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Göz Önünde Gizlenmek: Öğretmen Adaylarının Dil Derslerinde Web 2.0 Araçlarını Kullanmaları

Year 2024, Volume: 13 Issue: 1, 134 - 146, 17.01.2024
https://doi.org/10.14686/buefad.1113182

Abstract

Son yıllarda, web tabanlı araçların sınıf içi etkinliklere dahil edilmesinin dil sınıflarında birçok önemli faydalar sağladığına tanık olunmuştur. Ancak araştırmalar, yetkin öğretmenlerin bile bu araçları belirli öğrenme hedefleri ile koordine etmekte zorlanabileceğini ve derslerinin hedeflerine ulaşamayabileceğini göstermektedir. Ancak, dijital materyallerin veya alıştırmaların sıkça kullanılması ders planlama, uygulama ve sınıf yönetiminde öğretim boşluklarına neden olabilir. Bu nedenle bu çalışma, öğretmen adaylarının bu araçları ne ölçüde kullandıklarını, bu uygulamalara ne kadar zaman ayırdıklarını, hangi dil becerisine daha fazla odaklandıklarını ve katılımcıların bu araçların kendi bakış açılarından olan yararlarını ortaya çıkarmayı amaçlamıştır. Bu nedenle, bu çalışma özellikle 16 öğretmen adayının haftada bir ders vermelerinin beklendiği 12 haftalık okul uygulaması günlerine odaklanmaktadır. Nicel veriler, derslerde kullanılan dijital materyallerin sıklığı, ders planlarında bu materyallere ayrılan süre ve ders işlenirken harcanan gerçek süre incelenerek toplanmıştır. Nitel veriler, üniversiteden gelen gözlemcilerin gözlem notlarından, öğretmen adaylarının kendileri ve akranlarına yönelik yansıtma notlarından ve dil derslerinde dijital araçların kullanımına ilişkin yapılandırılmış açık uçlu sorulardan elde edilmiştir. Sonuçlar, öğretmen adaylarının dijital materyaller aracılığıyla kelime alıştırmalarına büyük ölçüde dayandıkları ve bunları işlerken öğrencilerin farklı becerilerini geliştirmeye yönelmeye fazladan çaba harcamadan kullandıklarını göstermiştir.

