TY  - JOUR
T1  - Dijital Okuma ve Yazma Uygulamalarının İlkokul Düzeyinde Kullanımına Yönelik Sınıf Öğretmeni Adaylarının Algıları
TT  - Prospective Classroom Teachers’ Perceptions of Using Digital Reading and Writing Practices at The Primary School Level
AU  - Yamaç, Ahmet
PY  - 2019
DA  - January
DO  - 10.33206/mjss.484876
JF  - MANAS Sosyal Araştırmalar Dergisi
JO  - MJSS
PB  - Kırgızistan Türkiye Manas Üniversitesi
WT  - DergiPark
SN  - 1694-7215
SP  - 1
EP  - 25
VL  - 8
IS  - 1
LA  - tr
AB  - Buaraştırmanın amacı okuma yazma eğitiminde bilgi ve iletişim teknolojilerininkullanımına ilişkin sınıf öğretmeni adaylarının algılarını keşfetmektir.Araştırmaya iki düzeyli yeni okuryazarlık kuramı rehberlik etmiştir. Nitelaraştırma desenlerinden olgubilim deseni ile yürütülen bu çalışmada 21 sınıföğretmeni adayı ile dijital okuma yazma uygulamaları gerçekleştirilmiş veuygulama sonunda öğretmen adaylarının görüşleri açık uçlu sorular aracılığıyla yazılıolarak alınmıştır. Araştırmadan elde edilen bulgular öğretmen adaylarının algılarınagöre bilgi ve iletişim teknolojilerinin, okuryazarlığın doğası ve öğretimikonusunda bazı değişimlere yol açtığını göstermiştir. Öğretmen adayları çevrimiçi bağlamlarda metin okuma süreçlerinin okur metin etkileşimleriniartırdığını, çok sayıda kaynak üzerinde çalışabilme imkânı tanıdığını ve çokbiçimli olduğunu vurgulamışlardır. Dahası öğretmen adayları çevrim içi içerikoluşturma ve yazmanın çevrim içi araştırma, işbirliği ve etkileşimi artırma,yaratıcılığı geliştirme ve hedef kitleyi genişletme gibi özelliklere sahipolduğunu ifade etmişlerdir. Son olarak öğretmen adayları okuma yazma eğitimindeteknoloji entegrasyonuna yönelik bazı engellerden bahsetmişlerdir.
KW  - Çevrim içi okuma ve yazma
KW  - yeni okuryazarlıklar
N2  - Thepurpose of current study was to explore prospective classroom teachers’perceptions about the use of information and communication technologies inliteracy education. The study was carried out on the basis of new literaciesperspective. In this study, which is based on the phenomenological researchdesign, digital reading and writing practices were conducted with 21prospective classroom teachers. At the end of practices, prospective teacherswere asked to respond in writing to open-ended questions. Prospective teachers’perceptions indicated that information and communication technologies lead tosome changes in the nature and teaching of literacy. In addition to,prospective teachers emphasized that reading processes in online contextsincrease reader-text interactions, provide students with the opportunity towork on a large number of resources, and have multimodality. Moreover,prospective teachers stated that online writing and content creating have somecharacteristics such as online research, enhancing collaboration andinteraction, developing creativity, and broadening the audience. Lastly,prospective teachers reported some obstacles to technology integration inliteracy education.
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UR  - https://doi.org/10.33206/mjss.484876
L1  - https://dergipark.org.tr/tr/download/article-file/635381
ER  -