İlk Okuma Yazma Becerileri Boyutunda Akıllı Telefon ve Tablet Uygulamaları

Year 2024, Volume: 12 Issue: 1, 35 - 84, 29.03.2024

Sayım Aktay , Seçkin Gök

https://doi.org/10.46778/goputeb.1305857

Abstract

Bu çalışmanın amacı okuma yazma öğretimine ilişkin akıllı telefon ve tablet uygulamalarına yönelik öğretmen görüşlerini ortaya koymaktır. Çalışma nitel araştırma yöntemlerinden olgubilim yöntemi bağlamında desenlenmiş ve yürütülmüştür. Araştırmanın çalışma grubunu 2022- 2023 eğitim öğretim yılında Aydın ili Köşk ilçesinde görev yapan sınıf öğretmenlerinden gönüllü 15 kişi oluşturmaktadır. Araştırmada veriler yarı yapılandırılmış görüşmeler yoluyla elde edilmiştir. Görüşmeler sonucu elde edilen veriler “Nvivo for Windows” yazılımı kullanılarak çözümlenmiş ve içerik analizi yöntemiyle analiz edilmiştir. Bu çalışmada öğretmenler, tablet ve akıllı telefon için tasarlanmış ilk okuma yazma öğretimi uygulamalarının öğretmenler açısından destekleyici ve kolaylaştırıcı bulmuştur. Ek olarak uygulamaların öğrencinin dikkatini çekmede katkı sağladığı, öğrenciye öğrendiklerini tekrar etmelerine imkân sağladığı, öğrencilerin motivasyonunu arttırdığı ve öğrenme sürecini kısalttığı sonuçlarına da ulaşmıştır. Ayrıca öğretmenlerin bu tür uygulamaları sesi hissettirme yoğunluklu her aşamada kullandıkları görülmüştür.

Keywords

Mobil Öğrenme, Mobil Destekli Dil Öğrenimi, İlk Okuma Yazma Öğretimi, Eğitsel Yazılımlar

The Use of Smartphone and Tablet Applications for Early Reading and Writing Skills

Abstract

The aim of this study is to reveal teachers' views on smartphone and tablet applications for teaching reading and writing skills. The study was designed and conducted in the context of the phenomenology method, one of the qualitative research methods. The study group consisted of 15 volunteer primary school teachers who worked in Köşk district of Aydın province in the 2022-2023 academic year. The data were collected through semi-structured interviews. The data obtained from the interviews were analyzed using the "Nvivo for Windows" software and content analysis method. In this study, teachers found the reading and writing instruction applications designed for tablets and smartphones to be supportive and facilitative. Additionally, it was found that the applications contributed to capturing students' attention, provided opportunities for students to review what they learned, increased students' motivation, and shortened the learning process. Moreover, teachers were observed to use such applications at every stage, emphasizing the importance of auditory stimulation.

Keywords

Mobile Learning, Mobile Assisted Language Learning, Literacy Teaching, Educational Software

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