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İngilizce Öğretmen Adaylarının Web 2.0 Teknoloji Entegrasyonu için Kaygı Aşamaları

Yıl 2021, , 1083 - 1114, 31.08.2021
https://doi.org/10.17679/inuefd.837412

Öz

Bu çalışma, İngilizce öğretmen adaylarının, Teknolojiyi Tasarlayarak Öğrenme (TTÖ) yaklaşımı tabanında hazırlanmış bir derste, Web 2.0 teknoloji entegrasyonuna yönelik kaygı aşamalarını araştırmaktadır. Çalışma öğretmen adaylarının kaygılarını belirlemeyi ve daha iyi anlamayı amaçlamaktadır. Öğretmen adaylarının bu konudaki kaygılarını araştırmak, asıl hizmet içi deneyimlerden önce ihtiyaçları tanımlama ve ele alma fırsatını sunmaktadır. Çalışmanın teorik çerçevesi olarak Kaygı tabanlı adaptasyon modelinin bir bileşini olan Kaygı aşamaları kullanılmıştır. 24 İngilizce öğretmen adayını içeren gömülü bir karma yöntem tasarımı uygulanmıştır. Öğretmen adayları, Web 2.0 teknolojileri içeren TTÖ aktivitelerinin uygulandığı derse bir dönem boyunca katılmışlardır. Çalışmadaki nicel veriler kaygı aşamaları ölçeği ile toplanırken, nitel veriler odak grup ve bireysel görüşmelerden alınmıştır. Bulgular, öğretmen adaylarının Web 2.0 teknolojilerine yönelik bilgi ve becerilerinin geliştiğini ve kaygı aşamalarından biri olan Sonuç aşamasının yoğunluğunun istatistiksel olarak arttığını göstermiştir. Diğer bir ifadeyle, öğretmen adayları öğrenmeyi artırabilmek amacıyla teknoloji ile desteklenmiş ders etkinliklerinin tasarımı konusunda bir anlayış kazanmışlardır. Bulgular ayrıca Kaygısız, Bilgilendirici ve Kişisel aşamaların yoğunluklarının dönem boyunca baskın ve değişmeden kaldığını da ortaya koymuştur. Bu doğrultuda, bu çalışma öğretmen adaylarının teknoloji entegrasyonuna yönelik kararlılıklarını sağlamak için, TTÖ etkinliklerinin İngilizce öğretimi müfredatına entegre edilmesini ve bu etkinliklerin modelleme, mentorluk yada öğretim deneyimi uygulamaları ile zenginleştirilmesini önermektedir.

