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İngilizce Öğretmen Adaylarının Web 2.0 Teknoloji Entegrasyonu için Kaygı Aşamaları

Year 2021, Volume: 22 Issue: 2, 1083 - 1114, 31.08.2021
https://doi.org/10.17679/inuefd.837412

Abstract

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.

References

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English Language Preservice Teachers’ Stages of Concern for Web 2.0 Technology Integration

Year 2021, Volume: 22 Issue: 2, 1083 - 1114, 31.08.2021
https://doi.org/10.17679/inuefd.837412

Abstract

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.

References

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  • 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.
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  • 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
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  • 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.
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  • 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
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  • 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
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Details

Primary Language English
Journal Section Articles
Authors

Halil Kayaduman 0000-0001-5316-1893

Ömer Delialioğlu 0000-0001-6515-3516

Publication Date August 31, 2021
Published in Issue Year 2021 Volume: 22 Issue: 2

Cite

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. INUJFE. August 2021;22(2):1083-1114. doi:10.17679/inuefd.837412
Chicago Kayaduman, Halil, and Ömer Delialioğlu. “English Language Preservice Teachers’ Stages of Concern for Web 2.0 Technology Integration”. İnönü Üniversitesi Eğitim Fakültesi Dergisi 22, no. 2 (August 2021): 1083-1114. https://doi.org/10.17679/inuefd.837412.
EndNote Kayaduman H, Delialioğlu Ö (August 1, 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 and Ö. Delialioğlu, “English Language Preservice Teachers’ Stages of Concern for Web 2.0 Technology Integration”, INUJFE, vol. 22, no. 2, pp. 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 (August 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. INUJFE. 2021;22:1083–1114.
MLA Kayaduman, Halil and Ömer Delialioğlu. “English Language Preservice Teachers’ Stages of Concern for Web 2.0 Technology Integration”. İnönü Üniversitesi Eğitim Fakültesi Dergisi, vol. 22, no. 2, 2021, pp. 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. INUJFE. 2021;22(2):1083-114.

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