Research Article
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Year 2023, Volume: 12 Issue: 2, 136 - 151, 30.06.2023

Nilgün Günbaş Meral Gözüküçük

https://doi.org/10.55020/iojpe.1136943

Abstract

References

  • Agyei, D. D., & Voogt, J. M. (2015). Pre-service teachers’ TPACK competencies for spreadsheet integration: Insights from a mathematics-specific instructional technology course. Technology, Pedagogy and Education, 24(5), 605-625. https://doi.org/10.1080/1475939X.2015.1096822
  • Aisyah, R. N., Setiawan, S., & Munir, A. (2021). Technological pedagogical content knowledge (TPACK) in action: Unraveling Indonesian English as a foreign language teachers’ TPACK by implementing telegram. Computer Assisted Language Learning Electronic Journal, 22(3), 17-31.
  • Alghasab, M. B.,Alfadley, A., & Aladwani, A. M. (2020). Factors affecting technology integration in EFL classrooms: The Case of Kuwaiti Government Primary Schools. Journal of Education and Learning, 9(4), 10-27. https://doi.org/10.5539/jel.v9n4p10
  • Al Mamun, A. (2014). Effectiveness of Audio-visual Aids in Language Teaching in Tertiary Level (Masteral Theses), BRAC University, Dhaka. http://hdl.handle.net/10361/3288
  • Alnajjar, H. S., & Al-Jamal, D. A. (2019). UNRWA EFL In-Service Teachers’ Perception of the Application of Tpack in Teaching Listening and Speaking. مجلة الجامعة الإسلامية للدراسات التربوية والنفسية, 27(2).‎
  • Asadi, F., & Berimani, S. (2015). The effect of audio-visual materials on Iranian second grade high school students’ language achievement. International Journal of Language and Linguistics, 3(2), 69-75. https://doi.org/10.11648/j.ijll.20150302.15
  • Baser, D., Kopcha, T. J., & Ozden, M. Y. (2016). Developing a technological pedagogical content knowledge (TPACK) assessment for preservice teachers learning to teach English as a foreign language. Computer Assisted Language Learning, 29(4), 749-764. https://doi.org/10.1080/09588221.2015.1047456
  • Belda-Medina, J., & Calvo-Ferrer, J. R. (2022). Integrating augmented reality in language learning: Pre-service teachers’ digital competence and attitudes through the TPACK framework. Education and Information Technologies, 27(9), 12123-12146. https://doi.org/10.1007/s10639-022-11123-3
  • Chen, F. H., Looi, C. K., & Chen, W. (2009). Integrating technology in the classroom: a visual conceptualization of teachers' knowledge, goals and beliefs. Journal of Computer Assisted Learning, 25(5), 470-488. https://doi.org/10.1111/j.1365-2729.2009.00323.x
  • Cheng, K. H. (2017). A survey of native language teachers’ technological pedagogical and content knowledge (TPACK) in Taiwan. Computer Assisted Language Learning, 30(7), 692-708.
  • Chien, Y. T., Chang, C. Y., Yeh, T. K., & Chang, K. E. (2012). Engaging pre-service science teachers to act as active designers of technology integration: A MAGDAIRE framework. Teaching and Teacher Education, 28(4), 578-588. https://doi.org/10.1016/j.tate.2011.12.005
  • Cuban, L. (2001). Oversold and underused: Computers in the classroom. Cambridge, MA: Harvard University.
  • Dawson, K. (2007). The role of teacher inquiry in helping prospective teachers untangle the complexities of technology use in classrooms. Journal of Computing in Teacher Education, 24(1), 5-14. https://doi.org/10.1080/10402454.2007.10784578
  • Derewianka, B. (2003). Developing Electronic Materials for Language Teaching. Tomlinson, B. (Ed.). Developing materials for language teaching. A&C Black.
  • Debbagh, M. & Jones, W.M. (2018). Examining English Language Teachers’ TPACK in Oral Communication Skills Teaching. Journal of Educational Multimedia and Hypermedia, 27(1), 43-62. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/178510/
  • Ekmekçi, E. (2018). Examination of studies regarding pre-service EFL teachers’ technological pedagogical content knowledge (TPACK) in Turkey. International Journal of Eurasia Social Sciences, 9(34), 2180-2193.
  • Emiroğlu, S. & Pinar, F. N. (2013). Dinleme becerisinin diğer beceri alanları ile ilişkisi [Relationship between listening and other skill types], Electronic Turkish Studies, 8(4), 769-782.
  • Erten, P. (2022). Technological Pedagogical Content Knowledge (TPACK) Proficiency of Preservice Teachers Who Will Perform Language Teaching as a Foreign Language. Gümüşhane Üniversitesi Sosyal Bilimler Dergisi, 13 (2), 604-617. https://dergipark.org.tr/en/pub/gumus/issue/70421/1038099
