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LİSELERDE ÇALIŞAN İNGİLİZCE ÖĞRETMENLERİNİN İNTERNETİ MESLEKİ AMAÇLA KULLANIMI

Year 2011, Issue: 6, 17 - 28, 01.12.2011

Abstract

1 Bu betimsel araştırma liselerde çalışan İngilizce öğretmenlerinin mesleki amaçla kullandığı web sitelerini incelemektedir. Çalışmanın evreni 2010-2011 Eğitim-Öğretim yılı bahar yarıyılında Diyarbakır şehir merkezinde çalışan İngilizce öğretmenlerini kapsamaktadır. Araştırmanın örneklemi ise Anadolu liseleri ve özel liselerde çalışan 45 İngilizce öğretmeninden oluşmaktadır. Veri toplama amacıyla araştırmacılar tarafından hazırlanan bir anket kullanılmıştır. Araştırma sonuçları İngilizce öğretmenlerinin sırasıyla kendilerine kaynak sağlayan web sitelerini, sosyal ağları, sözlükleri, gazete, dergi ve blogları takip ettiklerini göstermiştir. Öğretmenlerin en çok kullandığı web sitelerinin adresleri de çalışma kapsamında belirtilmiştir

References

  • Ajjan, H. & Hartshorne, R. (2008). Investigating faculty decisions to adopt Web 2.0 technologies: Theory and empirical tests. Internet and Higher Education,11,71-80.
  • Baltacı-Göktalay, Ş., Özdilek, Z. (2010). Pre-service teachers’ perceptions about Web 2.0 technologies. Procedia Social and Behavioral Sciences, 2, 4737-4741.
  • Braul, B. (2006). ESL teacher perceptions and attitudes toward using computer- assisted language learning (CALL): Recommendations for effective CALL practice.Unpublished master's thesis, University of Alberta, Edmonton, Alberta, Canada.
  • Chai, C.S. & Lim, C.P. (2011). The Internet and teacher education: Traversing between the digitized world and schools. Internet and Higher Education, 14(1), 3-9.
  • Dede, C., Ketelhut, D. J., Whitehouse, P., Breit, L. & McCloskey, E. M. (2009). A research agenda for online teacher professional development. Journal of Teacher Education, 60(1), 8-19.
  • Desimone, L. M., Smith, T. M. & Ueno, K. (2006). Are teachers who need sustained, content-focused professional development getting it? An administrator’s dilemma. Educational Administration Quarterly, 42(2), 179- 215.
  • Dettori, G. & Lupi, V. (2010). ICT and new methodologies in language teaching. Procedia Social and Behavioral Sciences, 2, 2712-2716.
  • Empirica (2006). Benchmarking access and use of ICT in European schools 2006- Final report from head teacher and classroom teacher surveys in 27 European countries. /eeurope/i2010/docs/studies/final_report_3.pdf from
  • http://ec.europa.eu/information_society
  • Kirschner, P. & Davis, N. (2003). Pedagogic benchmarks for information and communications technology in teacher education. Technology, Pedagogy and Education, 12, 125 – 147.
  • Merriam-Webster Online (2011). Retrieved June 2011 from http://www.merriam- webster.com/dictionary/blog
  • Morris, D. (2010). Are teachers technophobes? Investigating professional competency in the use of ICT to support teaching and learning. Procedia Social and Behavioral Sciences, 2, 4010-4015.
  • Oliver, R., & Towers, S. (2000). Benchmarking ICT literacy in tertiary learning settings. In R. Sims, M. O'Reilly & S. Sawkins (Eds). Learning to choose:Choosing to learn. Proceedings of the 17th Annual ASCILITE Conference (pp. 381-390). Lismore, NSW: Southern Cross University Press.
  • Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.), London: Sage.
  • Salaberry, M. R. (2001). The use of technology for second language learning and teaching: A Retrospective. The Modern Language Journal, 85, 39-56.
  • Tezci, E. (2009). Teachers’ effect on ICT use in education: the Turkey sample. Procedia Social and Behavioral Sciences, 1, 1285-1294.
  • Warschauer, M. (1996), “Computer-assisted language learning: An introduction.” In Fotos, S. (ed.), Multimedia Language Teaching, (pp. 3-20). Tokyo: Logos.
  • Warschauer, M., & Meskill, C. (2000). Technology and second language teaching and learning. In J. Rosenthal (Ed.), Handbook of Undergraduate Second Language Education. Lawrence Erlbaum Associates. New Jersey.
  • Windeatt,S., Hardisty, D., & Eastment, D. (2000). The Internet: Resource books for teachers. Oxford: Oxford University Press.

