English Language Teachers And Technology Education / İngilizce Öğretmenleri ve Teknoloji Eğitimi

Ahmet BAŞAL
2.072 592

Öz


Günümüzde teknolojideki hızlı gelişmeler, insanların yaşama şeklini köklü bir biçimde değiştirmekte ve şekillendirmektedir.Teknolojinin gelişimine paralel olarak eğitimde teknoloji kullanımı da giderek artmaya başlamıştır. Yabancı dil eğitimi de teknolojinin yaygın olarak kullanılmaya çalışıldığı alanlardan biridir. Dolayısıyla yabancı dil öğretmenlerinden beklenenler de değişmektedir. Her öğretmenden olduğu gibi yabancı dil öğretmenlerinden de artık beklenen, gelişen teknolojileri derslerdeki uygulamlarına başarılı bir şekilde entegre etmeleridir. Yabancı dil derslerine teknoloji entegrasyonu, hâliyle İngilizce öğretmenleri açısından yeni donanımları beraberinde getirmektedir. Çünkü teknoloji kullanımı İngilizce öğretiminin yapılış şeklini ve öğrencilerin öğrenme biçimini ciddi bir biçimde etkilemekte ve değiştirmektedir. Bu bakımdan, İngilizce öğretmenlerinin teknolojik yeterliliklerini artırmak gerekmektedir. Bu bağlamda, İngilizce öğretmeni olarak aktif çalışmaya başlamadan önce, İngilizce öğretmeni yetiştiren programlarda öğretmen adaylarına kendilerine meslek hayatlarında gerekli olacak teknolojik bilgi, beceri ve donanımın kazandırılması önem arz etmektedir. Alan yazında da söz konusu bilgi, beceri ve donanımları öğretmenlere ve bu çalışma özelinde İngilizce öğretmenlerine kazandırmada en önemli yerin öğretmen yetiştiren programlar yani hizmet öncesi dönem olduğu dile getirilmektedir. Bu çalışmanın amacı, Türkiye’deki İngilizce öğretmeni yetiştiren programlara yönelik olarak dünyadaki alan yazından hareketle doküman analizine dayalı çıkarımlar yaparak, aday öğretmenlerin teknolojik olarak daha donanımlı mezun olması noktasında neler yapılabileceğine dair öneriler sunmaktır.

Anahtar kelimeler


İngilizce öğretmenliği, öğretmen eğiticileri, öğretmen eğitimi, teknoloji, tutumlar

Tam metin:

PDF


Referanslar


Adelsberger, H. H., Collis, B., & Pawlowski, J. M. (2002). Handbook on Information Technologies for Education and Training: with 103 figures and 34 tables. Springer Science & Business Media.

http://dx.doi.org/10.1007/978-3-662-07682-8

Andersson, S. (2006). Newly qualified teachers' learning related to their use of information and communication technology: a Swedish perspective. British Journal of Educational Technology, 37(5), 665-682.

http://dx.doi.org/10.1111/j.1467-8535.2006.00563.x

Angeli, C., & Valanides, N. (2005). Preservice teachers as ICT designers: An instructional design model based on an expanded view of pedagogical content knowledge. Journal of Computer-Assisted Learning, 21(4), 292–302. http://dx.doi.org/10.1111/j.1365-2729.2005.00135.x

American Council on the Teaching of Foreign Languages (2012). The Role of Technology in Language Learning. http://www.actfl.org/news/position-statements/role-technology-language-learning’den alınmıştır.

Aydın, S. (2013). Teachers' perceptions about the use of computers in EFL teaching and learning: The case of Turkey. Computer Assisted Language Learning, 26(3), 214-233. http://dx.doi.org/10.1080/09588221.2012.654495

Başal, A. (2014). ICT in Language Teacher Education: The Role of Teacher Educators. In Conference proceedings. ICT for language learning (pp. 222-225). libreriauniversitaria. it Edizioni.

Baylor, A.L., & Ritchie, D. (2002). What Factors Facilitate Teacher Skill, Teacher Morale, and Perceived Student Learning in Technology-Using Classrooms?. Computers & Education, 39(4), 395-414.

http://dx.doi.org/10.1016/S0360-1315(02)00075-1

Çağıltay, K., Çakıroğlu, J., Çağıltay, N., & Çakıroğlu, E. (2001). Öğretimde Bilgisayar Kullanımına İlişkin Öğretmen Görüşleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 21,19-28.

Chapelle, C. A. (2003). English Language Learning and Technology: Lectures on teaching and research in the age of information and communication. Amsterdam: John Benjamins. http://dx.doi.org/10.1075/lllt.7

Cradler, J., Freeman, M., Cradler, R., & McNabb, M. (2002). Research Implications for Preparing Teachers to Use Technology. Learning and Leading with Technology, 30, 50-57.

