Journal of Mother Tongue Education

Abstract

The aim of this study is to examine the views of elementary prospective teachers about their experiences with the use of animation and simulation in first reading and writing teaching. Qualitative research model was used in the research. The participants of the study consisted of 24 prospective teachers studying in the department of classroom education. In the research, a questionnaire consisting of open-ended questions was used as a data collection tool. Content analysis, one of the qualitative data analyzes, was used in the analysis of the data. In the study, teacher prospective positively viewed the use of animation and simulation in teaching first reading and writing, the use of animation and simulation in teaching first reading and writing increased students 'academic achievement, provided permanent learning, increased motivation, facilitated their learning of letters, improved teachers' ability to use computers and digital technology, and the course was effective and efficient, and it contributes to having fun, it saves time, reduces discipline problems, and provides in-depth learning. As a result of the research, prospective teachers stated that they used animation and simulation in the phase of feeling and recognizing more sound based teaching. Preservice teachers stated that they encountered problems such as insufficient time in the use of animation and simulation in first reading and writing teaching, and difficulties in preparing animation and simulation. Suggestions have been developed for the problems faced by prospective teachers, which will attract the students' attention, simulation programs should be learned well, animation and simulations appropriate for student level should be prepared and used.