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Journals / MANAS Sosyal Araştırmalar Dergisi / 2019 / Cilt: 8 - Sayı: 1

Prospective Classroom Teachers’ Perceptions of Using Digital Reading and Writing Practices at The Primary School Level

Dijital Okuma ve Yazma Uygulamalarının İlkokul Düzeyinde Kullanımına Yönelik Sınıf Öğretmeni Adaylarının Algıları

Ahmet Yamaç
Pages
1–25
Publication Date
2019-01-29
DOI
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Lastly, prospective teachers reported some obstacles to technology integration in literacy education.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The purpose of current study was to explore prospective classroom teachers’ perceptions about the use of information and communication technologies in literacy education.
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Key Findings & Data:In this study, which is based on the phenomenological research design, digital reading and writing practices were conducted with 21 prospective classroom teachers.
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Conclusion & Impact:Lastly, prospective teachers reported some obstacles to technology integration in literacy education.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Çevrim içi okuma ve yazma · yeni okuryazarlıklar · Online reading and writing

Abstract

The purpose of current study was to explore prospective classroom teachers’ perceptions about the use of information and communication technologies in literacy education. The study was carried out on the basis of new literacies perspective. In this study, which is based on the phenomenological research design, digital reading and writing practices were conducted with 21 prospective classroom teachers. At the end of practices, prospective teachers were asked to respond in writing to open-ended questions. Prospective teachers’ perceptions indicated that information and communication technologies lead to some changes in the nature and teaching of literacy. In addition to, prospective teachers emphasized that reading processes in online contexts increase reader-text interactions, provide students with the opportunity to work on a large number of resources, and have multimodality. Moreover, prospective teachers stated that online writing and content creating have some characteristics such as online research, enhancing collaboration and interaction, developing creativity, and broadening the audience. Lastly, prospective teachers reported some obstacles to technology integration in literacy education.

Özet

Bu araştırmanın amacı okuma yazma eğitiminde bilgi ve iletişim teknolojilerinin kullanımına ilişkin sınıf öğretmeni adaylarının algılarını keşfetmektir. Araştırmaya iki düzeyli yeni okuryazarlık kuramı rehberlik etmiştir. Nitel araştırma desenlerinden olgubilim deseni ile yürütülen bu çalışmada 21 sınıf öğretmeni adayı ile dijital okuma yazma uygulamaları gerçekleştirilmiş ve uygulama sonunda öğretmen adaylarının görüşleri açık uçlu sorular aracılığıyla yazılı olarak alınmıştır. Araştırmadan elde edilen bulgular öğretmen adaylarının algılarına göre bilgi ve iletişim teknolojilerinin, okuryazarlığın doğası ve öğretimi konusunda bazı değişimlere yol açtığını göstermiştir. Öğretmen adayları çevrim içi bağlamlarda metin okuma süreçlerinin okur metin etkileşimlerini artırdığını, çok sayıda kaynak üzerinde çalışabilme imkânı tanıdığını ve çok biçimli olduğunu vurgulamışlardır. Dahası öğretmen adayları çevrim içi içerik oluşturma ve yazmanın çevrim içi araştırma, işbirliği ve etkileşimi artırma, yaratıcılığı geliştirme ve hedef kitleyi genişletme gibi özelliklere sahip olduğunu ifade etmişlerdir. Son olarak öğretmen adayları okuma yazma eğitiminde teknoloji entegrasyonuna yönelik bazı engellerden bahsetmişlerdir.

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Cite This Article

Yamaç, A. (2019). Prospective Classroom Teachers’ Perceptions of Using Digital Reading and Writing Practices at The Primary School Level. MANAS Sosyal Araştırmalar Dergisi, Cilt: 8 - Sayı: 1, 1–25. https://ajindex.com/articles/2868

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