TÜRKÇE ÖĞRETİMİNDE DİJİTAL TEKNOLOJİLERİN KULLANIMI VE BİR WEB UYGULAMASI ÖRNEĞİ

USAGE OF DIGITAL TECHNOLOGIES IN TURKISH TEACHING AND AN EXAMPLE OF WEB IMPLEMENTATION

Özet

Dijital teknolojilerin eğitime entegre edilmesine yönelik çalışmalar ile birlikte dil öğretiminde kullanılabilecek dijital araç ve ortamların kullanımı da artmıştır. Ancak Türkçe öğretimi için bakıldığında, bu teknolojik imkânların yeterli bir şekilde kullanılamadığı görülmektedir. Türkçe öğretiminin, dört temel dil becerisinin geliştirmesi üzerine kurulu uygulamalı bir ders olduğu düşünüldüğünde aslında tekrar etme, gösterip yaptırma gibi dil becerilerini geliştirici birçok etkinlik için teknolojik araçların kullanılabileceği görülmektedir. Yabancılara Türkçe öğretimi açısından bakıldığında da hem daha etkili bir yabancı dil öğretimini sağlama hem de dünya üzerinde Türkçe öğrenmek isteyen daha fazla insana ulaşmak açısından gerekli görülmektedir. Tüm bunların yanında yeni yetişen nesillerin dijital teknoloji ile daha yakın bir ilişki içinde olması Türkçe öğretiminin geleceği açısından teknolojinin kullanımı konusuna eğilmeyi zorunu kılmaktadır. Dolayısıyla Türkçe öğretiminde hem verilecek eğitimin dijital teknolojilere uygun şekilde yapılandırılması hem de bu eğitimi verecek öğretmen adaylarının teknolojik imkânları kullanma açısından öğretmen yetiştiren kurumlarda yeterli seviyede eğitim almaları gerekmektedir. Bu görüşler doğrultusunda hazırlanan bu çalışmada, dijital teknolojilerin Türkçe öğretiminde nasıl kullanılabileceğini ortaya koymak amaçlanmıştır. Çalışma iki bölümden oluşmuştur. İlk bölümde ilgili literatür taranmış ve Türkçe öğretiminde sosyal medya ortamlarının, web sitelerinin, screencast uygulamalarının ve iş birlikli ürün oluşturmaya yönelik internet araçlarının ne şekilde kullanılabileceği ortaya koyulmaya çalışılmıştır. İkinci bölümde ise araştırmacı tarafından oluşturulan "Türkçe Yurdu" isimli web sitesi (www.turkceyurdu.com) ve kullanım alanları tanıtılmıştır. Kurulan web sitesi Kastamonu Üniversitesi Türkçe Eğitimi Ana Bilim Dalında 2014 -2015 bahar yarıyılında yabancılara Türkçe öğretimi dersinde derse yardımcı materyal sağlama amacıyla kullanılmıştır. 2015 - 2016 öğretim yılı güz döneminde ise yazılı anlatım dersi için ters yapılandırılmış sınıflar (flipped classroom) uygulaması için tasalanmış ve hâlen kullanılmaya devam etmektedir. Wordpress tabanında oluşturulan ve Türkçe öğretmenliği lisans programındaki derslere kullanılan bu web sitesinin kullanımı ile sağlanan avantajların yanında birtakım olumsuz durumlar da yaşanmıştır. Yaşanan bu olumsuz durumlar da Sydney Prensky tarafından yapılan "dijital yerli" ve "dijital iki dilli" (dijital natives - dijital immigrants) ayrımı üzerinden açıklanmaya çalışılmıştır

