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

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.

Anahtar Kelimeler:

Çevrim içi okuma ve yazma, yeni okuryazarlıklar

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

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.

Keywords:

Online reading and writing, new literacies,

PDF

___

Afflerbach, P., & Cho, B.Y. (2009). Identifying and describing constructively responsive comprehension strategies in new and traditional forms of reading. In S. E. Israel & G. G. Duffy (Eds.), Handbook of research on reading comprehension (pp.69–90). New York, NY: Routledge.
Al-Hazza, T. C. (2017). The tension in pre-service teachers’ explorations of tablet technology for literacy purposes: positive beliefs and practical shortcomings. Teacher Development, 21(5), 704-721. DOI: 10.1080/13664530.2017.1338195
Andes, L., & Claggett, E. (2011). Wiki writers: Students and teachers making connections across communities. The Reading Teacher, 64(5), 345-350.
Coiro, J., & Dobler, E. (2007). Exploring the online reading comprehension strategies used by sixth-grade skilled readers to search for and locate information on the Internet. Reading Research Quarterly, 42(2), 214–257. https://doi.org/10.1598/RRQ.42.2.2
Coiro, J., Sekeres, D. C., Castek, J., & Guzniczak, L. (2014). Comparing the quality of third, fourth, and fifth graders' social interactions and cognitive strategy use during structured online ınquiry. Journal of Education, 194(2), 1-15.
Creswell, J.W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Thousand Oaks, CA: Sage.
Dobler, E. (2015). e‐Textbooks: A personalized learning experience or a digital distraction? Journal of adolescent & adult literacy, 58(6), 482-491.
Forzani, E., & Maykel, C. (2013). Evaluating a representative state sample of connecticut seventh-grade students’ ability to critically evaluate online information (ORCA Report 6) Retrived from http://www.orca.uconn.edu/orca/assets/File/Research%20Reports/PROJECT%20REPORT%20%236% 20Forzani%26Maykel.pdf
Gee, J. & Handford, M. (2013). The routledge handbook of discourse analysis. Abingdon: Taylor & Francis. Handsfield, L. J., Dean, T. R., & Cielocha, K. M. (2009). Becoming critical consumers and producers of text: Teaching literacy with Web 1.0 and Web 2.0. The Reading Teacher, 63(1), 40-50.
Hutchison, A., & Reinking, D. (2011). Teachers’ perceptions of integrating information and communication technologies into literacy instruction: A national survey in the United States. Reading Research Quarterly, 46(4), 312–333. https://doi.org/10.1002/RRQ.002
Hutchison, A., & Wang, W. (2012). Blogging within a social networking site as a form of literature response in a teacher education course. Educational Media International, 49(4), 263-275. DOI: 10.1080/09523987.2012.741197
Hutchison, A., & Colwell, J. (2015). Bridging technology and literacy: Developing digital reading and writing practices in grades K–6. Lanham, MD: Rowman & Littlefield.
Hutchison, A., Beschorner, B., & Schmidt-Crawford, D. (2012). Exploring the use of the iPAD for literacy learning. Reading Teacher, 66(1), 15–23. https://doi.org/10.1002/TRTR.01090
Hutchison, A. (2012). Literacy teachers’ perceptions of professional development that increases integration of technology into literacy instruction. Technology, Pedagogy and Education, 21(1), 37–56. https://doi.org/10.1080/1475939X.2012.659894
Hutchison, A. & Beschorner, B. (2014) Using the iPad as a tool to support literacy instruction, Technology, Pedagogy and Education, 24(4), 407-422. DOI: 10.1080/1475939X.2014.918561
Hutchison, A. & Colwell, J. (2016) Preservice teachers' use of the technology ıntegration planning cycle to integrate ipads ınto literacy instruction, Journal of Research on Technology in Education, 48(1), 1-15, DOI: 10.1080/15391523.2015.1103146
International Reading Association. (2009). New literacies and 21st-century technologies. Newark, DE: International Reading Association.
ICT Literacy Panel. (2002). Digital transformation: A framework for ICT literacy. Princeton, NJ: Educational Testing Service. Retrieved from http://www.ets.org/Media/Tests/Information_and_Communication_Technology_Lit eracy/ictreport.pdf
Kress, G. (2003). Literacy in the new media age. London: Routledge.
Lankshear, C., & Knobel, M. (2011). New literacies: Everyday practices and social learning. Berkshire, England: Open University Press.
Larson, L.C. (2010). Digital readers: The next chapter in e-Book reading and response. Reading Teacher, 64(1), 15-22.