THE USE OF THE INTERNET BY HIGH SCHOOL EFL TEACHERS FOR PROFESSIONAL PURPOSES

Year 2011, Issue: 6, 17 - 28, 01.12.2011

Abstract

This article reports the findings of a descriptive study that aimed to examine the websites used by high school EFL teachers for professional purposes. The study included high school English Language Teachers working in the city centre of Diyarbakır in the spring semester of 2010-2011. Forty-five English teachers working at the Private High Schools and Anatolian High Schools in the city were taken as samples. A questionnaire prepared by the researchers was used to collect data. The results revealed that the language teachers mostly followed resource websites, forums and social networks, dictionaries, magazines, newspapers and blogs respectively. A list of the websites that are most commonly followed by EFL teachers is also presented in the study

References

  • Ajjan, H. & Hartshorne, R. (2008). Investigating faculty decisions to adopt Web 2.0 technologies: Theory and empirical tests. Internet and Higher Education,11,71-80.
  • Baltacı-Göktalay, Ş., Özdilek, Z. (2010). Pre-service teachers’ perceptions about Web 2.0 technologies. Procedia Social and Behavioral Sciences, 2, 4737-4741.
  • Braul, B. (2006). ESL teacher perceptions and attitudes toward using computer- assisted language learning (CALL): Recommendations for effective CALL practice.Unpublished master's thesis, University of Alberta, Edmonton, Alberta, Canada.
  • Chai, C.S. & Lim, C.P. (2011). The Internet and teacher education: Traversing between the digitized world and schools. Internet and Higher Education, 14(1), 3-9.
  • Dede, C., Ketelhut, D. J., Whitehouse, P., Breit, L. & McCloskey, E. M. (2009). A research agenda for online teacher professional development. Journal of Teacher Education, 60(1), 8-19.
  • Desimone, L. M., Smith, T. M. & Ueno, K. (2006). Are teachers who need sustained, content-focused professional development getting it? An administrator’s dilemma. Educational Administration Quarterly, 42(2), 179- 215.
  • Dettori, G. & Lupi, V. (2010). ICT and new methodologies in language teaching. Procedia Social and Behavioral Sciences, 2, 2712-2716.
  • Empirica (2006). Benchmarking access and use of ICT in European schools 2006- Final report from head teacher and classroom teacher surveys in 27 European countries. /eeurope/i2010/docs/studies/final_report_3.pdf from
  • http://ec.europa.eu/information_society
  • Kirschner, P. & Davis, N. (2003). Pedagogic benchmarks for information and communications technology in teacher education. Technology, Pedagogy and Education, 12, 125 – 147.
  • Merriam-Webster Online (2011). Retrieved June 2011 from http://www.merriam- webster.com/dictionary/blog
  • Morris, D. (2010). Are teachers technophobes? Investigating professional competency in the use of ICT to support teaching and learning. Procedia Social and Behavioral Sciences, 2, 4010-4015.
  • Oliver, R., & Towers, S. (2000). Benchmarking ICT literacy in tertiary learning settings. In R. Sims, M. O'Reilly & S. Sawkins (Eds). Learning to choose:Choosing to learn. Proceedings of the 17th Annual ASCILITE Conference (pp. 381-390). Lismore, NSW: Southern Cross University Press.
  • Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.), London: Sage.
  • Salaberry, M. R. (2001). The use of technology for second language learning and teaching: A Retrospective. The Modern Language Journal, 85, 39-56.
  • Tezci, E. (2009). Teachers’ effect on ICT use in education: the Turkey sample. Procedia Social and Behavioral Sciences, 1, 1285-1294.
  • Warschauer, M. (1996), “Computer-assisted language learning: An introduction.” In Fotos, S. (ed.), Multimedia Language Teaching, (pp. 3-20). Tokyo: Logos.
  • Warschauer, M., & Meskill, C. (2000). Technology and second language teaching and learning. In J. Rosenthal (Ed.), Handbook of Undergraduate Second Language Education. Lawrence Erlbaum Associates. New Jersey.
  • Windeatt,S., Hardisty, D., & Eastment, D. (2000). The Internet: Resource books for teachers. Oxford: Oxford University Press.
There are 19 citations in total.

Details

Primary Language Turkish
Journal Section Research Article
Authors

Osman Solmaz This is me

Nilüfer Bekleyen This is me

Publication Date December 1, 2011
Published in Issue Year 2011 Issue: 6

Cite

APA Solmaz, O., & Bekleyen, N. (2011). LİSELERDE ÇALIŞAN İNGİLİZCE ÖĞRETMENLERİNİN İNTERNETİ MESLEKİ AMAÇLA KULLANIMI. Dicle Üniversitesi Sosyal Bilimler Enstitüsü Dergisi(6), 17-28.

Dicle University
Journal of Social Sciences Institute (DUSBED)