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DERS KİTABINA DAYALI EĞİTİMDEN TEKNOLOJİ DESTEKLİ EĞİTİME GEÇİŞ: İNGİLİZCE DERSİNDE AKILLI TAHTA KULLANIMINA İLİŞKİN ÖĞRETMEN VE ÖĞRENCİ GÖRÜŞLERİ

A TRANSITION FROM COURSEBOOK-BASED LANGUAGE INSTRUCTION TOWARDS TECHNOLOGY-ENHANCED CLASSROOMS: OPINIONS OF TEACHERS AND STUDENTS REGARDING INTERACTIVE WHITEBOARD TECHNOLOGY IN AN EFL CONTEXT

Journal Name:

  • Erciyes Üniversitesi Sosyal Bilimler Enstitüsü Dergisi

Publication Year:

  • 2012

Key Words:

Keywords (Original Language):

Author NameUniversity of AuthorFaculty of Author
Abstract (2. Language): 
This article reports on a case study conducted on Turkish teachers of English and Turkish learners regarding their opinions of interactive whiteboard in an intensive English language preparation program at a state university in Turkey. Although interactive whiteboards (Henceforth IWBs), and similar devices have been widely used by teachers in language classrooms the question of how efficient they are in language classrooms remains unanswered. The present study both reveals the English language teachers’ and learners’ opinions regarding the use of interactive whiteboards in language classes and explores the relationship between technology use and sense of professional development. The data presented in the article were collected through pre and post questionnaires along with structured individual interviews with the teachers. The findings of the research suggest that Turkish teachers’ opinions regarding interactive whiteboards changed in a positive way over time. Furthermore, it was found that using technology helps teachers develop a sense of ‘ableness’ which in turn is translated into more effective teaching practices. The findings also revealed that interactive whiteboards help students engage in the lesson and internalize the lesson content more effectively through visual representations.
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Abstract (Original Language): 
Çalışma Süleyman Demirel Üniversitesi Yabancı Diller yüksekokulunda eğitim gören öğrenci ve İngilizce’yi akıllı tahta kullanarak öğreten öğretmenlerin bu uygulamaya ilişkin görüşlerine yer vermektedir. Akıllı tahta ya da benzer araçları yabancı dil öğretilen sınıflarda yaygın bir şekilde kullanılmasına rağmen ne kadar etkin olduklarına ilişkin soru hala güncelliğini korumaktadır. Bu çalışma bir yandan akıllı tahta ortamında İngilizce öğrenen öğrencilerin ve İngilizce’yi akıllı tahta kullanarak öğreten öğretmenlerin görüşlerini irdelerken diğer yandan teknoloji ve mesleki gelişim arasında olması muhtemel ilişkiyi araştırmaktadır. Çalışmanın verileri ön-test ve son-test anketleriyle birlikte öğretmen ve öğrencilerle yapılan yapılandırılmış görüşmeler yoluyla toplanmıştır. Son-test sonuçlarına dayalı olarak İngilizce öğretmenlerinin akıllı tahta kullanımına ilişkin düşüncelerinde olumlu bir değişim gözlenmiş olup akıllı tahta kullanımı çalışmaya katılan öğretmenlerde mesleki anlamda ‘yetkinlik’ hissi kazandırmıştır. Bu sonuçlara ek olarak, akıllı tahta kullanımı öğrencilerin derse daha iyi odaklanmasını sağlayarak ders materyallerini içselleştirmelerine katkıda bulunduğu görülmüştür.
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