References

  • Abbitt, J. T. (2011). An investigation of the relationship between self-efficacy beliefs about technology integration and technological pedagogical content knowledge (tpack) among pre-service teachers. Journal of Digital Learning in Teacher Education, 27(4), 134–143. doi:10.1080/21532974.2011.10784670
  • Archambault, L. M., & Bernet, J. H. (2010). Revisiting technological pedagogical content knowledge: Exploring the TPACK framework. Computers & Education, 55(4), 1656–1662.
  • Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers & Education, 52(1), 154–168.
  • Bartels, N. (2005). Applied linguistics in language teacher education. Springer
  • Ball, D. (2000). Bridging practices: Intertwining content and pedagogy in teaching and learning to teach. Journal of Teacher Education, 51(3), 241-247, 2000.
  • Beschorner, B. & Kruse, J. (2016). Pre-service teachers' use of a technology integration planning cycle: A case study. International Journal of Education in Mathematics, Science and Technology, 4(4), 258-271.
  • Buck, G., Morsink, C., Griffin, C., Hines, T., & Lenk, L. (1992). Pre-service Training: The Role of Field-Based Experiences in the Preparation of Effective Special Educators. Teacher Education and Special Education, 15(2), 108–123. https://doi.org/10.1177/088840649201500206
  • Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2013). A review of technological pedagogical content knowledge. Educational Technology & Society, 16(2), 31–51.
  • Creswell, J., & Plano Clark, V. L. (2011). Understanding mixed methods research. In J. Creswell (Ed.), Designing and conducting mixed methods research (pp. 1-19). Thousand Oaks, CA: Sage.
  • Crompton, H. (2015). Pre-service teachers' developing technological pedagogical content knowledge (TPACK) and beliefs on the use of technology in the K-12 mathematics classroom: A review of the literature. In C. Angeli & N. Valanides (Eds.), Technological pedagogical content knowledge: Exploring, developing, and assessing TPCK (pp. 239–250). New York: Springer.
  • Compton, L. (2009). Preparing language teachers to teach language online: A look at skills, roles, and responsibilities. Computer Assisted Language Learning, 22(1), 73–99. doi:10.1080/09588220802613831
  • Darling-Hammond, L., Wei, R. C., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession. Washington, DC: National Staff Development Council; Desimone, L. M. (2009). Improving impact studies of teachers' professional development: Toward better conceptualizations and measures. Educational researcher, 38(3), 181–199; Hill, H. C., Beisiegel, M., & Jacob, R. (2013). Professional development research: Consensus, crossroads, and challenges. Educational Researcher, 42(9), 476–487
  • Demirkan, O. (2019). Pre-service Teachers' Views about Digital Teaching Materials. Educational Policy Analysis and Strategic Research, 14(1), 40-60. doi: 10.29329/epasr.2019.186.3
  • Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher Technology Change, Journal of Research on Technology in Education, 42 (3), 255-284.
  • Foulger, T. S., Graziano, K. J., Schmidt-Crawford, D., & Slykhuis, D. A. (2017). Teacher educator technology competencies. Journal of Technology and Teacher Education, 25(4), 413–448.
  • Freeman, D. (1993). Renaming experience/reconstructing practice: Developing new understandings of teaching. Teaching and Teacher Education, 94, 485-497.
  • Freeman, D., & Johnson, K. E. (1998). Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly, 32, (3), 397-417.
  • Fulton, K., Glenn, A. D., & Valdez, G. (2003). Three pre-service programs p reparingtomorrow's teachers to use technology: A study in partnerships. Retrieved May 5, 2022 from http://www.ncrel.org/tech/preservice/
  • Göktaş, Y., Yıldırım, S., & Yıldırım, Z. (2009). Main Barriers and Possible Enablers of ICTs Integration into Pre-service Teacher Education Programs. Educational Technology & Society, 12 (1), 193–204.
  • Gudmundsdottir, G. B., & Hatlevik, O. E. (2018). Newly qualified teachers' professional digital competence: Implications for teacher education. European Journal ofTeacher Education, 41(2), 214–231.
  • Hacker, D. J., & Niederhauser, D. S. (2000). Promoting deep and durable learning in the online classroom. In R. E. Weiss, D. S. Knowlton, & B. W. Speck (Eds.), Principles of effective teaching in the online classroom (pp.53-64). San Francisco: Jossey-Bass.
  • Hammond, M., Reynolds, L., & Ingram, J. (2011). How and why do student teachers use ICT? Journal of Computer Assisted Learning, 27, 191–203. doi: 10.1111/j.1365- 2729.2010.00389.x
  • Heitink, M. C., Voogt, J., Verplanken, L., van Braak, J., & Fisser, P. (2016). Teachers' professional reasoning about their pedagogical use of technology. Computers & education, 101, 70-83. https://doi.org/10.1016/j.compedu.2016.05.009
  • Hutchison, A. & Woodward, L. (2014). A planning cycle for integrating digital technology into literacy instruction. The Reading Teacher, 67(6), 455-464
  • Hutchison, A. & Reinking, D. (2010). A national survey of barriers to integrating information and communication technologies into literacy instruction. 59th Yearbook of the National Reading Conference. Milwaukee, WI: National Reading Conference.
  • Kagan, S. (1990). The structural approach to cooperative learning. Educational leadership (47(4). 12-16.
  • Koehler, M. J., & Mishra, P. (2005b). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131-152.
  • Koehler, M. J., Mishra, P., & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology. Computers & Education, 49, 740-762.
  • Koehler, M., & Mishra, P. (2009). What is Technological Pedagogical Content Knowledge (TPACK)?. Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
  • Lei, J. (2009). Digital Natives as Preservice Teachers. Journal of Computing in Teacher Education, 25(3), 87-97, DOI: 10.1080/10402454.2009.10784615
  • Johnson, K. E., & Freeman, D. (2001). Teacher learning in second language teacher education: A socially situated perspective. Revista Brasileira de Linguística Aplicada, 1, 53–69.
  • Johnson, K. E. (1999). Understanding language teaching: Reasoning in action. Boston: Heinle and Heinle. McInerney, V., McInerney, D. M., & Sinclair, K. E. (1994). Student teachers, computer anxiety and comp..1ter experience. Journal of Educational Computing Research, 11(1), 27-50.
  • Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A new framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
  • Rideout, V., Neuman, R., Kitchman, M., & Brodie, M. (2005). E-Health and the elderly: How seniors use the Internet for health information. Key findings from a national survey of older Americans: Program for the study of media and health, 7223.
  • Richards, J. C., & Bohlke, D. (2011). Creating Effective Language Lessons. Developing learner-centered teaching (pp. 25-34). New York: Cambridge University Press.
  • Røkenes, F. M., & Krumsvik, R. J. (2016). Prepared to teach ESL with ICT? A study of digital competence in Norwegian teacher education. Computers & Education, 97, 1–20
  • Rosenberg, J. M., & Koehler, M. J. (2015). Context and technological pedagogical content knowledge (TPACK): A systematic review. Journal of Research on Technology in Education, 47(3), 186–210. doi:10.1080/15391523.2015.1052663
  • Taghizadeh, M., & Yourdshahi, Z. H. (2020). Integrating technology into young learners' classes: language teachers' perceptions. Computer Assisted Language Learning, 33(8), 982-1006. doi: 10.1080/09588221.2019.1618876 Theiman, G. Y. (2008). Using technology as a tool for learning and developing 21st century citizenship skills: An examination of the NETS and technology use by pre-service teachers with their K-12 students. Contemporary Issues in Technology and Teacher Education, 8(4), 342-366.
  • Thompson, A., & Mishra, P. (2007). Breaking News: TPCK Becomes TPACK! Journal of Computing in Teacher Education, 24(2), 38-64.
  • Tondeur, J., Pareja Roblin, N., van Braak, J., Voogt, J., & Prestridge, S. (2017). Preparing beginning teachers for technology integration in education: ready for take-off? Technology, Pedagogy and Education, 26(2), 157-177.
  • Tondeur, J., Roblin, N. P., van Braak, J., Fisser, P., M& Voogt, J. (2013). Technological pedagogical content knowledge in teacher education: In search of a new curriculum. Educational Studies, 39(2), 239–243.
  • Waight, N., & Abd‐El‐Khalick, F. (2007). The impact of technology on the enactment of “inquiry” in a technology enthusiast's sixth grade science classroom. Journal of Research in Science Teaching, 44(1), 154-182

