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

Year 2024, Volume: 13 Issue: 1, 134 - 146, 17.01.2024

Sevcan Bayraktar Çepni , Gökhan Çepni

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.

Keywords

teknoloji entegrasyonu, öğretmen adayları, öğretmen eğitimi, dijital araçlar

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

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.

Keywords

technology integration, pre-service teachers, teacher education, digital tools

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