Kaynakça

  • Alayyar, G.M. (2011). Developing preservice teacher competencies for ICT integration through design teams. University of Twente. https://doi.org/10.3990/1.9789036532341
  • Al-rawajfih, K., Fook, F.S., & Idros, S.N.S. (2010). Stages of Concern in Integrating E-Learning in Discovery Schools. Asian Social Science, 6(8), 54–63. https://doi.org/10.5539/ass.v6n8p54
  • Anderson, S.E., & Maninger, R.M. (2007). Preservice Teachers’ Abilities, Beliefs, and Intentions regarding Technology Integration. Journal of Educational Computing Research, 37(2), 151–172. https://doi.org/10.2190%2FH1M8-562W-18J1-634P
  • Antenos-Conforti, E. (2009). Microblogging on Twitter: Social Networking in Intermediate Italian Classes. In The Next Generation Social Networking and Online Collaboration in Foreign Language Learning (pp. 59–90). San Marcos, Texas: CALICO.
  • Aşıksoy, G. (2018). ELT students’ attitudes and awareness towards the use of WEB 2.0 technologies for language learning. Journal of Language and Linguistic Studies, 14(2), 240-251.
  • Babbie, E. (2001). Practice of Social Research (9th Ed). Belmont, CA: Wadsworth Thomson Learning.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman.
  • Borg, S. (2011). The impact of in-service teacher education on language teachers’ beliefs. System, 39(3), 370–380. https://doi.org/10.1016/j.system.2011.07.009
  • Boz, Y., & Boz, N. (2010). The nature of the relationship between teaching concerns and sense of efficacy. European Journal of Teacher Education, 33(3), 279–291. https://doi.org/10.1080/02619768.2010.490910
  • Burke, P.F., Schuck, S., Aubusson, P., Kearney, M., & Frischknecht, B. (2018). Exploring teacher pedagogy, stages of concern and accessibility as determinants of technology adoption. Technology, Pedagogy and Education, 27(2), 149-163. https://doi.org/10.1080/1475939X.2017.1387602
  • Büyüköztürk, Ş. (2009). Sosyal Bilimler için Veri Analizi El Kitabı. Ankara: Pegem Akademi.
  • Cephe, P. T., & Balcikanli, C. (2012). Web 2.0 Tools in Language Teaching: What do Student Teachers Think? International Journal on New Trends in Education and Their Implications, 3(1), 1–12.
  • Chen, Y.-H., & Jang, S.-J. (2014). Interrelationship between Stages of Concern and Technological, Pedagogical, and Content Knowledge: A study on Taiwanese senior high school in-service teachers. Computers in Human Behavior, 32, 79–91. https://doi.org/10.1016/j.chb.2013.11.011
  • Creswell, J.W., & Clark, V.P. (2007). Designing and Conducting Mixed Methods Research (1st ed.). SAGE Publications.
  • Cullen, T., & Greene, B. (2011). Preservice teachers’ beliefs, attitudes, and motivation about technology integration. Journal of Educational Computing Research, 45(1), 29–47. https://doi.org/10.2190/EC.45.1.b
  • Ducate, C.L., & Lomicka, L.L. (2008). Adventures in the blogosphere: From blog readers to blog writers. Computer Assisted Language Learning, 21(1), 9–28. https://doi.org/10.1080/09588220701865474
  • Ertmer, P.A., & Ottenbreit-Leftwich, A.T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255–284. https://doi.org/10.1080/15391523.2010.10782551
  • Faizi, R. (2018). Teachers’ perceptions towards using Web 2.0 in language learning and teaching. Education and Information Technologies Volume, 23, 1219–1230. https://doi.org/10.1007/s10639-017-9661-7
  • Fessakis, G., Tatsis, K., & Dimitracopoulou, A. (2008). Supporting “Learning by Design” Activities Using Group Blogs. Educational Technology & Society, 11(4), 199–212. Retrieved from https://eric.ed.gov/?id=EJ825111
  • Field, A. (2009). Discovering Statistics Using SPSS (3rd ed.). Sage Publications.
  • Fırat, E.A., & Koksal, M.S. (2017). The relationship between use of Web 2.0 tools by prospective science teachers and their biotechnology literacy. Computers in Human Behavior, 70, 44–50. https://doi.org/10.1016/j.chb.2016.12.067
  • George, A.A., Hall, G.E., & Stiegelbauer, S.M. (2006). Measuring Implementation in Schools: The Stages of Concern Questionnaire. Austin, TX: SEDL.
  • Ghaith, G., & Shaaban, K. (1999). The relationship between perceptions of teaching concerns, teacher efficacy and selected teacher characteristics. Teaching and Teacher Education, 15(5), 487–496. https://doi.org/10.1016/S0742-051X(99)00009-8
  • Goktas, Y., Yildirim, Z., & Yildirim, S. (2009). Main Barriers and Possible Enablers of ICTs Integration into Preservice Teacher Education Programs. Educational Technology & Society, 12(1), 193–204. Retrieved from https://eric.ed.gov/?id=EJ833426
  • Groth, L.A., Dunlap, K.L., & Kidd, J.K. (2007). Becoming technology literate through technology integration in PK-12 preservice literacy courses: Three case studies. Reading Research and Instruction, 46(4), 363–386. https://doi.org/10.1080/19388070709558476
  • Gülbahar, Y. (2008). Improving The Technology Integration Skills of Prospective Teachers Through Practice: A Case Study. The Turkish Online Journal of Educational Technology, 7(4), 71–81. Retrieved from https://eric.ed.gov/?id=EJ1102940
  • Hall, G.E. (1976). The study of individual teacher and professor concerns about innovations. Journal of Teacher Education, 27(1), 22–23. https://doi.org/10.1177%2F002248717602700106
  • Hall, G.E., & Hord, S.M. (2001). Implementing Change: Patterns, Principles, and Potholes. Boston: Pearson/Allyn &Bacon.
  • Hall, G.E., & Hord, S.M. (2014). Implementing Change: Patterns, Principles, and Potholes (4th ed.). Pearson.
  • Hall, G.E., George, A.A. (1979). Stages of Concern About the Innovation: The Concept, Initial Verification and Some Implications. Retrieved from https://eric.ed.gov/?id=ED187716
  • Hall, J.A. (2018). Flipping with the First Principles of Instruction: An Examination of Preservice Teachers’ Technology Integration Development. Journal of Digital Learning in Teacher Education, 34(4), 201–218. https://doi.org/10.1080/21532974.2018.1494520
  • Handal, B., Campbell, C., & Perkins, T. (2019). Learning About Mobile Learning: Pre-Service Teachers’ Perspectives. TechTrends, 63, 711–722. https://doi.org/10.1007/s11528-019-00430-1
  • Hao, Y., & Lee, K.S. (2017). Inquiry of preservice teachers’ concern about integrating Web 2.0 into instruction. European Journal of Teacher Education, 40(2), 191–209. https://doi.org/10.1080/02619768.2017.1285278
  • Hur, J.W., Shen, Y.W., Kale, U., & Cullen, T.A. (2015). An exploration of pre-service teachers intention to use mobile devices for teaching. International Journal of Mobile and Blended Learning, 7(3), 1–17. http://doi.org/10.4018/IJMBL.2015070101
  • Kayaduman, H., & Delialioglu, Ö. (2016). Investigating Pre-Service English Teachers Stages of Concern toward Using Wiki. Mersin University Journal of the Faculty of Education, 12(2), 588–600. https://doi.org/10.17860/efd.89600
  • Kayaduman, H. & Delialioglu, Ö. (2017). Effect of Learning Technology by Design (LBD) Activities on Technology Integration Self-Efficacy Beliefs of Pre-Service English Teachers. In Proceedings of EdMedia: World Conference on Educational Media and Technology 2017 (pp. 843-849). Association for the Advancement of Computing in Education (AACE). Retrieved from https://www.learntechlib.org/primary/p/178393
  • Kayaduman, H., & Demirel, T. (2019). Investigating the Concerns of First-Time Distance Education Instructors. The International Review of Research in Open and Distributed Learning (IRRODL), 20(5), 85-103. https://doi.org/10.19173/irrodl.v20i5.4467
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English Language Preservice Teachers’ Stages of Concern for Web 2.0 Technology Integration