Hiding in Plain Sight: Pre-Service Teachers' Use of Web 2.0 Tools in Language Classes

Year 2024, Volume: 13 Issue: 1, 134 - 146, 17.01.2024
https://doi.org/10.14686/buefad.1113182

Abstract

In recent years, it has been witnessed that the incorporation of web-based tools for classroom instruction has brought several significant efficiencies in language classes. However, the research shows that even competent teachers may have difficulty coordinating these tools with specific learning goals and fail to reach the objectives of their lessons. Instructional gaps in lesson planning, delivery, and classroom management can be witnessed due to over-reliance on off-the-shelf digital materials or exercises. Therefore, this study aimed to figure out to what extent pre-service teachers use these tools, how much time they allocate to these implementations, which language skill they focus more on, and the perceived benefits of carrying out the courses. Thus, this study focuses specifically on 16 pre-service teachers' 12 week-long practicum days in which they were expected to deliver lessons once each week. The quantitative data were gathered by examining the frequency of digital materials used in classes, time allocated for these materials in their lesson plans, and actual time spent in the lesson delivery and from scores from supervisor observation scale. The qualitative data were elicited from pre-service teachers' reflection notes for themselves and their peers, and structured open-ended questions regarding the use of digital tools in language classes. The results have shown that pre-service teachers rely heavily on vocabulary exercises through digital materials and use them until the end of the lesson without exerting extra effort into constructing knowledge together or engaging learners with more writing and speaking practices.