Lau, W. W., Lui, V., & Chu, S. K. (2017). The use of wikis in a science inquiry-based project in a primary school. Educational Technology Research and Development, 65(3), 533-553.
Leu, D.J., Jr. (2000). Literacy and technology: Deictic consequences for literacy education in an information age. In M.L. Kamil, P.B. Mosenthal, P.D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp.743–770). Mahwah, NJ: Erlbaum.
Leu, DJ Jr, Kinzer C.K., Coiro J, & Cammack, D. (2004). Toward a theory of new literacies emerging from the Internet and other information and communication technologies. In R.B. Ruddell & N.J. Unrau (eds) Theoretical models and processes of reading (5th ed., pp. 1570–1613). Newark, DE: International Reading Association.
Leu, D. J., McVerry, O’Byrne, Kiili, C., & Zawilinski, L. (2011). The new literacies of online reading comprehension: Expanding the literacy and learning curriculum Donald. Journal of Adolescent & Adult Literacy, 55(1), 5–14. https://doi.org/10.1598/JA
Leu, D.J., Everett-Cacopardo, H., Zawilinski, L., McVerry, J.G., O’Byrne, W. I. (2012). The new literacies of online reading comprehension. In C.A. Chapelle, (Ed.) The Encyclopedia of Applied Linguistics. (pp. 4239-4247). Oxford, UK: WileyBlackwell.
Leu, D. J., Kinzer, C. K., Coiro, J., Castek, J., & Henry, L. A. (2013). New literacies: A Dual-level theory of the changing nature of literacy, ınstruction, and assessment. In D. E. Alvermann, N. J. Unrau, & R. B. Ruddell (Eds.), Theoretical models and processes of reading (Sixth Edit., pp. 1150–1181). Newark, DE: International Reading Association.
Leu, D. J., Zawilinski, L., Forzani, E., & Timbrell, N. (2015). Best practices in teaching the new literacies of online research and comprehension. In L.B. Gambrell & L.M. Morrow (Ed.), Best practices in literacy instruction (5th ed., pp. 343–364). New York: Guilford.
Leu, D. J., Slomp, D., Zawilinski, L. & Corrigan, J. (2016). Writing research from a new literacies lens. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.) Handbook of writing research (2nd ed.). New York, NY: Guilford Press.
McGrail, E., & Davis, A. (2011). The influence of classroom blogging on elementary student writing. Journal of Research in Childhood Education, 25(4), 415-437. New London Group (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66, 60–92.
Patton, M.Q. (2002). Qualitative research and evaluation methods. Thousand Oaks, CA: Sage.
Pang, S., Reinking, D., Hutchison, A., & Ramey, D. (2015). South Korean teachers’ perceptions of integrating information and communication technologies into literacy instruction. Education Research International, 2015, 1-13.
Pierczynski, M. (2015). Preservice teachers’ perceptions of using digital technologies in literacy instruction. (Unpublished doctoral dissertation), George Mason University, Fairfax, VA.
Pifarré, M.,& Li, L. (2012). Teaching how to learn with a wiki in primary education: What classroom interaction can tell us. Learning, Culture and Social Interaction, 1(2), 102-113.
Rideout, V. J., Foehr, U. G., & Roberts, D. F. (2010). Generation M2: Media in the lives of 8- to 18- year-olds. Menlo Park, CA: Henry J. Kaiser Family Foundation.
Schugar, H. R., Smith, C. A., & Schugar, J. T. (2013). Teaching with interactive picture e‐books in grades K– 6. The Reading Teacher, 66(8), 615-624.
Vasudevan, L., Schultz, K., & Bateman, J. (2010). Rethinking composing in a digital age: Authoring literate identities through multimodal storytelling. Written Communication, 27(4), 442-468.
Türkiye İstatistik Kurumu (2018). Hanehalkı bilişim teknolojileri kullanım araştırması. https://www.cografik.com/hanehalki-bilisim-teknolojileri-bt-kullanim-arastirmasi-2018/ sayfasından erişilmiştir.
Yamaç, A. & Ulusoy, M. (2016). The effect of digital storytelling in improving the third graders' writing skills. International Electronic Journal of Elementary Education, 9(1), 59-86.
Yamaç, A. (2018). Yeni okuryazarlığa genel bir bakış: Karar alıcılar, araştırmacılar ve öğretmenler için bazı öneriler. Kuramsal Eğitimbilim Dergisi, 11(3), 383-410. DOI:10.30831/akukeg.370469
Yamaç, A. & Öztürk, E. (2018). Türkiye’deki ilkokul öğretmenlerinin yazma öğretimi uygulamaları ve algılarının değerlendirilmesi: Bir karma yöntem araştırması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 33(4), 846-867. doi: 10.16986/HUJE.2018037559
Yıldırım, A. & Şimşek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin.