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SORGULAMA TEMELLİ YÜKSEK TEKNOLOJİ YAKLAŞIMI: ÖĞRETİM DENEYİMİ

Year 2024, Volume: 4 Issue: 2, 283 - 305, 29.05.2024
https://doi.org/10.58375/sde.1479009

Abstract

Bilgi İletişim Teknolojileri (BİT), günümüzde dil sınıflarında birincil önem kazanmıştır, o kadar ki bugün her sınıfta her öğrencinin kitaplarının yanında teknolojik bir cihaz bulunur. Ayrıca, her sınıfta internet bağlantısı sağlanmaktadır. Özellikle dil sınıfları internetten farklı şekillerde faydalanmaktadır. Sorgulama temelli yaklaşım ve teknoloji iç içe geçmiştir. Bu yaklaşıma sorgulama temelli yüksek teknoloji yaklaşımı deniyor. Sorgulamaya dayalı yüksek teknoloji yaklaşımı, öğrenenlerin üst düzey sorgulama ve keşif yoluyla gerçek hayatla bağlantı kurmalarını sağlayan bir öğrenme sürecidir. Öğrenenler, sınıflarda teknoloji kullanımı yoluyla kendileri deneyimleyerek ve problem çözerek keşfederler. Bu bağlamda, bu çalışmanın amacı, bir dil sınıfında sorgulamaya dayalı yüksek teknoloji yaklaşımı ile öğretim deneyimini ortaya çıkarmaktır. Sorgulama temelli yüksek teknoloji yaklaşımı, girişin ardından üç genel aşama üzerinden uygulanır: sorgulama için ısınma, veri toplama ve genel değerlendirme. Uygulanması için belirli bir düzeyde dil bilgisi ve motivasyon gerektirmesine rağmen, özel ihtiyaçları olan öğrenciler olsa bile uygun bir öğrenci grubuyla mükemmel bir şekilde çalışır. Öğretmen bir rehber haline gelir ve öğrenciler kendi öğrenme süreçlerinin aktörleri olurlar.