Yıl 2021, , 1083 - 1114, 31.08.2021
https://doi.org/10.17679/inuefd.837412

Öz

This study explores the English Language preservice teachers (PST)’ stages of concern (SoC) for Web 2.0 technology integration in the Learning Technology by Design (LBD) based course. It aims to identify and better understand PSTs’ concerns. Understanding the concerns has advantages of describing and addressing the needs of PSTs prior to actual in-service experiences. SoC model, a component of the Concerns-Based Adoption Model, was used as the theoretical framework. An embedded mixed methods design was implemented, which included 24 English language PSTs. The PSTs attended a semester-long course in which they were involved in LBD activities that included Web 2.0 technologies. While the quantitative data were collected through the SoC questionnaire, the qualitative data were gathered from the focus group and individual interviews. According to the findings, the PSTs improved their knowledge and skills regarding Web 2.0 technology integration and increased the Consequence stage’s intensity significantly. Namely, the PSTs gained an understanding of how to design technology-integrated lesson activities that can promote learning. The findings further identified that the Unconcerned, Informational, and Personal stages’ intensities remained predominant and unchanged over the semester. Recommendations for addressing the PSTs’ concerns include: integrating LBD activities into the English language teaching curriculum and reinforcing the LBD activities with modeling, mentoring, or teaching practices to assure PSTs’ commitments for technology integration.

