BibTex RIS Kaynak Göster

The Dispositions of Student Teachers Regarding the Use of Technology in Education

Yıl 2016, Cilt: 5 Sayı: 5, 44 - 57, 01.04.2016

Perihan Korkut

Öz

The latest technology has re-shaped the world we live in and caused a new paradigm in the educational practices. It is the current practice that teaching and learning situations are designed using technological resources. Therefore, devices such as computers, internet and projectors have taken their places in the classrooms. As in every educational situation, the teacher education situation has a focal place for technological devices. In the education faculty classrooms too, it is possible to see these devices being used for the bachelors’ degree courses. The purpose of this research is to identify the student teachers’ dispositions regarding the use of technological devices for teaching purposes. The participants are junior level students at the ELT department of a Turkish state university. The data are collected via focus group interview and analyzed with thematic analysis. The study yielded results in three domains; evaluation of technology, pedagogical value of ICTs, and practical value of ICTs.

Anahtar Kelimeler

Focus Group Interview Technology in Teaching Teacher Education

Kaynakça

  • Akbulut, Y., Odabaşı, H.F., & Kuzu, A. (2011). Perceptions of preservice teachers regarding the integration of information and communication technologies in Turkish education faculties. TOJET: The Turkish Online Journal of Educational Technology, 10(3), 175-184.
  • Aslan, A., & Zhu, C. (2015). Pre-service teachers’ perceptions of ICT integration in teacher education in Turkey. TOJET: Turkish Online Journal of Educational Technology, 14(3), 97- 110.
  • Atalay, N., & Anagün, Ş. S. (2014). Kırsal alanlarda görev yapan sınıf öğretmenlerinin bilgi ve iletişim teknolojilerinin kullanımına ilişkin görüşleri. Eğitimde Nitel Araştırmalar Dergisi - Journal of Qualitative Research in Education, 2(3), 9-27. Retrieved from http://www.enadonline.com doi: 10.14689/issn.2148-2624.1.2c3s1m
  • Baydaş, Ö., & Göktaş, Y. (2016). Öğretmenlerin ve öğretmen adaylarının BT kullanma niyetleri: BT’yi okullarla bütünleştirmede anahtar faktörler. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 12(1), 145-162. doi: http://dx.doi.org/10.17860/efd.24292
  • Berg, B.L. (2001). Qualitative Research Methods For The Social Sciences (4th ed.). Boston: Allyn and Bacon.
  • Blake, R.J. (2008). Brave New Digital Classroom: Technology and foreign language learning. Washington D.C: Georgetown University Press.
  • Bloor, M., Frankland, J., Thomas, M., & Robson, K. (2001). Focus groups in Social Research. London: Sage.
  • Borko, H., Whitcomb, J., & Liston, D. (2009). Wicked problems and other thoughts on issues of technology and teacher learning [Editorial]. Journal of Teacher Education, 60(1), 3-7.
  • Bozdoğan, D., & Özen, R. (2014). Use of ICT technologies and factors affecting pre-service ELT teachers’ perceived ICT self-efficacy. TOJET: Turkish Online Journal of Educational Technology, 13(2), 186-196.
  • Çelik, S., & Aytın, K. (2014). Teachers’ views on digital educational tools in English language learning: Benefits and challenges in the Turkish context. TESL-EJ: The Electronic Journal for English as a Second Language, 18(2), 1-18.
  • Cüre, F. & Özdener, N. (2008). Öğretmenlerin bilgi iletişim teknolojileri (BİT) uygulama başarıları ve BİT’e yönelik tutumları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 34, 41-53.
  • Dörnyei, Z. (2007). Research Methods in Applied Linguistics: Quantitative, Qualitative and Mixed Methodologies. Oxford: Oxford University Press.
  • Dushku, S. (2000). Conducting individual and focus group interviews in research in Albania. TESOL Quarterly, 34(4), 763-768.