  • Erümit, A. K. (2020). Effects of different teaching approaches on programming skills. Education and Information Technologies, 25(2), 1013-1037. https://doi.org/10.1007/s10639-019-10010-8
  • Farjon, D., Smits, A., & Voogt, J. (2019). Technology integration of pre-service teachers explained by attitudes and beliefs, competency, access, and experience. Computers & Education, 130, 81-93. https://doi.org/10.1016/j.compedu.2018.11.010
  • Grudin, J. (2018). Innovation and inertia: Information technology and education in the United States. Computer, 51(10), 40-47. https://doi.org/10.1109/MC.2018.3971346
  • Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. https://doi.org/10.3102/003465430298487
  • Heath, M. K. (2017). Teacher-initiated one-to-one technology initiatives: How teacher self-efficacy and beliefs help overcome barrier thresholds to implementation. Computers in the Schools: Interdisciplinary Journal of Practice, Theory, and Practice, 34(1-2), 88-106. https://doi.org/10.1080/07380569.2017.1305879
  • Hoopingarner, D. (2009). Best practices in technology and language teaching. Language and Linguistics Compass, 3(1), 222-235. https://doi.org/10.1111/j.1749-818X.2008.00123.x
  • Hu, Y., Chen, C. H., & Su, C. Y. (2021). Exploring the effectiveness and moderators of block-based visual programming on student learning: A meta-analysis. Journal of Educational Computing Research, 58(8), 1467-1493. https://doi.org/10.1177/0735633120945935
  • Instefjord, E. J., & Munthe, E. (2017). Educating digitally competent teachers: A study of integration of professional digital competence in teacher education. Teaching and Teacher Education, 67, 37-45. https://doi.org/10.1016/j.tate.2017.05.016
  • International Society of Technology Education (2008). National educational technology standards for teachers. Eugene, OR: ISTEs
  • Kim, M. K., Xie, K., & Cheng, S. L. (2017). Building teacher competency for digital content evaluation. Teaching and Teacher Education, 66, 309-324. https://doi.org/10.1016/j.tate.2017.05.006
  • Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)?. Contemporary Issues in Technology and Teacher Education, 9(1), 60-70. https://www.learntechlib.org/primary/p/29544/
  • Koehler, M. J., Mishra, P., & Cain, W. (2013). What is technological pedagogical content knowledge (TPACK)?. Journal of Education, 193(3), 13-19. https://doi.org/10.1177/002205741319300303
  • Koh, J. H. L. (2011). Computer skills instruction for pre-service teachers: A comparison of three instructional approaches. Computers in Human Behavior, 27(6), 2392–2400. https://doi.org/10.1016/j.chb.2011.08.002
  • Lee, Y., & Lee, J. (2014). Enhancing pre-service teachers’ self-efficacy beliefs for technology integration through lesson planning practice. Computers & Education, 73, 121-128. https://doi.org/10.1016/j.compedu.2014.01.001
  • Lehiste, P. (2015). The impact of a professional development program on in-service teachers’ TPACK: A study from Estonia. Problems of Education in the 21st Century, 66, 18-28. http://www.scientiasocialis.lt/pec/files/pdf/vol66/18-28.Lehiste_Vol.66_PEC.pdf
  • Levin, T., & Wadmany, R. (2006). Listening to students' voices on learning with information technologies in a rich technology-based classroom. Journal of Educational Computing Research, 34(3), 281-317. https://doi.org/10.2190/CT6Q-0WDG-CDDP-U6TJ
  • Lux, N., & Lux, C. (2015). The influence of technology-rich early childhood field experiences on preservice teachers. Journal of Technology and Teacher Education, 23(2), 213-240. https://www.learntechlib.org/p/147428/
  • Malinina, I. (2015). ICT Competencies of foreign languages teachers. Procedia-Social and Behavioral Sciences, 182, 75-80. https://doi.org/10.1016/j.sbspro.2015.04.740
  • Martin, B. (2018). Faculty technology beliefs and practices in teacher preparation through a TPACK lens. Education and Information Technologies, 23(5), 1775-1788. https://doi.org/10.1007/s10639-017-9680-4
  • Mathew, N. G., & Alidmat, A. O. H. (2013). A study on the usefulness of audio-visual aids in EFL classroom: Implications for effective instruction. International Journal of Higher Education, 2(2), 86-92. https://doi.org/10.5430/ijhe.v2n2p86
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PRE-SERVICE PRIMARY TEACHERS’ TPACK IMPROVEMENT THROUGH LISTENING ACTIVITIES: DESIGN, OBSERVE AND EVALUATE

