Prospective Classroom Teachers’ Perceptions of Using Digital Reading and Writing Practices at The Primary School Level

Year 2019, Volume: 8 Issue: 1, 1 - 25, 29.01.2019

Ahmet Yamaç

https://doi.org/10.33206/mjss.484876

Cited By: 5

Abstract

The
purpose of current study was to explore prospective classroom teachers’
perceptions about the use of information and communication technologies in
literacy education. The study was carried out on the basis of new literacies
perspective. In this study, which is based on the phenomenological research
design, digital reading and writing practices were conducted with 21
prospective classroom teachers. At the end of practices, prospective teachers
were asked to respond in writing to open-ended questions. Prospective teachers’
perceptions indicated that information and communication technologies lead to
some changes in the nature and teaching of literacy. In addition to,
prospective teachers emphasized that reading processes in online contexts
increase reader-text interactions, provide students with the opportunity to
work on a large number of resources, and have multimodality. Moreover,
prospective teachers stated that online writing and content creating have some
characteristics such as online research, enhancing collaboration and
interaction, developing creativity, and broadening the audience. Lastly,
prospective teachers reported some obstacles to technology integration in
literacy education.

Keywords

Online reading and writing, new literacies

Dijital Okuma ve Yazma Uygulamalarının İlkokul Düzeyinde Kullanımına Yönelik Sınıf Öğretmeni Adaylarının Algıları

Abstract

Bu
araştırmanın amacı okuma yazma eğitiminde bilgi ve iletişim teknolojilerinin
kullanımına ilişkin sınıf öğretmeni adaylarının algılarını keşfetmektir.
Araştırmaya iki düzeyli yeni okuryazarlık kuramı rehberlik etmiştir. Nitel
araştırma desenlerinden olgubilim deseni ile yürütülen bu çalışmada 21 sınıf
öğretmeni adayı ile dijital okuma yazma uygulamaları gerçekleştirilmiş ve
uygulama sonunda öğretmen adaylarının görüşleri açık uçlu sorular aracılığıyla yazılı
olarak alınmıştır. Araştırmadan elde edilen bulgular öğretmen adaylarının algılarına
göre bilgi ve iletişim teknolojilerinin, okuryazarlığın doğası ve öğretimi
konusunda bazı değişimlere yol açtığını göstermiştir. Öğretmen adayları çevrim
içi bağlamlarda metin okuma süreçlerinin okur metin etkileşimlerini
artırdığını, çok sayıda kaynak üzerinde çalışabilme imkânı tanıdığını ve çok
biçimli olduğunu vurgulamışlardır. Dahası öğretmen adayları çevrim içi içerik
oluşturma ve yazmanın çevrim içi araştırma, işbirliği ve etkileşimi artırma,
yaratıcılığı geliştirme ve hedef kitleyi genişletme gibi özelliklere sahip
olduğunu ifade etmişlerdir. Son olarak öğretmen adayları okuma yazma eğitiminde
teknoloji entegrasyonuna yönelik bazı engellerden bahsetmişlerdir. 

Keywords

Çevrim içi okuma ve yazma, yeni okuryazarlıklar

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