  • Erdoğdu, F., & Erdoğdu, E. (2015). The impact of access to ICT, student background and school/home environment on academic success of students in Turkey: An international comparative analysis. Computers & Education, 8, 26-49.
  • Gill, L., Dalgarno, B., & Carlson, L. (2014). How does pre-service teacher preparedness to use ICTs for learning and teaching develop through their degree program?. Australian Journal of Teacher Education, 40(1), 36-60. Retrieved from http://ro.ecu.edu.au/ajte/vol40/iss1/3
  • Grotjahn, R. (1987). On the methodological basis of introspective methods. In C. Faerch & G. Kasper (Eds.), Introspection in Second Language Research (pp. 54–81). Clevedon: Multilingual Matters.
  • Harmandaoğlu-Baz, E. (2016). Attitudes of Turkish EFL student-teachers towards technology use. TOJET: Turkish Online Journal of Educational Technology, 15(2), 1-10.
  • Kabakçı-Yurdakul, I. (2011). Öğretmen adaylarının teknopedagojik eğitim yeterliliklerinin bilgi ve iletişim teknolojilerini kullanımları açısından incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 40, 397-408.
  • Kamberelis, G., & Dimitriadis, G. (2005). Focus groups: Strategic articulations of pedagogy, politics, and inquiry. In N.K. Denzin & Y.S. Lincoln (Eds.), The Sage Handbook of Qualitative Research ( 3rd ed.) (pp.887-908). Thousand Oaks: SAGE.
  • Koehler, M.J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
  • Korkut, E., & Akkoyunlu, B. (2008). Yabancı dil öğretmen adaylarının bilgi ve bilgisayar okuryazarlık özyeterlilikleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 34, 178-188.
  • Merç, A. (2015). Using technology in the classroom: A study with Turkish pre-service EFL teachers. TOJET: The Turkish Online Journal of Educational Technology, 14(2), 229-240.
  • Morgan, D.L. (2006). Focus group. In V. Jupp (Ed.), The SAGE Dictionary of Social Research Methods (pp.121-123). London: SAGE.
  • Savaşçı-Akalın, F. (2014). Use of instructional technologies in science classrooms: Teachers’ perspectives. TOJET: Turkish Online Journal of Educational Technology, 13(2), 197-201.
  • Schensul, J.J. (1999). Focused group interviews. In J.J. Schensul, M.D. LeCompte, B.K. Nastasi, & S.P. Borgatti (Eds.), Enhanced Ethnographic Methods: Audiovisual techniques, focused group interviews, and elicitation techniques (pp.51-114). Lanham: Altamira.
  • Scrimshaw, P. (1997). Computers and the teacher’s role. In B. Somekh & N. Davis (Eds.), Using Information Technology Effectively in Teaching and Learning: Studies in pre-service and inservice teacher education (pp. 99-112). London:Routledge.
  • Smoekh, B., & Davis, N. (Eds.). (1997). Using Information Technology Effectively in Teaching and Learning: Studies in pre-service and in-service teacher education. London: Routledge.
  • Tezci, E. (2009). Teachers’ effect on ICT use in education: The Turkey sample. Procedia Social and Behavioral Sciences, 1, 1285-1294.
  • Thornbury, S. (2006). An A-Z of ELT: A dictionary of terms and concepts used in English language teaching. Oxford: MacMillan Books.
  • Tondeur, J., van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing the pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers and Education, 59, 134-144.
  • Uluyol, Ç., & Şahin, S. (2016). Elementary school teachers’ ICT use in the classroom and their motivators for using ICT. British Journal of Educational Technology, 47(1), 65-75.
  • Warschauer M. (1996) Computer assisted language learning: An introduction. In Fotos S. (Ed.), Multimedia Language Teaching (pp. 3-20). Tokyo: Logos International.
  • Warschauner, M., & Meskill, C. (2000). Technology and second language teaching. In J.W. Rosenthal (Ed.), Handbook of Undergraduate Second Language Education (pp. 303-318). Mahwah, New Jersey: Lawrence Erlbaum Associates.
  • Zyad, H. (2016). Integrating computers in the classroom: Barriers and teachers’ attitudes. International Journal of Instruction, 9(1), 65-78.

