which are suggestive on the basis of basic components of EPSS have been put forward. Determining the ability to use technology for the instructional support component, deciding the contents of the adviser/expert support component with a group, giving priority to the current and more used tools while selecting the auxiliary tools are some of these principles.