Abstract

Along with the studies of integrating digital technologies in education, technology usage in language education has increased. But according to various studies and related literature, these instructional tools are not seemed to be used adequately, in Turkish language teaching. Language teaching is based on development of main language skills so technological tools and environments can be used for different practices like repetition or demonstration. Also in teaching Turkish as a foreign language, digital technologies can provide both more effective language teaching and connection with more people who wants to learn Turkish all around the world. On the other hand, new generations are growing more familiar with the technology. Because of all these reasons integrating digital technologies in Turkish education seems to be compulsive. In line of this purpose Turkish education, both as a mother tongue and a foreign language, should be converted as suitable for technology usage and Turkish teacher candidates should take instructions for technology usage in education faculties. This study, which was prepared with this perspective, aims to determine how to use digital technologies in Turkish education and consists of two stages. In first stage related literature had been scanned and how to use social media platforms, web sites, screencast applications and web platforms that provides working collaboratively in Turkish education was explained. (www.turkceyurdu.com), which was created by authors, was introduced and its areas of usage were defined. This website was used at Kastamonu University Turkish Teaching Department in “Teaching Turkish as a Foreign Language” lesson in spring term 2014 – 2015 for providing additional materials for this lesson. In 2015 – 2016 fall term it is still using in “Turkish Written Expression” lesson for implementation of flipped classroom method in this lesson. This website created in wordpress database and provides a lot of advantages in instructional periods. Besides the advantages there were some problems in integrating website in lessons. These were explained with Sydney Prensky’s definition of digital natives and immigrants. Technology has brought about a paradigm shift at the point of using language. When the developments in education are handled in the historical process, firstly there was a face-to-face oral information transfer at pre-writing period. Later on, the development of written and printed sources based on literacy period have emerged and continue to dominate today. However, with the development of digital technologies and internet, it is stated that a second orality culture period is entered (Ferris and Wilder, 2006). On the eve of this paradigm shift, language education need to be re-organized in accordance with this paradigm shift. This study, which was prepared with this perspective, aims to determine how to use web technologies in Turkish language education. In line with this purpose, how to use social media platforms, web sites, screencast applications and web platforms that provides working collaboratively in Turkish education was explained. 1.1. Classroom Management Systems Classroom management systems are virtual environments created by teachers for providing different kinds of learning options. By these systems, students can reach documents about lessons and contact their teachers online. In order to use them, students have to create profile and password. Thanks to these virtual profiles, teachers can follow their students’ development. 1.2. Social Networks In social networks users can share their ideas, photographs, videos and different activities. Thus, these web tools can be used for language education which aims to develop students’ comprehension and expression skills. Language teachers, looking for different environments where students express themselves, can use these networks. 1.3. Sms / Skype / Hangouts / Facetime Message Systems Written, voiced and visualized message systems are used in language teaching frequently. These systems usually used for extracurricular practices and homeworks because of their effectiveness and flexibility. Thus they can be used in Turkish language teaching effectively. 1.4. Screencasts Screencast programs can record user’s visual and voice and screen’s visual synchronously. By this way students can watch teacher’s presentation and other visual materials at the same time. Students can watch instructional screencast videos whenever and wherever they want. Thus we can say these video recordings provide more flexibility, mobility and opportunity for repetition. 1.5. Podcasts Podcast is broadcasting the audial material from internet and these recordings can be listened from internet or portable music players. The main difference from radio broadcasting, audiences do not have to listen broadcast at the same time. In Turkish teaching, these kind of broadcasts can be used for development of students both listening and speaking skills. Also students can make repetition out of classroom time as much as they can. 1.6. Padlet Padlet is virtual educational panel or wall web tool. Teachers usually design a panel for creative or collaborative exercises in classroom environment. This application gives an opportunity to create this panel in virtual area. In Turkish language teaching this web tool can be used in development of writing skills, especially in collaborative writing. 1.7. Kahoot Kahoot is a web tool provides creating a knowledge contest. This kind of contests help teachers to make repetition of subject and measure students’ leanings. In Turkish written expression lesson, this web tool was used for measurement of dictation and punctuation rules chapter. By this educational contests, students get funny and teacher could see students’ current level. Also this kind of games make lessons more entertaining and raise students’ motivation. 2. Usage of “Turkceyurdu” Website for Turkish Education In order to integrate web