References

  • Abbitt, J. T. (2011). An investigation of the relationship between self-efficacy beliefs about technology integration and technological pedagogical content knowledge (tpack) among pre-service teachers. Journal of Digital Learning in Teacher Education, 27(4), 134–143. doi:10.1080/21532974.2011.10784670
  • Archambault, L. M., & Bernet, J. H. (2010). Revisiting technological pedagogical content knowledge: Exploring the TPACK framework. Computers & Education, 55(4), 1656–1662.
  • Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers & Education, 52(1), 154–168.
  • Bartels, N. (2005). Applied linguistics in language teacher education. Springer
  • Ball, D. (2000). Bridging practices: Intertwining content and pedagogy in teaching and learning to teach. Journal of Teacher Education, 51(3), 241-247, 2000.
  • Beschorner, B. & Kruse, J. (2016). Pre-service teachers' use of a technology integration planning cycle: A case study. International Journal of Education in Mathematics, Science and Technology, 4(4), 258-271.
  • Buck, G., Morsink, C., Griffin, C., Hines, T., & Lenk, L. (1992). Pre-service Training: The Role of Field-Based Experiences in the Preparation of Effective Special Educators. Teacher Education and Special Education, 15(2), 108–123. https://doi.org/10.1177/088840649201500206
  • Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2013). A review of technological pedagogical content knowledge. Educational Technology & Society, 16(2), 31–51.
  • Creswell, J., & Plano Clark, V. L. (2011). Understanding mixed methods research. In J. Creswell (Ed.), Designing and conducting mixed methods research (pp. 1-19). Thousand Oaks, CA: Sage.
  • Crompton, H. (2015). Pre-service teachers' developing technological pedagogical content knowledge (TPACK) and beliefs on the use of technology in the K-12 mathematics classroom: A review of the literature. In C. Angeli & N. Valanides (Eds.), Technological pedagogical content knowledge: Exploring, developing, and assessing TPCK (pp. 239–250). New York: Springer.
  • Compton, L. (2009). Preparing language teachers to teach language online: A look at skills, roles, and responsibilities. Computer Assisted Language Learning, 22(1), 73–99. doi:10.1080/09588220802613831
  • Darling-Hammond, L., Wei, R. C., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession. Washington, DC: National Staff Development Council; Desimone, L. M. (2009). Improving impact studies of teachers' professional development: Toward better conceptualizations and measures. Educational researcher, 38(3), 181–199; Hill, H. C., Beisiegel, M., & Jacob, R. (2013). Professional development research: Consensus, crossroads, and challenges. Educational Researcher, 42(9), 476–487
  • Demirkan, O. (2019). Pre-service Teachers' Views about Digital Teaching Materials. Educational Policy Analysis and Strategic Research, 14(1), 40-60. doi: 10.29329/epasr.2019.186.3
  • Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher Technology Change, Journal of Research on Technology in Education, 42 (3), 255-284.
  • Foulger, T. S., Graziano, K. J., Schmidt-Crawford, D., & Slykhuis, D. A. (2017). Teacher educator technology competencies. Journal of Technology and Teacher Education, 25(4), 413–448.
  • Freeman, D. (1993). Renaming experience/reconstructing practice: Developing new understandings of teaching. Teaching and Teacher Education, 94, 485-497.
  • Freeman, D., & Johnson, K. E. (1998). Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly, 32, (3), 397-417.
  • Fulton, K., Glenn, A. D., & Valdez, G. (2003). Three pre-service programs p reparingtomorrow's teachers to use technology: A study in partnerships. Retrieved May 5, 2022 from http://www.ncrel.org/tech/preservice/
  • Göktaş, Y., Yıldırım, S., & Yıldırım, Z. (2009). Main Barriers and Possible Enablers of ICTs Integration into Pre-service Teacher Education Programs. Educational Technology & Society, 12 (1), 193–204.
  • Gudmundsdottir, G. B., & Hatlevik, O. E. (2018). Newly qualified teachers' professional digital competence: Implications for teacher education. European Journal ofTeacher Education, 41(2), 214–231.
  • Hacker, D. J., & Niederhauser, D. S. (2000). Promoting deep and durable learning in the online classroom. In R. E. Weiss, D. S. Knowlton, & B. W. Speck (Eds.), Principles of effective teaching in the online classroom (pp.53-64). San Francisco: Jossey-Bass.
  • Hammond, M., Reynolds, L., & Ingram, J. (2011). How and why do student teachers use ICT? Journal of Computer Assisted Learning, 27, 191–203. doi: 10.1111/j.1365- 2729.2010.00389.x