Eğitim Fakültesi Öğrencilerinin Eğitimde Teknoloji Kullanımına İlişkin Görüşleri

Yıl 2016, Cilt: 5 Sayı: 5, 44 - 57, 01.04.2016

Perihan Korkut

Öz

Son çıkan teknolojiler içinde yaşadığımız dünyayı yeniden biçimlendirirken eğitim

uygulamalarında da yeni paradigmalar açmıştır. Pek çok öğrenme öğretme durumunda tipik

olarak teknolojik kaynaklardan faydalanılmaktadır. Dolayısıyla, internete bağlı bilgisayar ve

projeksiyon cihazları doğal olarak sınıflardaki yerini almıştır. Her eğitim durumunda olduğu

gibi öğretmen eğitiminde de teknolojik cihazlar odak noktasında bulunmaktadır. Eğitim

fakültesi sınıfları da bu cihazlarla donatılmış durumdadır. Bu çalışmada eğitim fakültesi

öğrencilerinin eğitimde teknoloji kullanımına ilişkin görüşleri incelenmiştir. Katılımcılar

İngiliz Dili Eğitimi Anabilim Dalı 3. Sınıfa devam eden 20 öğrenciden oluşmaktadır. Veriler

odak grup yöntemi ile toplanmış ve tematik analiz ile incelenmiştir. Bulgular, üç ana tema

altında toplanarak tartışılmıştır; teknolojinin değerlendirilmesi, BT’nin eğitimsel değeri ve

BT’nin uygulama değeri.