Kaynakça

  • Alayyar, G.M. (2011). Developing preservice teacher competencies for ICT integration through design teams. University of Twente. https://doi.org/10.3990/1.9789036532341
  • Al-rawajfih, K., Fook, F.S., & Idros, S.N.S. (2010). Stages of Concern in Integrating E-Learning in Discovery Schools. Asian Social Science, 6(8), 54–63. https://doi.org/10.5539/ass.v6n8p54
  • Anderson, S.E., & Maninger, R.M. (2007). Preservice Teachers’ Abilities, Beliefs, and Intentions regarding Technology Integration. Journal of Educational Computing Research, 37(2), 151–172. https://doi.org/10.2190%2FH1M8-562W-18J1-634P
  • Antenos-Conforti, E. (2009). Microblogging on Twitter: Social Networking in Intermediate Italian Classes. In The Next Generation Social Networking and Online Collaboration in Foreign Language Learning (pp. 59–90). San Marcos, Texas: CALICO.
  • Aşıksoy, G. (2018). ELT students’ attitudes and awareness towards the use of WEB 2.0 technologies for language learning. Journal of Language and Linguistic Studies, 14(2), 240-251.
  • Babbie, E. (2001). Practice of Social Research (9th Ed). Belmont, CA: Wadsworth Thomson Learning.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman.
  • Borg, S. (2011). The impact of in-service teacher education on language teachers’ beliefs. System, 39(3), 370–380. https://doi.org/10.1016/j.system.2011.07.009
  • Boz, Y., & Boz, N. (2010). The nature of the relationship between teaching concerns and sense of efficacy. European Journal of Teacher Education, 33(3), 279–291. https://doi.org/10.1080/02619768.2010.490910
  • Burke, P.F., Schuck, S., Aubusson, P., Kearney, M., & Frischknecht, B. (2018). Exploring teacher pedagogy, stages of concern and accessibility as determinants of technology adoption. Technology, Pedagogy and Education, 27(2), 149-163. https://doi.org/10.1080/1475939X.2017.1387602
  • Büyüköztürk, Ş. (2009). Sosyal Bilimler için Veri Analizi El Kitabı. Ankara: Pegem Akademi.
  • Cephe, P. T., & Balcikanli, C. (2012). Web 2.0 Tools in Language Teaching: What do Student Teachers Think? International Journal on New Trends in Education and Their Implications, 3(1), 1–12.
  • Chen, Y.-H., & Jang, S.-J. (2014). Interrelationship between Stages of Concern and Technological, Pedagogical, and Content Knowledge: A study on Taiwanese senior high school in-service teachers. Computers in Human Behavior, 32, 79–91. https://doi.org/10.1016/j.chb.2013.11.011
  • Creswell, J.W., & Clark, V.P. (2007). Designing and Conducting Mixed Methods Research (1st ed.). SAGE Publications.
  • Cullen, T., & Greene, B. (2011). Preservice teachers’ beliefs, attitudes, and motivation about technology integration. Journal of Educational Computing Research, 45(1), 29–47. https://doi.org/10.2190/EC.45.1.b
  • Ducate, C.L., & Lomicka, L.L. (2008). Adventures in the blogosphere: From blog readers to blog writers. Computer Assisted Language Learning, 21(1), 9–28. https://doi.org/10.1080/09588220701865474
  • Ertmer, P.A., & Ottenbreit-Leftwich, A.T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255–284. https://doi.org/10.1080/15391523.2010.10782551
  • Faizi, R. (2018). Teachers’ perceptions towards using Web 2.0 in language learning and teaching. Education and Information Technologies Volume, 23, 1219–1230. https://doi.org/10.1007/s10639-017-9661-7
  • Fessakis, G., Tatsis, K., & Dimitracopoulou, A. (2008). Supporting “Learning by Design” Activities Using Group Blogs. Educational Technology & Society, 11(4), 199–212. Retrieved from https://eric.ed.gov/?id=EJ825111
  • Field, A. (2009). Discovering Statistics Using SPSS (3rd ed.). Sage Publications.
  • Fırat, E.A., & Koksal, M.S. (2017). The relationship between use of Web 2.0 tools by prospective science teachers and their biotechnology literacy. Computers in Human Behavior, 70, 44–50. https://doi.org/10.1016/j.chb.2016.12.067
  • George, A.A., Hall, G.E., & Stiegelbauer, S.M. (2006). Measuring Implementation in Schools: The Stages of Concern Questionnaire. Austin, TX: SEDL.
  • Ghaith, G., & Shaaban, K. (1999). The relationship between perceptions of teaching concerns, teacher efficacy and selected teacher characteristics. Teaching and Teacher Education, 15(5), 487–496. https://doi.org/10.1016/S0742-051X(99)00009-8
  • Goktas, Y., Yildirim, Z., & Yildirim, S. (2009). Main Barriers and Possible Enablers of ICTs Integration into Preservice Teacher Education Programs. Educational Technology & Society, 12(1), 193–204. Retrieved from https://eric.ed.gov/?id=EJ833426
