DERS KİTABINA DAYALI EĞİTİMDEN TEKNOLOJİ DESTEKLİ EĞİTİME GEÇİŞ: İNGİLİZCE DERSİNDE AKILLI TAHTA KULLANIMINA İLİŞKİN ÖĞRETMEN VE ÖĞRENCİ GÖRÜŞLERİ

Yıl 2012, Cilt: 1 Sayı: 33, 193 - 210, 01.12.2012

Oya Büyükyavuz Sevim İnal

Öz

Çalışma Süleyman Demirel Üniversitesi Yabancı Diller yüksekokulunda eğitim gören öğrenci ve İngilizce’yi akıllı tahta kullanarak öğreten öğretmenlerin bu uygulamaya ilişkin görüşlerine yer vermektedir. Akıllı tahta ya da benzer araçları yabancı dil öğretilen sınıflarda yaygın bir şekilde kullanılmasına rağmen ne kadar etkin olduklarına ilişkin soru hala güncelliğini korumaktadır. Bu çalışma bir yandan akıllı tahta ortamında İngilizce öğrenen öğrencilerin ve İngilizce’yi akıllı tahta kullanarak öğreten öğretmenlerin görüşlerini irdelerken diğer yandan teknoloji ve mesleki gelişim arasında olması muhtemel ilişkiyi araştırmaktadır. Çalışmanın verileri ön-test ve son-test anketleriyle birlikte öğretmen ve öğrencilerle yapılan yapılandırılmış görüşmeler yoluyla toplanmıştır. Son-test sonuçlarına dayalı olarak İngilizce öğretmenlerinin akıllı tahta kullanımına ilişkin düşüncelerinde olumlu bir değişim gözlenmiş olup akıllı tahta kullanımı çalışmaya katılan öğretmenlerde mesleki anlamda ‘yetkinlik’ hissi kazandırmıştır. Bu sonuçlara ek olarak, akıllı tahta kullanımı öğrencilerin derse daha iyi odaklanmasını sağlayarak ders materyallerini içselleştirmelerine katkıda bulunduğu görülmüştür

Anahtar Kelimeler

Teknoloji, Akıllı Tahta, İngiliz Dili Öğretimi

A TRANSITION FROM COURSEBOOK-BASED LANGUAGE INSTRUCTION TOWARDS TECHNOLOGY-ENHANCED CLASSROOMS: OPINIONS OF TEACHERS AND STUDENTS REGARDING INTERACTIVE WHITEBOARD TECHNOLOGY IN AN EFL CONTEXT

Öz

This article reports on a case study conducted on Turkish teachers of English and Turkish learners regarding their opinions of interactive whiteboard in an intensive English language preparation program at a state university in Turkey. Although interactive whiteboards (Henceforth IWBs), and similar devices have been widely used by teachers in language classrooms the question of how efficient they are in language classrooms remains unanswered. The present study both reveals the English language teachers’ and learners’ opinions regarding the use of interactive whiteboards in language classes and explores the relationship between technology use and sense of professional development. The data presented in the article were collected through pre and post questionnaires along with structured individual interviews with the teachers. The findings of the research suggest that Turkish teachers’ opinions regarding interactive whiteboards changed in a positive way over time. Furthermore, it was found that using technology helps teachers develop a sense of ‘ableness’ which in turn is translated into more effective teaching practices. The findings also revealed that interactive whiteboards help students engage in the lesson and internalize the lesson content more effectively through visual representations