References

  • Abdelraheem, Ahmed, Asan, Askin (2006). “The effectiveness of inquiry-based technology enhanced collaborative learning environment” International Journal of Technology in Teaching and Learning, Vol.2, No.2, pp. 65-87.
  • Abdi, Ali (2014). “The Effect of Inquiry-based Learning Method on Students’ Academic Achievement in Science Course.” Universal Journal of Educational Research, Vol.2, No.1, pp.37-41.
  • Ai, Randy, Bhatt, Mihir, Chevrier, S., Ciccarelli, Robert, Grady, Rosheen, Kumari, Vandana, Nazarali, Natasha, Rahimi, Hanieh, Roberts Jilliam, Sachs, Jonathan, Schepmyer, Andrew, Wang, Michael, Wong, Henry (2008). “Choose your own inquiry” Lanham, MD: University Press of America.
  • Boğar, Yurdagül (2019). “Literature Review on Inquiry-Based Learning in Science Education” International Journal of Science and Education, Vol.1, No.2, pp.91-118.
  • Bozdağ, Çiğdem (2017). “Almanya ve Türkiye’deki Okullarda Teknoloji Entegrasyonu: eTwinning Örneği Üzerine Karşılaştırmalı bir İnceleme” Eğe Eğitim Teknolojileri Dergisi, vol.1, No.1, s.42-64.
  • Bruce, B. C. (2008). “The Inquiry Cycle” https://chipbruce.net/cv/teaching/resources/inquiry-based-learning/the-inquiry-cycle/ (1.05.2024)
  • Chapelle, Carol A. (2003). “The potentials of technology for language learning” Amsterdam: Johs Benjamins.
  • Constantinos C. Manoli, Margus Pedaste, Mario Mäeots, Leo Siiman, Ton de Jong, et al.. (2015). “Phases of inquiry-based learning: definitions and the inquiry cycle” Educational Research Review.
  • Felix, Uschi (2001). “The web's potential for language learning: the student's perspective” ReCALL, Vol.13, No.1, pp.47-58.
  • Freisen, Sharon, Scott, David (2013). “Inquiry-Based Learning: A Review of the Research Literature.” Alberta. İşisağ, Korkut Uluc (2012). “The Positive Effects of Integrating ICT in Foreign Language Teaching.” 5th Edition of the International conference” ICT for Language Learning, Floransa, Italy
  • Kocak- Usluel, Yasemin, Demiraslan, Yasemin (2005). “Bilgi ve iletişim teknolojilerinin öğrenme-öğretme sürecine entegrasyonunu incelemede bir çerçeve” Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, Vol.28, pp.134-142.
  • Lubis, Arif Husein (2018). “Integrası Tık Dalam Pengajaran Bahasa Inggrıs dı Indonesıa Abad Ke-21: Mıtos Dan Realıta” journal.uny.ac.id
  • Lynn, Lisa J. (2021). “Effective Integration of Technology in Inquiry Learning: Themes and Examples” Handbook of Research on Modern Educational Technologies, Applications, and Management, pp. 664-676.
  • Mazman, Sacide Güzin, Usluel, Yasemin Koçak (2011). “Bilgi ve İletişim Teknolojilerinin Öğrenme-öğretme Süreçlerine Entegrasyonu: Modeller ve Göstergeler” Eğitim Teknolojisi Kuram ve Uygulama, Vol.1, No.1, pp.62 – 79.
  • Mullamaa, Kristina (2010). “ICT in language learning: benefits and methodological implications” International Education Studies, Vol.3, No.1, pp.38-44.
  • Mulder, Melissa (2014). “Technology’s Role in Inquiry Based Learning. Master’s Thesis” University of Northern Iowa, Iowa.
  • Panasan, Mookdaporn, Nuangchalerm, Prasart (2010). “Learning Outcomes of Project-Based and Inquiry-Based Learning Activities” Journal of Social Sciences, Vol.6, No.2, pp.252-255.

INQUIRY BASED HIGH-TECH APPROACH: TEACHING EXPERIENCE

Year 2024, Volume: 4 Issue: 2, 283 - 305, 29.05.2024
https://doi.org/10.58375/sde.1479009

Abstract

Information Communication Technologies (ICT) have gained primary importance in language classes since today each learner has a technological device beside their books in the classroom. Moreover, internet connection is provided in every classroom. Especially the language classes benefit from the internet in different ways. Inquiry-based approach and technology are intertwined. This approach is called the inquiry-based high-tech approach. The inquiry-based high-tech approach is a learning process engaging learners in making real-life connections by high-level inquiry and discovery. Learners discover by experiencing themselves and solving problems through technology usage in the classrooms. Hence, the aim of this study is to reveal the experience of teaching with the inquiry-based high-tech approach in a language class. The inquiry-based High-Tech approach is applied through three general phases after ice-breaking: warm-up for inquiry, data collection and general overview. Although it requires a certain level of language knowledge and motivation to apply, it works perfectly with a suitable group of learners even though there are learners with special needs. Teacher becomes a guide and the learners become the actors of their own learning processes.