  • Groth, L.A., Dunlap, K.L., & Kidd, J.K. (2007). Becoming technology literate through technology integration in PK-12 preservice literacy courses: Three case studies. Reading Research and Instruction, 46(4), 363–386. https://doi.org/10.1080/19388070709558476
  • Gülbahar, Y. (2008). Improving The Technology Integration Skills of Prospective Teachers Through Practice: A Case Study. The Turkish Online Journal of Educational Technology, 7(4), 71–81. Retrieved from https://eric.ed.gov/?id=EJ1102940
  • Hall, G.E. (1976). The study of individual teacher and professor concerns about innovations. Journal of Teacher Education, 27(1), 22–23. https://doi.org/10.1177%2F002248717602700106
  • Hall, G.E., & Hord, S.M. (2001). Implementing Change: Patterns, Principles, and Potholes. Boston: Pearson/Allyn &Bacon.
  • Hall, G.E., & Hord, S.M. (2014). Implementing Change: Patterns, Principles, and Potholes (4th ed.). Pearson.
  • Hall, G.E., George, A.A. (1979). Stages of Concern About the Innovation: The Concept, Initial Verification and Some Implications. Retrieved from https://eric.ed.gov/?id=ED187716
  • Hall, J.A. (2018). Flipping with the First Principles of Instruction: An Examination of Preservice Teachers’ Technology Integration Development. Journal of Digital Learning in Teacher Education, 34(4), 201–218. https://doi.org/10.1080/21532974.2018.1494520
  • Handal, B., Campbell, C., & Perkins, T. (2019). Learning About Mobile Learning: Pre-Service Teachers’ Perspectives. TechTrends, 63, 711–722. https://doi.org/10.1007/s11528-019-00430-1
  • Hao, Y., & Lee, K.S. (2017). Inquiry of preservice teachers’ concern about integrating Web 2.0 into instruction. European Journal of Teacher Education, 40(2), 191–209. https://doi.org/10.1080/02619768.2017.1285278
  • Hur, J.W., Shen, Y.W., Kale, U., & Cullen, T.A. (2015). An exploration of pre-service teachers intention to use mobile devices for teaching. International Journal of Mobile and Blended Learning, 7(3), 1–17. http://doi.org/10.4018/IJMBL.2015070101
  • Kayaduman, H., & Delialioglu, Ö. (2016). Investigating Pre-Service English Teachers Stages of Concern toward Using Wiki. Mersin University Journal of the Faculty of Education, 12(2), 588–600. https://doi.org/10.17860/efd.89600
  • Kayaduman, H. & Delialioglu, Ö. (2017). Effect of Learning Technology by Design (LBD) Activities on Technology Integration Self-Efficacy Beliefs of Pre-Service English Teachers. In Proceedings of EdMedia: World Conference on Educational Media and Technology 2017 (pp. 843-849). Association for the Advancement of Computing in Education (AACE). Retrieved from https://www.learntechlib.org/primary/p/178393
  • Kayaduman, H., & Demirel, T. (2019). Investigating the Concerns of First-Time Distance Education Instructors. The International Review of Research in Open and Distributed Learning (IRRODL), 20(5), 85-103. https://doi.org/10.19173/irrodl.v20i5.4467
  • Jauregi, K., & Banados, E. (2008). Virtual interaction through video-web communication: A step towards enriching and internationalizing language learning programs. ReCALL, 20(2), 183–207. https://doi.org/10.1017/S0958344008000529
  • Johnson, L.D. (2012). The Effect of Design Teams on Preservice Teachers’ Technology Integration. In a Doctoral Dissertation. Syracuse University.
  • Kalota, F., & Hung, W.C. (2013). Instructional effects of a performance support system designed to guide preservice teachers in developing technology integration strategies. British Journal of Educational Technology, 44(3), 442–452. https://doi.org/10.1111/j.1467-8535.2012.01318.x
  • Karaca, F., Can, G., & Yildirim, S. (2013). A path model for technology integration into elementary school settings in Turkey. Computers & Education, 68, 353–365. https://doi.org/10.1016/j.compedu.2013.05.017
  • Kessler, G. (2009). Student-initiated attention to form in wiki-based collaborative writing. Language Learning & Technology, 13(1), 79–95. Retrieved from https://eric.ed.gov/?id=EJ827542
  • Kim, K., Jain, S., Westhoff, G., & Rezabek, L. (2008). A quantitative exploration of preservice teachers’ intent to use computer-based technology. Journal of Instructional Psychology, 35(3), 275–287. Retrieved from http://www.projectinnovation.biz/jip_2006.html
  • Koehler, M.J., & Mishra, P. (2005). Teachers Learning Technology by Design. Journal of Computing Teacher Education, 21(3), 94–102. Retrieved from https://files.eric.ed.gov/fulltext/EJ882473.pdf
  • Kolodner, J.L. (2002). Facilitating the learning of design practices: Lessons learned from an inquiry into science education. Journal of Industrial Teacher Education, 39(3), 9–40. Retrieved from https://eric.ed.gov/?id=EJ782298
