An Analysis Of The Impact Of Etwinning Projects On Teachers And Students In Terms Of Teachers' Views

Yıl 2024, Cilt: 7 Sayı: 1, 1 - 9, 30.06.2024

Esma Çınar , Nuray Avaroğlu , Gülümser Tunç , Serap Taşkaya

https://doi.org/10.52974/jena.1358931

Öz

The aim of this research is to determine the differences between the studies carried out within the scope of eTwinning activities of 25 primary school teachers working in different branches at Kıyıboyu Primary School in Adana's Seyhan district, their contribution to the professional training of teachers, and the differences in developing the information and communication technologies skills of the students taking part in the project studies in the classroom. It was collected with a prepared teacher interview survey form. Teachers who carried out eTwinning projects stated that the projects brought positive gains for themselves and their students in different aspects. Along with the achievements of eTwinning projects, studies that encourage teachers are included. eTwinning infrastructure is used as a network-based learning environment and systematically creates the opportunity for teachers and students to do joint projects. In this research, it is aimed to obtain the opinions of teachers and students about the contributions of the projects related to eTwinning activities through a survey technique. To determine the contribution of teachers participating in eTwininning projects to their professional education and the gains achieved by the use of information and communication technologies in students, using a survey technique. In order to determine the differences between the contributions of the studies carried out within the scope of teachers' professional training to the development of the skills of the students participating in the research, the results of the eTwinning activities were collected with the teacher interview survey form prepared by the researcher. Teachers who carry out eTwinning projects stated that the projects brought positive gains to them and their students in different aspects. The eTwinning infrastructure is used as a network-based learning environment and systematically creates the opportunity for teachers and students to do joint projects, where schools participating in eTwinning projects achieve success in international projects, students and teachers participating in the project make a visible contribution to general technological communication and development, and their English skills are academic. It seems to be developing as. It is seen that teachers and students who use web2.0 tool technologies in eTwinning projects contribute greatly to their professional development.. Our teachers and students who participate in European eTwinning projects have the opportunity to get to know different cultures, and there seems to be a noticeable increase in their participation in future projects.

Anahtar Kelimeler

: eTwinning activities, qualitative methods, content analysis

Kaynakça

• Anıl, D., & Acar, M. (2008). Classroom teachers' opinions on the problems they encountered in the measurement and evaluation process. Yüzüncü Yıl University Journal of Faculty of Education, 5(11), 44-61.
• Başaran, M., Kaya, Z., Akbaş, N., & Yalçın, N. (2020). Reflection of eTwinning activity on teachers' professional development in project-based teaching process. Journal of Educational Theory and Practice Research, 6(3), 373-392.
• Creswell, J. W. (2003). Research design: Qualitative, quantitative and mixed methods approaches. Sage Publications.
• Çelik, A., & Şahin, M. (2013). Sports and child development. Academic Journal of Social Sciences Research, 6(1), 467-478.
• Fidan, M., & Sak, İ. M. (2012). Primary school teachers' opinions on complementary measurement and evaluation techniques. Bartin University Journal of Faculty of Education, 1(1), 174-189.
• Gündüz Çetin, İ., & Gündoğdu, K. (2022). Teachers' views on eTwinning project applications. Electronic Journal of Social Sciences, 21(81), 76-90.
• Karasar, N. (2000). Scientific research method (10th Edition). Nobel Publication.
• Kazu, H., & Aslan, S. (2013). Evaluation of studies conducted on the “Assessment-Evaluation” dimension of 2004 primary school curriculum. Ilkogretim Online, 12(1), 87-108.
• Kuran, K., & Kanatlı, F. (2009). Evaluation of classroom teachers' opinions on alternative measurement and evaluation techniques. Mustafa Kemal University Journal of Institute of Social Sciences, 6(12), 209-234.
• Döğer, M. F. (2022). Sosyal ağların eğitimde dönüştürücü rolü eTwinning faaliyeti örneği. Kahramanmaraş Sütçü İmam Üniversitesi Eğitim Dergisi, 4(2), 83-103.
• Öztay, O. H. & Öztay, E. S. (2021). Examining the media literacy and critical thinking levels of prospective teachers in the age of global communication. Journal of Higher Education and Science, 11(3), 600-612. https://doi.org/10.5961/jhes.2021.479.
• Peachey, N. (2009). Web 2.0 tools for teachers. Retrieved on 15.05.2023 from https://www.scribd.com/doc/19576895/Web-2-0-Tools-for-Teachers
• Yılmaz, R., & Karahan, E. (2023). eTwinning okullarında yapılan çalışmaların okul kültürüne katkısı. Gümüşhane Üniversitesi Sosyal Bilimler Dergisi, 14(1), 276-293.
• Gezgin, S., & Çabuk, M. G. (2021). eTwinning projelerinin uygulanması: Kurucu öğretmen perspektifleri. Anadolu Öğretmen Dergisi, 5(2), 380-398. https://doi.org/10.35346/aod.1004386.
• Şimşek, E. E. (2022). Çocukların media ile ilişkilerinde temel sorunlar. Medya okuryazarlığı eğitimi (1. Baskı, ss. 61-86) içinde. Nobel Akademik Yayıncılık.
• Yıldırım, A. & Şimşek, H. (2013). Qualitative research methods in social sciences. Seçkin Yayınları.