Year 2023, Volume: 12 Issue: 2, 136 - 151, 30.06.2023

Nilgün Günbaş Meral Gözüküçük

https://doi.org/10.55020/iojpe.1136943

Abstract

Pre-service teachers are mostly trained with traditional methods in their institutions and as a result, they do not become competent in technology integration in education. To successfully integrate technology in education, it is necessary for teachers to have knowledge of the content and the pedagogical techniques to teach this content with technology (TPACK). The purpose of this study was to contribute to pre-service primary school teachers’ TPACK. For this purpose, the content was selected as listening, the most ignored skill taught in language education. In a qualitative framework, a case study approach was utilized. Eight pre-service primary teachers were selected with convenience sampling from a public university in Turkey. For eight weeks, the pre-service teachers learned block-based visual programming and designed visual and audio listening texts in pairs. Their projects were undertaken with fourth grade students, and they observed the students’ interactions with these projects. Upon the completion of this process, a semi-structured interview form, prepared by the researchers, was used to gather the pre-service teachers’ views. Results showed that they increased their technological pedagogical content knowledge in the TPACK framework. They also developed a better sense of entertaining, active, and individual learning environments.

Keywords

TPACK design-based activities listening pre-service primary teachers teacher education

References

  • Agyei, D. D., & Voogt, J. M. (2015). Pre-service teachers’ TPACK competencies for spreadsheet integration: Insights from a mathematics-specific instructional technology course. Technology, Pedagogy and Education, 24(5), 605-625. https://doi.org/10.1080/1475939X.2015.1096822
  • Aisyah, R. N., Setiawan, S., & Munir, A. (2021). Technological pedagogical content knowledge (TPACK) in action: Unraveling Indonesian English as a foreign language teachers’ TPACK by implementing telegram. Computer Assisted Language Learning Electronic Journal, 22(3), 17-31.
  • Alghasab, M. B.,Alfadley, A., & Aladwani, A. M. (2020). Factors affecting technology integration in EFL classrooms: The Case of Kuwaiti Government Primary Schools. Journal of Education and Learning, 9(4), 10-27. https://doi.org/10.5539/jel.v9n4p10
  • Al Mamun, A. (2014). Effectiveness of Audio-visual Aids in Language Teaching in Tertiary Level (Masteral Theses), BRAC University, Dhaka. http://hdl.handle.net/10361/3288
  • Alnajjar, H. S., & Al-Jamal, D. A. (2019). UNRWA EFL In-Service Teachers’ Perception of the Application of Tpack in Teaching Listening and Speaking. مجلة الجامعة الإسلامية للدراسات التربوية والنفسية, 27(2).‎
  • Asadi, F., & Berimani, S. (2015). The effect of audio-visual materials on Iranian second grade high school students’ language achievement. International Journal of Language and Linguistics, 3(2), 69-75. https://doi.org/10.11648/j.ijll.20150302.15
  • Baser, D., Kopcha, T. J., & Ozden, M. Y. (2016). Developing a technological pedagogical content knowledge (TPACK) assessment for preservice teachers learning to teach English as a foreign language. Computer Assisted Language Learning, 29(4), 749-764. https://doi.org/10.1080/09588221.2015.1047456
  • Belda-Medina, J., & Calvo-Ferrer, J. R. (2022). Integrating augmented reality in language learning: Pre-service teachers’ digital competence and attitudes through the TPACK framework. Education and Information Technologies, 27(9), 12123-12146. https://doi.org/10.1007/s10639-022-11123-3
