İngilizce Öğretmen Adaylarının Web 2.0 Teknoloji Entegrasyonu için Kaygı Aşamaları

Year 2021, , 1083 - 1114, 31.08.2021

Halil Kayaduman , Ömer Delialioğlu

https://doi.org/10.17679/inuefd.837412

Cited By: 1

Abstract

Bu çalışma, İngilizce öğretmen adaylarının, Teknolojiyi Tasarlayarak Öğrenme (TTÖ) yaklaşımı tabanında hazırlanmış bir derste, Web 2.0 teknoloji entegrasyonuna yönelik kaygı aşamalarını araştırmaktadır. Çalışma öğretmen adaylarının kaygılarını belirlemeyi ve daha iyi anlamayı amaçlamaktadır. Öğretmen adaylarının bu konudaki kaygılarını araştırmak, asıl hizmet içi deneyimlerden önce ihtiyaçları tanımlama ve ele alma fırsatını sunmaktadır. Çalışmanın teorik çerçevesi olarak Kaygı tabanlı adaptasyon modelinin bir bileşini olan Kaygı aşamaları kullanılmıştır. 24 İngilizce öğretmen adayını içeren gömülü bir karma yöntem tasarımı uygulanmıştır. Öğretmen adayları, Web 2.0 teknolojileri içeren TTÖ aktivitelerinin uygulandığı derse bir dönem boyunca katılmışlardır. Çalışmadaki nicel veriler kaygı aşamaları ölçeği ile toplanırken, nitel veriler odak grup ve bireysel görüşmelerden alınmıştır. Bulgular, öğretmen adaylarının Web 2.0 teknolojilerine yönelik bilgi ve becerilerinin geliştiğini ve kaygı aşamalarından biri olan Sonuç aşamasının yoğunluğunun istatistiksel olarak arttığını göstermiştir. Diğer bir ifadeyle, öğretmen adayları öğrenmeyi artırabilmek amacıyla teknoloji ile desteklenmiş ders etkinliklerinin tasarımı konusunda bir anlayış kazanmışlardır. Bulgular ayrıca Kaygısız, Bilgilendirici ve Kişisel aşamaların yoğunluklarının dönem boyunca baskın ve değişmeden kaldığını da ortaya koymuştur. Bu doğrultuda, bu çalışma öğretmen adaylarının teknoloji entegrasyonuna yönelik kararlılıklarını sağlamak için, TTÖ etkinliklerinin İngilizce öğretimi müfredatına entegre edilmesini ve bu etkinliklerin modelleme, mentorluk yada öğretim deneyimi uygulamaları ile zenginleştirilmesini önermektedir.

Keywords

İngilizce dili öğretimi, kaygı aşamaları, öğretmen adayları, teknoloji adaptasyonu, teknolojiyi tasarlayarak öğrenme, web 2.0

English Language Preservice Teachers’ Stages of Concern for Web 2.0 Technology Integration

Abstract

This study explores the English Language preservice teachers (PST)’ stages of concern (SoC) for Web 2.0 technology integration in the Learning Technology by Design (LBD) based course. It aims to identify and better understand PSTs’ concerns. Understanding the concerns has advantages of describing and addressing the needs of PSTs prior to actual in-service experiences. SoC model, a component of the Concerns-Based Adoption Model, was used as the theoretical framework. An embedded mixed methods design was implemented, which included 24 English language PSTs. The PSTs attended a semester-long course in which they were involved in LBD activities that included Web 2.0 technologies. While the quantitative data were collected through the SoC questionnaire, the qualitative data were gathered from the focus group and individual interviews. According to the findings, the PSTs improved their knowledge and skills regarding Web 2.0 technology integration and increased the Consequence stage’s intensity significantly. Namely, the PSTs gained an understanding of how to design technology-integrated lesson activities that can promote learning. The findings further identified that the Unconcerned, Informational, and Personal stages’ intensities remained predominant and unchanged over the semester. Recommendations for addressing the PSTs’ concerns include: integrating LBD activities into the English language teaching curriculum and reinforcing the LBD activities with modeling, mentoring, or teaching practices to assure PSTs’ commitments for technology integration.

Keywords

English language teaching, learning technology by design, preservice teachers, stages of concern, technology adoption, web 2.0

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