The Effect of 21st Century Skills Training on Foreign Language Teachers’ Perceptions Regarding Their Educational Technology and Materials Development Competencies

Yıl 2022, , 118 - 136, 20.02.2022

Gökçen Yeni

https://doi.org/10.14686/buefad.777974

Cited By: 3

Öz

This study aims to show whether 21st Century Skills Material Design Teacher Training and Professional Development Program enhance foreign language teachers’ perceptions regarding their educational technology and material development competencies. It is worthy of recommendation that teachers should learn what 21st century skills are and how to bring these skills into classroom by creating their own foreign language teaching materials through digital technologies. To that end, an 8-week teacher-training program was held at Istanbul University. Thirty-three English teachers participated in the study. Application-based Educational Technology and Material Development Competencies Scale was conducted as pre-test and post-test before and after 8-week training in order to measure changes of the teachers’ perceptions. In addition, teachers' opinions have been obtained through structured interview technique to deepen the parts that are not acquired from quantitative data. Results of the study indicate that this type of strategy training was found useful for developing teachers’ perceptions regarding their educational technology and material development competencies on 21st century skills.

Anahtar Kelimeler

21st Century Skills, Material Design, Foreign Language Teaching, Teacher Training

Kaynakça

• Can, T. & Simsek, I. (2015). The use of 3D virtual learning environments in training foreign language pre- service teachers. Turkish Online Journal of Distance Education, 16(4), 114-124.
• Demirel, Ö., & Budak, Y. (2003). Öğretmenlerin hizmetiçi eğitim ihtiyacı [Teachers’ inservice training need]. Kuram ve Uygulamada Eğitim Yönetimi, 33(33), 62-81.
• Elia, A., Can, T., & Şimşek, İ. (2017). Dil eğitimini düşünmek: İstanbul Üniversitesi’nde sürükleyici oyunla kelime öğretimi [Thinking of language education: Teaching vocabulary through ripping game at Istanbul University]. RumeliDE Dil ve Edebiyat Araştırmaları Dergisi, (10), 40-49.
• Harwood, N. (2010). Issues in materials development and design (pp. 3-30). Cambridge University Press. İlhan, A. Ç. (2004). 21. yüzyılda öğretmen yeterlikleri [Teacher’s competencies in 21st century]. Bilim ve Aklın Aydınlığında Eğitim Dergisi, 58, 40-45.
• Koehler, M. J., Mishra, P., Bouck, E. C., DeSchryver, M., Kereluik, K., Shin, T. S., & Wolf, L. G. (2011). Deep- play: Developing TPACK for 21st century teachers. International Journal of Learning Technology, 6(2), 146- 163.
• Madsen, H. S., & Bowen, J. D. (1978). Adaptation in Language Teaching.
• Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon: NCB University Press, Vol. 9 No. 5.
• Seferoğlu, S. S. (2004). Öğretmen yeterlilikleri ve mesleki gelişim [Teacher’s competencies and vocational development]. Bilim ve Aklın Aydınlığında Eğitim, 58, 40-45.
• Tomlinson, B. (2012). Materials development for language learning and teaching. Language Teaching, 45(02), 143-179.
• Trilling, B., & Fadel, C. (2012). 21st century skills: Learning for life in our times. John Wiley & Sons.
• Wallis, C., & Steptoe, S. (2006). How to build a student for the 21st century. Time Magazine, 168(25), 1568480-1.
• Waycott, J., Bennett, S., Kennedy, G., Dalgarno, B., & Gray, K. (2010). Digital divides? Student and staff perceptions of information and communication technologies. Computers & education, 54(4), 1202-1211.
• Varank, İ., & Ergün, S. S. (2009). Uygulamaya dayalı öğretim teknolojileri ve materyal tasarımı becerileri ölçeği geliştirme [Application-based Educational Technology and Material Development Competencies Scale]. M.Ü. Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 29, 173-185.