Anahtar Kelimeler

Technology, interactive white boards, English language teaching

Kaynakça

• Arslan, B. Bilgisayar Destekli Eğitime Tabi Tutulan Ortaöğretim Öğrencileriyle Bu Süreçte Eğitici Olarak Rol Alan Öğretmenlerin BDE’e İlişkin Görüşleri. The Turkish Online Journal of Educational Technology - TOJET October 2003 ISSN: pp.1303-6521 Volume 2, Issue 4, 2003.
• Aydinli-Mathews.J. & F. Elaziz. Turkish Students’ and Teachers’ Attitudes Toward the Use of Interactive Whiteboards in EFL Classrooms, Computer Assisted Language Learning 23 (3), pp.235-252. 2010.
• Beauchamp.G Teachers’ Use of Interactive Whiteboard in Primary Schools. Technology Pedagogy and Education. 13 (3). Pp.327-348, 2004.
• Beeland. W. D. Student Engagement, Visual Learning and Technology: Can Interactive Whiteboards help? Retrieved May 23 2012 from http:// chiron.aldosta.edu.are/Artmanscrpt vol 1 no 1 beeland_am.pdf. 2002.
• Bell. M.A. Why Use an Interactive Whiteboard? A Baker’s Dozen Reasons! Teachers.Net.Gazette. Retrieved May 23, 2012. from http://teachers.net.gazette./JAN02/mabell.html.2002.
• Dupagne, M. & K. A. Krendl . Teachers’ Attitudes Toward Computers: A Review of the Literature. Journal of Research on Computing in Education, 24 (3), pp.420-429. 1992
• Dusick . D. M. The Learning Effectiveness of Educational Technology: What Does That Really Mean?. Educational Technology Review, 10 (2). pp.10-12 .1998
• Egbert. J & Yoko Nakamichi . The Impact Of Call Trena M. Paulus Instruction on Classroom Computer Use: A Foundation For Rethinking Technology in Teacher Education. Language Learning & Technology 6 (3). pp. 108- 126 .2002.
• Ely. D.P Conditions That Facilitate the Implementation of Educational Technology Innovations. Journal of Research on Computing in Education, 23 (2 ).pp. 298-305 . 1990.
• Glesne, C & Peshkin, A. Becoming Qualitative Researcher: An introduction. New York: Longman . 1992.
• Glover, D & D. Miller. Running With Technology: The Pedagogic Impact of the Large Scale Introduction of Interactive Whiteboards in One Secondary School. Journal of Information Technology for Teacher Education, 10, pp. 257-276. 2001.
• Hall. & S. Higgins. Primary Schools Students’ Perceptions of Interactive Whiteboards. Journal of Computer Assisted Learning, 21 (2), pp. 102- 117. 2005.
• İnal, S. İngilizce Öğretmen Adaylarının Bilgisayara Yönelik Tutumlarının Bazı Değişkenler Açısından İncelenmesi 6. Uluslararası Eğitim Teknolojileri Konferansı, Doğu Akdeniz Üniversitesi, 19-21 Nisan 2006.Gazi Mağusa/ KKTC. 2006.
• İnal, S. İngilizce Öğretmenlerinin Eğitim Teknolojisini Kullanma Sıklığı 5th International Educational Technology Conference. The Ohio State University & Sakarya University.Sakarya/Türkiye.2005.
• Latham. P. Teaching and Learning Mathematics: The Impact of Interactive Whiteboards Results of the North Islington Education action Zone RM Easiteach Mathematics Project. London: BEAM Education. 2002.
• Lee,B. & M.Boyle. Teachers Tell Their Story: Interactive Whiteboards at Richardson Primary School. Retrieved May 23, 2012 from www.iwb.net.au/advice publications/documents/Teachersstory2.doc, 2004.
• Levy. P .Interactive Whiteboards in Learning and Teaching in Two Sheffield Schools: A Developmental Study. Retrieved May 23, 2012 from http://dis.shef.ac.uk/eirg/projects/wboards.htm. 2002.
• Marcinkiewicz,H. R. Computers and Teachers: Factors Influencing Computer Use in the Classroom. Journal of Research on Computing in Education, 26 (2), pp. 220-237. 1994.
• Martin. S. Interactive whiteboards nd Talking Books: A New Approach to Teaching Children to Write? Literacy, 4 (1)., pp.26-34. 2007.
• Moss,G. Jewitt, c. Levaaic. R. Armstrong. V. Cardini. A.,& Castle, F. The Interactive Whiteboard, Pedagogy and Pupil Performance Evaluation. Retrieved May 23, 2012, from www.dfes.gov.uk/research/data/uploadfiles/RR816.pdf. 2007
• Patton, M. Qualitative Evaluation and Research Methods. Newbury Park, CA: Sage Publications. 1990.
• Silva, P., de Oliveira Marcelo, M.A., & Ferreira da Cruz, M.R.D. The Benefits of Using Interactive Whiteboards in Teaching English as Foreign Language to Young Learners Learning Process. Presentation given at Humanities Conference 08, Istanbul, July 15-18, http://h08.cgpublisher.com/ proposals/274/index_html. 2008
• Smith. A. Interactive Whitebord Evaluation. Retrieved May 23, 2012, from http://www.mirandanet.ac.uk/pubssmartboards.htm. K.Wall et.al. The Visual Helps Me Understand the Complicated Things: Pupil Views of Teaching and Learning with Interactive Whiteboards. British Journal of Educational Technology, 36 (5), pp.851-867. 2005.
• Verdugo, R. D. & Belmonto, I. A. Usıng Digital Stories To Improve Listening Comprehension Wıth Spanish Young Learners Of Englısh. Language Learning & Technology . 11, (1), pp. 87-101. 2007.