References

  • Abdelraheem, Ahmed, Asan, Askin (2006). “The effectiveness of inquiry-based technology enhanced collaborative learning environment” International Journal of Technology in Teaching and Learning, Vol.2, No.2, pp. 65-87.
  • Abdi, Ali (2014). “The Effect of Inquiry-based Learning Method on Students’ Academic Achievement in Science Course.” Universal Journal of Educational Research, Vol.2, No.1, pp.37-41.
  • Ai, Randy, Bhatt, Mihir, Chevrier, S., Ciccarelli, Robert, Grady, Rosheen, Kumari, Vandana, Nazarali, Natasha, Rahimi, Hanieh, Roberts Jilliam, Sachs, Jonathan, Schepmyer, Andrew, Wang, Michael, Wong, Henry (2008). “Choose your own inquiry” Lanham, MD: University Press of America.
  • Boğar, Yurdagül (2019). “Literature Review on Inquiry-Based Learning in Science Education” International Journal of Science and Education, Vol.1, No.2, pp.91-118.
  • Bozdağ, Çiğdem (2017). “Almanya ve Türkiye’deki Okullarda Teknoloji Entegrasyonu: eTwinning Örneği Üzerine Karşılaştırmalı bir İnceleme” Eğe Eğitim Teknolojileri Dergisi, vol.1, No.1, s.42-64.
  • Bruce, B. C. (2008). “The Inquiry Cycle” https://chipbruce.net/cv/teaching/resources/inquiry-based-learning/the-inquiry-cycle/ (1.05.2024)
  • Chapelle, Carol A. (2003). “The potentials of technology for language learning” Amsterdam: Johs Benjamins.
  • Constantinos C. Manoli, Margus Pedaste, Mario Mäeots, Leo Siiman, Ton de Jong, et al.. (2015). “Phases of inquiry-based learning: definitions and the inquiry cycle” Educational Research Review.
  • Felix, Uschi (2001). “The web's potential for language learning: the student's perspective” ReCALL, Vol.13, No.1, pp.47-58.
  • Freisen, Sharon, Scott, David (2013). “Inquiry-Based Learning: A Review of the Research Literature.” Alberta. İşisağ, Korkut Uluc (2012). “The Positive Effects of Integrating ICT in Foreign Language Teaching.” 5th Edition of the International conference” ICT for Language Learning, Floransa, Italy
  • Kocak- Usluel, Yasemin, Demiraslan, Yasemin (2005). “Bilgi ve iletişim teknolojilerinin öğrenme-öğretme sürecine entegrasyonunu incelemede bir çerçeve” Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, Vol.28, pp.134-142.
  • Lubis, Arif Husein (2018). “Integrası Tık Dalam Pengajaran Bahasa Inggrıs dı Indonesıa Abad Ke-21: Mıtos Dan Realıta” journal.uny.ac.id
  • Lynn, Lisa J. (2021). “Effective Integration of Technology in Inquiry Learning: Themes and Examples” Handbook of Research on Modern Educational Technologies, Applications, and Management, pp. 664-676.
  • Mazman, Sacide Güzin, Usluel, Yasemin Koçak (2011). “Bilgi ve İletişim Teknolojilerinin Öğrenme-öğretme Süreçlerine Entegrasyonu: Modeller ve Göstergeler” Eğitim Teknolojisi Kuram ve Uygulama, Vol.1, No.1, pp.62 – 79.
  • Mullamaa, Kristina (2010). “ICT in language learning: benefits and methodological implications” International Education Studies, Vol.3, No.1, pp.38-44.
  • Mulder, Melissa (2014). “Technology’s Role in Inquiry Based Learning. Master’s Thesis” University of Northern Iowa, Iowa.
  • Panasan, Mookdaporn, Nuangchalerm, Prasart (2010). “Learning Outcomes of Project-Based and Inquiry-Based Learning Activities” Journal of Social Sciences, Vol.6, No.2, pp.252-255.
There are 17 citations in total.

Details

Primary Language English
Subjects Policy and Administration (Other)
Journal Section Research Articles
Authors

Eda Şenöz 0009-0008-3496-6168

Melek Alpar 0000-0002-7416-293X

Publication Date May 29, 2024
Submission Date May 6, 2024
Acceptance Date May 25, 2024
Published in Issue Year 2024 Volume: 4 Issue: 2

Cite

APA Şenöz, E., & Alpar, M. (2024). INQUIRY BASED HIGH-TECH APPROACH: TEACHING EXPERIENCE. SDE Akademi, 4(2), 283-305. https://doi.org/10.58375/sde.1479009

SDE AKADEMİ WEB SAYFASI: https://sdeakademidergisi.org/