Anahtar Kelimeler

Odak Grup Yöntemi Eğitimde Teknoloji Öğretmen Eğitimi

Kaynakça

  • Akbulut, Y., Odabaşı, H.F., & Kuzu, A. (2011). Perceptions of preservice teachers regarding the integration of information and communication technologies in Turkish education faculties. TOJET: The Turkish Online Journal of Educational Technology, 10(3), 175-184.
  • Aslan, A., & Zhu, C. (2015). Pre-service teachers’ perceptions of ICT integration in teacher education in Turkey. TOJET: Turkish Online Journal of Educational Technology, 14(3), 97- 110.
  • Atalay, N., & Anagün, Ş. S. (2014). Kırsal alanlarda görev yapan sınıf öğretmenlerinin bilgi ve iletişim teknolojilerinin kullanımına ilişkin görüşleri. Eğitimde Nitel Araştırmalar Dergisi - Journal of Qualitative Research in Education, 2(3), 9-27. Retrieved from http://www.enadonline.com doi: 10.14689/issn.2148-2624.1.2c3s1m
  • Baydaş, Ö., & Göktaş, Y. (2016). Öğretmenlerin ve öğretmen adaylarının BT kullanma niyetleri: BT’yi okullarla bütünleştirmede anahtar faktörler. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 12(1), 145-162. doi: http://dx.doi.org/10.17860/efd.24292
  • Berg, B.L. (2001). Qualitative Research Methods For The Social Sciences (4th ed.). Boston: Allyn and Bacon.
  • Blake, R.J. (2008). Brave New Digital Classroom: Technology and foreign language learning. Washington D.C: Georgetown University Press.
  • Bloor, M., Frankland, J., Thomas, M., & Robson, K. (2001). Focus groups in Social Research. London: Sage.
  • Borko, H., Whitcomb, J., & Liston, D. (2009). Wicked problems and other thoughts on issues of technology and teacher learning [Editorial]. Journal of Teacher Education, 60(1), 3-7.
  • Bozdoğan, D., & Özen, R. (2014). Use of ICT technologies and factors affecting pre-service ELT teachers’ perceived ICT self-efficacy. TOJET: Turkish Online Journal of Educational Technology, 13(2), 186-196.
  • Çelik, S., & Aytın, K. (2014). Teachers’ views on digital educational tools in English language learning: Benefits and challenges in the Turkish context. TESL-EJ: The Electronic Journal for English as a Second Language, 18(2), 1-18.
  • Cüre, F. & Özdener, N. (2008). Öğretmenlerin bilgi iletişim teknolojileri (BİT) uygulama başarıları ve BİT’e yönelik tutumları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 34, 41-53.
  • Dörnyei, Z. (2007). Research Methods in Applied Linguistics: Quantitative, Qualitative and Mixed Methodologies. Oxford: Oxford University Press.
  • Dushku, S. (2000). Conducting individual and focus group interviews in research in Albania. TESOL Quarterly, 34(4), 763-768.
  • Erdoğdu, F., & Erdoğdu, E. (2015). The impact of access to ICT, student background and school/home environment on academic success of students in Turkey: An international comparative analysis. Computers & Education, 8, 26-49.
  • Gill, L., Dalgarno, B., & Carlson, L. (2014). How does pre-service teacher preparedness to use ICTs for learning and teaching develop through their degree program?. Australian Journal of Teacher Education, 40(1), 36-60. Retrieved from http://ro.ecu.edu.au/ajte/vol40/iss1/3
  • Grotjahn, R. (1987). On the methodological basis of introspective methods. In C. Faerch & G. Kasper (Eds.), Introspection in Second Language Research (pp. 54–81). Clevedon: Multilingual Matters.
  • Harmandaoğlu-Baz, E. (2016). Attitudes of Turkish EFL student-teachers towards technology use. TOJET: Turkish Online Journal of Educational Technology, 15(2), 1-10.
  • Kabakçı-Yurdakul, I. (2011). Öğretmen adaylarının teknopedagojik eğitim yeterliliklerinin bilgi ve iletişim teknolojilerini kullanımları açısından incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 40, 397-408.
  • Kamberelis, G., & Dimitriadis, G. (2005). Focus groups: Strategic articulations of pedagogy, politics, and inquiry. In N.K. Denzin & Y.S. Lincoln (Eds.), The Sage Handbook of Qualitative Research ( 3rd ed.) (pp.887-908). Thousand Oaks: SAGE.
  • Koehler, M.J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
  • Korkut, E., & Akkoyunlu, B. (2008). Yabancı dil öğretmen adaylarının bilgi ve bilgisayar okuryazarlık özyeterlilikleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 34, 178-188.
  • Merç, A. (2015). Using technology in the classroom: A study with Turkish pre-service EFL teachers. TOJET: The Turkish Online Journal of Educational Technology, 14(2), 229-240.
  • Morgan, D.L. (2006). Focus group. In V. Jupp (Ed.), The SAGE Dictionary of Social Research Methods (pp.121-123). London: SAGE.
  • Savaşçı-Akalın, F. (2014). Use of instructional technologies in science classrooms: Teachers’ perspectives. TOJET: Turkish Online Journal of Educational Technology, 13(2), 197-201.
  • Schensul, J.J. (1999). Focused group interviews. In J.J. Schensul, M.D. LeCompte, B.K. Nastasi, & S.P. Borgatti (Eds.), Enhanced Ethnographic Methods: Audiovisual techniques, focused group interviews, and elicitation techniques (pp.51-114). Lanham: Altamira.
  • Scrimshaw, P. (1997). Computers and the teacher’s role. In B. Somekh & N. Davis (Eds.), Using Information Technology Effectively in Teaching and Learning: Studies in pre-service and inservice teacher education (pp. 99-112). London:Routledge.
  • Smoekh, B., & Davis, N. (Eds.). (1997). Using Information Technology Effectively in Teaching and Learning: Studies in pre-service and in-service teacher education. London: Routledge.
  • Tezci, E. (2009). Teachers’ effect on ICT use in education: The Turkey sample. Procedia Social and Behavioral Sciences, 1, 1285-1294.
  • Thornbury, S. (2006). An A-Z of ELT: A dictionary of terms and concepts used in English language teaching. Oxford: MacMillan Books.
  • Tondeur, J., van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing the pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers and Education, 59, 134-144.
  • Uluyol, Ç., & Şahin, S. (2016). Elementary school teachers’ ICT use in the classroom and their motivators for using ICT. British Journal of Educational Technology, 47(1), 65-75.
  • Warschauer M. (1996) Computer assisted language learning: An introduction. In Fotos S. (Ed.), Multimedia Language Teaching (pp. 3-20). Tokyo: Logos International.
  • Warschauner, M., & Meskill, C. (2000). Technology and second language teaching. In J.W. Rosenthal (Ed.), Handbook of Undergraduate Second Language Education (pp. 303-318). Mahwah, New Jersey: Lawrence Erlbaum Associates.
  • Zyad, H. (2016). Integrating computers in the classroom: Barriers and teachers’ attitudes. International Journal of Instruction, 9(1), 65-78.
Toplam 34 adet kaynakça vardır.

Ayrıntılar

Diğer ID JA74YS79FT
Bölüm Araştırma Makalesi
Yazarlar

Perihan Korkut

Yayımlanma Tarihi 1 Nisan 2016
Yayımlandığı Sayı Yıl 2016Cilt: 5 Sayı: 5

Kaynak Göster

APA Korkut, P. (2016). The Dispositions of Student Teachers Regarding the Use of Technology in Education. Cumhuriyet Uluslararası Eğitim Dergisi, 5(5), 44-57.

e-ISSN: 2147-1606

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