Çelik, S. (2013). Internet-assisted technologies for English language teaching in Turkish universities. Computer Assisted Language Learning, 26(5), 468-483. http://dx.doi.org/10.1080/09588221.2012.692385

Dudeney, G., & Hockly, N. (2007). How to teach English with technology. Harlow, UK: Pearson.

Egbert, J., Paulus, T. M., & Nakamichi, Y. (2002). The impact of CALL instruction on classroom computer use: A foundation for rethinking technology in teacher education. Language Learning & Technology, 6(3), 108–26.

Egbert, J., & Thomas, M. (2001). The new frontier: A case study in applying instructional design for distance teacher education. Journal of Technology and Teacher Education, 9(3), 391-405.

Erben, T. (1999). Constructing learning in a virtual immersion bath: LOTE teacher education through audiographics. In R. Debski & M. Levy (Eds.), WORLDCALL: Global perspectives on computer-assisted language learning (pp. 229-248). Lisse, The Netherlands: Swets & Zeitlinger Publishers.

Erben, T., Ban, R., Jin, L., Summers, R., & Eisenhower, K. (2013). Using technology for foreign language instruction: Creative innovations, research, and applications. In Tony Erben & Iona Sarieva (eds.), Calling All Foreign Language Teachers. (pp. 13-33). New York, NY: Routledge.

Garrett, N. (2009). Computer-assisted language learning trends and issues revisited: Integrating innovation. Modern Language Journal, 93, 719-740. http://dx.doi.org/10.1111/j.1540-4781.2009.00969.x

Golonka, E. M., Bowles, A. R., Frank, V. M., Richardson, D. L., & Freynik, S. (2014). Technologies for foreign language learning: a review of technology types and their effectiveness. Computer Assisted Language Learning, 27(1), 70-105. http://dx.doi.org/10.1080/09588221.2012.700315

Gülbahar, Y. (2008). ICT usage in higher education: A case study on preservice teachers and instructions. Turkish Online Journal of Educational Technology, 7(1), 32–36.

Hall, L. D., Fisher, C., Musanti, S., & Halquist, D. (2006). Professional Development in Teacher Education: What Can We Learn from PT3?. Techtrends: Linking Research and Practice to Improve Learning, 50(3), 25-31. http://dx.doi.org/10.1007/s11528-006-7600-3

Hare, S., Howard, E., & Pope, M. (2002). Technology Integration: Closing the Gap Between What Preservice Teachers are Taught To Do and What They Can Do. Journal of Technology and Teacher Education, 10(2), 191-203.

Hegelheimer, V. (2006). When the technology course is required. In M. Levy & P. Hubbard (Eds.), Teacher education in CALL (pp. 117–133). Philadelphia: John Benjamins. http://dx.doi.org/10.1075/lllt.14.12heg

Hernandez-Ramos, P. (2005) If not here, where? Understanding teachers’ use of technology in Silicon Valley schools. Journal of Research on Technology in Education, 38(1): 39–64. http://dx.doi.org/10.1080/15391523.2005.10782449

Hodder, I. (2000). The Interpretation of documents and material Culture. In N. K. Denzin, & Y. S. Lincoln (Eds.), The handbook of qualitative research (2nd ed.). (pp. 155-175) Thousand Oaks, CA: Sage.

Hubbard, P. (2008). CALL and the future of language teacher education. CALICO Journal, 25, 175-188.

Jonassen, D. & Reeves, T. (1996). Learning with technology: Using computers as cognitive tools. In D. H. Jonassen (Ed.), Handbook of research on educational communications and technology (pp. 693-719). New York: Macmillan.

Kartal, E. (2005). Bilişim-İletişim Teknolojileri ve Dil Öğretim Endüstrisi. The Turkish Online Journal of Educational Technology – TOJET, 4(4), 82-87.

Kay, R. H. (2006). Evaluating strategies used to incorporate technology into preservice education: A review of the literature. Journal of research on technology in education, 38(4), 383-408.

http://dx.doi.org/10.1080/15391523.2005.10782449

Kern, R. (2006). Perspectives on technology in learning and teaching languages. Educational Administration Abstracts, 41, 3. http://dx.doi.org/10.2307/40264516

Kessler, G. (2006). Assessing CALL Teacher Training: What are we doing and what could we do better? In P. Hubbard & M. Levy (Eds.), Teacher education in CALL (pp. 23-42). Amsterdam: John Benjamins Publishing Company. http://dx.doi.org/10.1075/lllt.14.05kes

Kessler, G., & Plakans, L. (2008). Does teachers' confidence with CALL equal innovative and integrated use?. Computer Assisted Language Learning, 21(3), 269-282. http://dx.doi.org/10.1080/09588220802090303

Kirschner, P., & Selinger, M. (2003) The state of affairs of teacher education with respect to information and communications technology, Technology, Pedagogy and Education, 12(1), 5–17.

http://dx.doi.org/10.1080/14759390300200149

Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70

Lau, B.T., & Sim, C.H. (2008). Exploring the extent of ICT adoption among secondary school teachers In Malaysia. International Journal of Computing and ICT Research, 2(2), 19–36.