  • Chen, F. H., Looi, C. K., & Chen, W. (2009). Integrating technology in the classroom: a visual conceptualization of teachers' knowledge, goals and beliefs. Journal of Computer Assisted Learning, 25(5), 470-488. https://doi.org/10.1111/j.1365-2729.2009.00323.x
  • Cheng, K. H. (2017). A survey of native language teachers’ technological pedagogical and content knowledge (TPACK) in Taiwan. Computer Assisted Language Learning, 30(7), 692-708.
  • Chien, Y. T., Chang, C. Y., Yeh, T. K., & Chang, K. E. (2012). Engaging pre-service science teachers to act as active designers of technology integration: A MAGDAIRE framework. Teaching and Teacher Education, 28(4), 578-588. https://doi.org/10.1016/j.tate.2011.12.005
  • Cuban, L. (2001). Oversold and underused: Computers in the classroom. Cambridge, MA: Harvard University.
  • Dawson, K. (2007). The role of teacher inquiry in helping prospective teachers untangle the complexities of technology use in classrooms. Journal of Computing in Teacher Education, 24(1), 5-14. https://doi.org/10.1080/10402454.2007.10784578
  • Derewianka, B. (2003). Developing Electronic Materials for Language Teaching. Tomlinson, B. (Ed.). Developing materials for language teaching. A&C Black.
  • Debbagh, M. & Jones, W.M. (2018). Examining English Language Teachers’ TPACK in Oral Communication Skills Teaching. Journal of Educational Multimedia and Hypermedia, 27(1), 43-62. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/178510/
  • Ekmekçi, E. (2018). Examination of studies regarding pre-service EFL teachers’ technological pedagogical content knowledge (TPACK) in Turkey. International Journal of Eurasia Social Sciences, 9(34), 2180-2193.
  • Emiroğlu, S. & Pinar, F. N. (2013). Dinleme becerisinin diğer beceri alanları ile ilişkisi [Relationship between listening and other skill types], Electronic Turkish Studies, 8(4), 769-782.
  • Erten, P. (2022). Technological Pedagogical Content Knowledge (TPACK) Proficiency of Preservice Teachers Who Will Perform Language Teaching as a Foreign Language. Gümüşhane Üniversitesi Sosyal Bilimler Dergisi, 13 (2), 604-617. https://dergipark.org.tr/en/pub/gumus/issue/70421/1038099
  • Erümit, A. K. (2020). Effects of different teaching approaches on programming skills. Education and Information Technologies, 25(2), 1013-1037. https://doi.org/10.1007/s10639-019-10010-8
  • Farjon, D., Smits, A., & Voogt, J. (2019). Technology integration of pre-service teachers explained by attitudes and beliefs, competency, access, and experience. Computers & Education, 130, 81-93. https://doi.org/10.1016/j.compedu.2018.11.010
  • Grudin, J. (2018). Innovation and inertia: Information technology and education in the United States. Computer, 51(10), 40-47. https://doi.org/10.1109/MC.2018.3971346
  • Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. https://doi.org/10.3102/003465430298487
  • Heath, M. K. (2017). Teacher-initiated one-to-one technology initiatives: How teacher self-efficacy and beliefs help overcome barrier thresholds to implementation. Computers in the Schools: Interdisciplinary Journal of Practice, Theory, and Practice, 34(1-2), 88-106. https://doi.org/10.1080/07380569.2017.1305879
  • Hoopingarner, D. (2009). Best practices in technology and language teaching. Language and Linguistics Compass, 3(1), 222-235. https://doi.org/10.1111/j.1749-818X.2008.00123.x
  • Hu, Y., Chen, C. H., & Su, C. Y. (2021). Exploring the effectiveness and moderators of block-based visual programming on student learning: A meta-analysis. Journal of Educational Computing Research, 58(8), 1467-1493. https://doi.org/10.1177/0735633120945935