  • Kontogeorgi, M. (2014). Exploring the use of Wikis in developing students’ writing skills in the EFL classroom. Research Papers in Language Teaching and Learning, 5(1), 123-152.
  • Kumar, S. & Vigil, K. (2011) The Net Generation as Preservice Teachers. Journal of Digital Learning in Teacher Education, 27(4), 144-153. https://doi.org/10.1080/21532974.2011.10784671
  • Kurt, G., Mishra, P. & Kocoglu, Z. (2013). Technological Pedagogical Content Knowledge Development of Turkish Pre-Service Teachers of English. In Proceedings of SITE 2013, 5073–5077. New Orleans, LA. Retrieved from https://www.learntechlib.org/primary/p/48937.
  • Lee, Y., &Lee, J. (2014). Enhancing preservice teachers’ self-efficacy beliefs for technology integration through lesson planning practice. Computers & Education, 73, 121–128. https://doi.org/10.1016/j.compedu.2014.01.001
  • Lei, J. (2009). Digital natives as preservice teachers: What technology preparation is needed? Journal of Computing in Teacher Education, 25(3), 87–97. Retrieved from https://eric.ed.gov/?id=EJ835233
  • Lincoln, Y.S., &Guba, E.G. (1985). Naturalistic Inquiry. Newbury Park, CA: Sage Publications.
  • Lochner, B., Conrad, R.-M., &Graham, E. (2015). Secondary teachers’ concerns in adopting learning management systems: A U.S. perspective. TechTrends, 59(5), 62–70. https://doi.org/10.1007/s11528-015-0892-4
  • McArthur, A.H. (2008). Exploring relationships between configurations of technology use and professional development among CES teachers. University of Nevada. Retrieved from https://digitalscholarship.unlv.edu/rtds/2794
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  • Orehovacki, T., Bubas, G., & Konecki, M. (2009). Web 2.0 in education and potential factors of Web 2.0 use by students of information systems. Proceedings of the ITI 2009 International Conference on Information Technology Interfaces: Cavtat, Croatia.
  • Ottenbreit-Leftwich, A.T., Glazewski, K.D., Brush, T.A., Aslan, S., & Zachmeier, A. (2018). Addressing technology integration concerns: Asynchronous video mentoring between pre-service teachers and exemplary technology-using in-service teachers. Australasian Journal of Educational Technology, 34(4). https://doi.org/10.14742/ajet.3246
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  • Quadrini, V.H. (2013). Teacher-Education Student Perceptions for Stages of Concern Related to Integrating Technology. The University of West Florida. Retrieved from https://eric.ed.gov/?id=ED564487
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  • Sadaf, A., Newby, T.J., & Ertmer, P.A. (2016). An investigation of the factors that influence preservice teachers’ intentions and integration of Web 2.0 tools. Educational Technology Research and Development, 64(1), 37–64. https://doi.org/10.1007/s11423-015-9410-9
  • Sari, M.I. (2019). The Use of Web 2.0 Tools for Learning in EFL Context: Pre-service Teachers’ Voice. Journal of Foreign Language Teaching and Learning, 4(2), 135-149. https://doi.org/10.18196/ftl.4243
  • Teo, T. (2009). Modelling technology acceptance in education: A study of preservice teachers. Computers & Education, 52(2), 302–312. https://doi.org/10.1016/j.compedu.2008.08.006
  • Teo, T., Lee, C.B., & Chai, C.S. (2008). Understanding pre-service teachers’ computer attitudes: Applying and extending the technology acceptance model. Journal of Computer Assisted Learning, 24(2), 128–143. https://doi.org/10.1111/j.1365-2729.2007.00247.x
  • Toms, S.A. (1997). Instructional use of the Internet: Stages of concern among faculty at the University of Florida. University of Florida.
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  • Wexler, D.H. (2003). Shifting Pedagogies: Intersections of Computer Supported Technologies, Education, and Power. Syracuse University.
  • Yang, S.C., & Huang, Y.-F. (2008). A study of high school English teachers’ behavior, concerns and beliefs in integrating information technology into English instruction. Computers in Human Behavior, 24(3), 1085–1103. https://doi.org/10.1016/j.chb.2007.03.009
  • Yıldırım, A., & Şimşek, H. (2013). Sosyal Bilimlerde Nitel Araştırma Yöntemleri [Qualitative research methods in the social sciences] (9th ed.). Ankara: Şeçkin.
  • YÖK. (2018). Eğitim Fakültesi Öğretmen Yetiştirme Lisans Programları [Faculty of Education Teacher Undergraduate Programs]. Retrieved from https://www.yok.gov.tr/kurumsal/idari-birimler/egitim-ogretim-dairesi/yeni-ogretmen-yetistirme-lisans-programlari
Toplam 72 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Halil Kayaduman 0000-0001-5316-1893

