Harmanlanmış Öğrenme Yaklaşımına Dayalı olarak Hazırlanan 2017 Ortaöğretim İngilizce Dersi Programının Uygulanabilirliğine İlişkin Öğretmen Görüşleri

Bu araştırmanın amacı, harmanlanmış öğrenme yaklaşımına dayalı olarak hazırlanan 2017 Ortaöğretim İngilizce Dersi Programının uygulanabilirliğine ilişkin öğretmen görüşlerinin belirlenmesidir. Araştırmada nitel araştırma yöntemlerinden fenomenoloji, veri toplama aracı olarak araştırmacılar tarafından geliştirilen görüşme formu ve veri analiz yöntemlerinden içerik analizi kullanılmıştır. Araştırmada Kocaeli’de bulunan Anadolu liselerinde görev yapan 20 İngilizce öğretmeniyle görüşme yapılmıştır. Bulgular öğretmenlerin program hazırbulunuşluğu, öğretmenlerin derslerde gerçekleştirdikleri uygulamalar, öğrenci hazırbulunuşluğu ve teknolojiye sahip olma, kurumsal alt yapı ve uzman desteği başlıklarında değerlendirilmiştir. Araştırmada, öğretmenlerin harmanlanmış öğrenme yaklaşımını olumlu kabul etmelerine karşın gerekli hizmet içi eğitimi almamaları, Milli Eğitim Bakanlığınca sağlanan ders materyallerinin harmanlanmış öğrenme yaklaşımını destekler nitelikte olmaması, EBA ve DynEd’in ortaöğretim İngilizce dersine uygun içerik barındırmaması, öğrencilerin teknoloji okuryazarlığının düşük olması, kurumların internet bağlantısı, bilgisayar temini ve uzman desteği sağlamada yetersiz kalması gibi nedenlerle 2017 İngilizce Dersi Öğretim Programı’nın uygulanmasında engellerle karşılaşıldığı sonucuna ulaşılmıştır.

Anahtar Kelimeler:

Harmanlanmış öğrenme, bilişim teknolojileri

Teacher Opinions on the Applicability of the 2017 Secondary Education English Curriculum Based on the Blended Learning Approach*

The aim of this study is to determine the views of teachers about the applicability of the 2017 Secondary Education English Curriculum based on blended learning. Phenomenology, a qualitative research design, a semi-structured interview form developed by the researcher and content analysis, one of the data analysis methods, were used in the study. In the study, 20 English teachers from Anatolian high schools in Kocaeli were interviewed. The findings were evaluated in view of the readiness of the teachers for the curriculum, of the practices carried out by the teachers in the courses, of student readiness and technological competence, and of institutional infrastructure and expert support. Despite the positive opinions of teachers toward the blended learning approach, the study concludes that a number of obstacles are encountered in the implementation of the 2017 English Curriculum due to several reasons such as; lack of necessary in-service training for teachers on blended learning, lack of appropriate content in Education Informatics Network (EBA) and Dynamic and Education (DynEd), low level of technological literacy of students, and the inadequacy of institutions in providing services like internet connection, computer supply and expert support.

Keywords:

Blended learning, information technologies,

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