  • Instefjord, E. J., & Munthe, E. (2017). Educating digitally competent teachers: A study of integration of professional digital competence in teacher education. Teaching and Teacher Education, 67, 37-45. https://doi.org/10.1016/j.tate.2017.05.016
  • International Society of Technology Education (2008). National educational technology standards for teachers. Eugene, OR: ISTEs
  • Kim, M. K., Xie, K., & Cheng, S. L. (2017). Building teacher competency for digital content evaluation. Teaching and Teacher Education, 66, 309-324. https://doi.org/10.1016/j.tate.2017.05.006
  • Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)?. Contemporary Issues in Technology and Teacher Education, 9(1), 60-70. https://www.learntechlib.org/primary/p/29544/
  • Koehler, M. J., Mishra, P., & Cain, W. (2013). What is technological pedagogical content knowledge (TPACK)?. Journal of Education, 193(3), 13-19. https://doi.org/10.1177/002205741319300303
  • Koh, J. H. L. (2011). Computer skills instruction for pre-service teachers: A comparison of three instructional approaches. Computers in Human Behavior, 27(6), 2392–2400. https://doi.org/10.1016/j.chb.2011.08.002
  • Lee, Y., & Lee, J. (2014). Enhancing pre-service teachers’ self-efficacy beliefs for technology integration through lesson planning practice. Computers & Education, 73, 121-128. https://doi.org/10.1016/j.compedu.2014.01.001
  • Lehiste, P. (2015). The impact of a professional development program on in-service teachers’ TPACK: A study from Estonia. Problems of Education in the 21st Century, 66, 18-28. http://www.scientiasocialis.lt/pec/files/pdf/vol66/18-28.Lehiste_Vol.66_PEC.pdf
  • Levin, T., & Wadmany, R. (2006). Listening to students' voices on learning with information technologies in a rich technology-based classroom. Journal of Educational Computing Research, 34(3), 281-317. https://doi.org/10.2190/CT6Q-0WDG-CDDP-U6TJ
  • Lux, N., & Lux, C. (2015). The influence of technology-rich early childhood field experiences on preservice teachers. Journal of Technology and Teacher Education, 23(2), 213-240. https://www.learntechlib.org/p/147428/
  • Malinina, I. (2015). ICT Competencies of foreign languages teachers. Procedia-Social and Behavioral Sciences, 182, 75-80. https://doi.org/10.1016/j.sbspro.2015.04.740
  • Martin, B. (2018). Faculty technology beliefs and practices in teacher preparation through a TPACK lens. Education and Information Technologies, 23(5), 1775-1788. https://doi.org/10.1007/s10639-017-9680-4
  • Mathew, N. G., & Alidmat, A. O. H. (2013). A study on the usefulness of audio-visual aids in EFL classroom: Implications for effective instruction. International Journal of Higher Education, 2(2), 86-92. https://doi.org/10.5430/ijhe.v2n2p86
  • Merriam, S. B. (2009). Qualitative research: A guide to design and implementation (3rd ed). San Francisco, CA: Jossey-Bass.
  • Ministry of National Education (2015). İlköğretim Türkçe 4. sınıf öğretmen kılavuz kitabı. Ankara: Engin Yayınevi.
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There are 67 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Articles
Authors

Nilgün Günbaş 0000-0003-2578-3083

Meral Gözüküçük 0000-0002-1620-5073

Publication Date June 30, 2023
Published in Issue Year 2023 Volume: 12 Issue: 2

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APA Günbaş, N., & Gözüküçük, M. (2023). PRE-SERVICE PRIMARY TEACHERS’ TPACK IMPROVEMENT THROUGH LISTENING ACTIVITIES: DESIGN, OBSERVE AND EVALUATE. International Online Journal of Primary Education, 12(2), 136-151. https://doi.org/10.55020/iojpe.1136943
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