Lei, J. (2009). Digital natives as preservice teachers: What technology preparation is needed?. Journal of Computing in Teacher Education, 25(3), 87-97.

Levy, M. (1997). A rationale for teacher education and CALL: The Holistic view and its implications. Computers and the Humanities, 30, 293-302.

Liston, D., Borko, H., & Whitcomb, J. (2008) The teacher educator’s role in enhancing teacher quality - Editorial. Journal of Teacher Education 59,(2), 111-115. http://dx.doi.org/10.1177/0022487108315581

Luke, C.L., & Britten, J.S. (2007). The expanding role of technology in foreign language

teacher education programs. CALICO Journal, 24(2), 253–267.

Mayo, N. B., Kajs, L. T., & Tanguma, J. (2005). Longitudinal Study of Technology Training to Prepare Future Teachers. Educational Research Quarterly, 29(1), 3-15.

Means, B. (1994). Using technology to advance educational goals. In B. Means (Ed.), Technology and education reform: The reality behind the promise (pp. 1-22). San Fransisco: Jossey-Bass Publishers.

Moeller, A. J., & Park, H. (2003). Foreign language teacher education and technology: Bridging the gap. Faculty Publications: Department of Teaching, Learning and Teacher Education. Paper 175. http://digitalcommons.unl.edu/teachlearnfacpub/175’den alınmıştır.

Moursund, D. and Bielefeldt, T. (1999). Will new teachers be prepared to teach in a digital age? A National Survey on information technology in teacher education. http://files.eric.ed.gov/fulltext/ED428072.pdf’den alınmıştır.

Mueller, J., Wood, E., Willoughby, T., Ross, C., & Specht, J. (2008). Identifying discriminating variables between teachers who fully integrate computers and teachers with limited integration. Computers & Education, 51, 4, 1523-1537.

Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21(5), 509–523.

http://dx.doi.org/10.1016/j.tate.2005.03.006

Pajares, M. F. (1992). Teachers’ beliefs and educational research: cleaning up a messy construct. Review of Educational Research, 62, 307–332. http://dx.doi.org/10.3102/00346543062003307

Park, C.N., & Son, J. (2009). Implementing computer-assisted language learning in the EFL classroom: Teachers’ perceptions and perspectives. International Journal of Pedagogies and Learning, 5(2), 80–101.

http://dx.doi.org/10.5172/ijpl.5.2.80

Pavlik, J. V. (2015). Fueling a Third Paradigm of Education: The Pedagogical Implications of Digital, Social and Mobile Media. Contemporary Educational Technology, 6(2).

Pilus, Z. (1995). Teachers' interest in CALL and their levels of computer literacy: some implications. ON-CALL, 9(3), 8-11.

Polly, D., Mims, C., Shepherd, C. E., & Inan, F. (2010). Evidence of impact: Transforming teacher education with preparing tomorrow's teachers to teach with technology (PT3) grants. Teaching and Teacher Education, 26(4), 863-870. http://dx.doi.org/10.1016/j.tate.2009.10.024

Seljan, S., Banek M., Špiranec, S., & Lasić-Lazić, J. (2006). CALL (Computer-Assisted Language Learning) and Distance Learning. Proceedings of the 29th International convention MIPRO 2006. Rijeka, 2006. pp. 145-150.

Swain, C. (2006). Preservice teachers’ self-assessment using technology: Determining what is worthwhile and looking for changes in daily teaching and learning practices. Journal of Technology and Teacher Education, 14, 29-59.

Warschauer, M., & Meskill, C. (2000). Technology and second language learning. In J. Rosenthal (Ed.), Handbook of undergraduate second language education (pp. 303-318). Mahwah, New Jersey: Lawrence Erlbaum.

Wells, P., de Lange, P. A., & Fieger, P. (2008). Integrating a virtual learning environment into a second-year accounting course: determinants of overall student perception. Accounting & Finance, 48(3), 503-518.

http://dx.doi.org/10.1111/j.1467-629X.2007.00249.x

Wildner, S. (2013). Technology integration into preservice foreign language teacher education programs. Calico journal, 17(2), 223-250.

Willis, E.M., & Raines, P. (2001). Technology in Secondary Teacher Education: Integration, Implications and Ethics for the Changing Roles of Teachers. T.H.E. Journal, 29(2),54-64.

Windschitl, M., & Sahl, K. (2002). Tracing teachers’ use of technology in a laptop computer school: The interplay of teacher beliefs, social dynamics, and institutional culture. American educational research journal, 39(1), 165-205.

http://dx.doi.org/10.3102/00028312039001165




Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.