Ömer Delialioğlu 0000-0001-6515-3516

Yayımlanma Tarihi 31 Ağustos 2021
Yayımlandığı Sayı Yıl 2021

Kaynak Göster

APA Kayaduman, H., & Delialioğlu, Ö. (2021). English Language Preservice Teachers’ Stages of Concern for Web 2.0 Technology Integration. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 22(2), 1083-1114. https://doi.org/10.17679/inuefd.837412
AMA Kayaduman H, Delialioğlu Ö. English Language Preservice Teachers’ Stages of Concern for Web 2.0 Technology Integration. INUEFD. Ağustos 2021;22(2):1083-1114. doi:10.17679/inuefd.837412
Chicago Kayaduman, Halil, ve Ömer Delialioğlu. “English Language Preservice Teachers’ Stages of Concern for Web 2.0 Technology Integration”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 22, sy. 2 (Ağustos 2021): 1083-1114. https://doi.org/10.17679/inuefd.837412.
EndNote Kayaduman H, Delialioğlu Ö (01 Ağustos 2021) English Language Preservice Teachers’ Stages of Concern for Web 2.0 Technology Integration. İnönü Üniversitesi Eğitim Fakültesi Dergisi 22 2 1083–1114.
IEEE H. Kayaduman ve Ö. Delialioğlu, “English Language Preservice Teachers’ Stages of Concern for Web 2.0 Technology Integration”, INUEFD, c. 22, sy. 2, ss. 1083–1114, 2021, doi: 10.17679/inuefd.837412.
ISNAD Kayaduman, Halil - Delialioğlu, Ömer. “English Language Preservice Teachers’ Stages of Concern for Web 2.0 Technology Integration”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 22/2 (Ağustos 2021), 1083-1114. https://doi.org/10.17679/inuefd.837412.
JAMA Kayaduman H, Delialioğlu Ö. English Language Preservice Teachers’ Stages of Concern for Web 2.0 Technology Integration. INUEFD. 2021;22:1083–1114.
MLA Kayaduman, Halil ve Ömer Delialioğlu. “English Language Preservice Teachers’ Stages of Concern for Web 2.0 Technology Integration”. İnönü Üniversitesi Eğitim Fakültesi Dergisi, c. 22, sy. 2, 2021, ss. 1083-14, doi:10.17679/inuefd.837412.
Vancouver Kayaduman H, Delialioğlu Ö. English Language Preservice Teachers’ Stages of Concern for Web 2.0 Technology Integration. INUEFD. 2021;22(2):1083-114.

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