  • Heitink, M. C., Voogt, J., Verplanken, L., van Braak, J., & Fisser, P. (2016). Teachers' professional reasoning about their pedagogical use of technology. Computers & education, 101, 70-83. https://doi.org/10.1016/j.compedu.2016.05.009
  • Hutchison, A. & Woodward, L. (2014). A planning cycle for integrating digital technology into literacy instruction. The Reading Teacher, 67(6), 455-464
  • Hutchison, A. & Reinking, D. (2010). A national survey of barriers to integrating information and communication technologies into literacy instruction. 59th Yearbook of the National Reading Conference. Milwaukee, WI: National Reading Conference.
  • Kagan, S. (1990). The structural approach to cooperative learning. Educational leadership (47(4). 12-16.
  • Koehler, M. J., & Mishra, P. (2005b). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131-152.
  • Koehler, M. J., Mishra, P., & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology. Computers & Education, 49, 740-762.
  • Koehler, M., & Mishra, P. (2009). What is Technological Pedagogical Content Knowledge (TPACK)?. Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
  • Lei, J. (2009). Digital Natives as Preservice Teachers. Journal of Computing in Teacher Education, 25(3), 87-97, DOI: 10.1080/10402454.2009.10784615
  • Johnson, K. E., & Freeman, D. (2001). Teacher learning in second language teacher education: A socially situated perspective. Revista Brasileira de Linguística Aplicada, 1, 53–69.
  • Johnson, K. E. (1999). Understanding language teaching: Reasoning in action. Boston: Heinle and Heinle. McInerney, V., McInerney, D. M., & Sinclair, K. E. (1994). Student teachers, computer anxiety and comp..1ter experience. Journal of Educational Computing Research, 11(1), 27-50.
  • Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A new framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
  • Rideout, V., Neuman, R., Kitchman, M., & Brodie, M. (2005). E-Health and the elderly: How seniors use the Internet for health information. Key findings from a national survey of older Americans: Program for the study of media and health, 7223.
  • Richards, J. C., & Bohlke, D. (2011). Creating Effective Language Lessons. Developing learner-centered teaching (pp. 25-34). New York: Cambridge University Press.
  • Røkenes, F. M., & Krumsvik, R. J. (2016). Prepared to teach ESL with ICT? A study of digital competence in Norwegian teacher education. Computers & Education, 97, 1–20
  • Rosenberg, J. M., & Koehler, M. J. (2015). Context and technological pedagogical content knowledge (TPACK): A systematic review. Journal of Research on Technology in Education, 47(3), 186–210. doi:10.1080/15391523.2015.1052663
  • Taghizadeh, M., & Yourdshahi, Z. H. (2020). Integrating technology into young learners' classes: language teachers' perceptions. Computer Assisted Language Learning, 33(8), 982-1006. doi: 10.1080/09588221.2019.1618876 Theiman, G. Y. (2008). Using technology as a tool for learning and developing 21st century citizenship skills: An examination of the NETS and technology use by pre-service teachers with their K-12 students. Contemporary Issues in Technology and Teacher Education, 8(4), 342-366.
  • Thompson, A., & Mishra, P. (2007). Breaking News: TPCK Becomes TPACK! Journal of Computing in Teacher Education, 24(2), 38-64.
  • Tondeur, J., Pareja Roblin, N., van Braak, J., Voogt, J., & Prestridge, S. (2017). Preparing beginning teachers for technology integration in education: ready for take-off? Technology, Pedagogy and Education, 26(2), 157-177.
  • Tondeur, J., Roblin, N. P., van Braak, J., Fisser, P., M& Voogt, J. (2013). Technological pedagogical content knowledge in teacher education: In search of a new curriculum. Educational Studies, 39(2), 239–243.
  • Waight, N., & Abd‐El‐Khalick, F. (2007). The impact of technology on the enactment of “inquiry” in a technology enthusiast's sixth grade science classroom. Journal of Research in Science Teaching, 44(1), 154-182
There are 42 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Sevcan Bayraktar Çepni 0000-0002-6989-7552

Gökhan Çepni 0000-0001-6474-6328

Early Pub Date January 2, 2024
Publication Date January 17, 2024
Published in Issue Year 2024 Volume: 13 Issue: 1

Cite

APA Bayraktar Çepni, S., & Çepni, G. (2024). Hiding in Plain Sight: Pre-Service Teachers’ Use of Web 2.0 Tools in Language Classes. Bartın University Journal of Faculty of Education, 13(1), 134-146. https://doi.org/10.14686/buefad.1113182

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