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BİR ÖĞRETMENİN ÇEVRİMİÇİ ÖĞRETİM MATERYALİ PLANLAMA VE GELİŞTİRME SÜREÇLERİNİN İNCELENMESİ: İNGİLİZCE DERSİ ÖRNEĞİ

Year 2022, Issue: 62, 234 - 262, 01.05.2022
https://doi.org/10.21764/maeuefd.972999

Abstract

Araştırmanın amacı, bir İngilizce öğretmeni tarafından çevrimiçi ortamlar aracılığıyla 9. sınıfın bir dönemlik İngilizce öğretim programına yönelik materyallerin geliştirilmesi sürecinin ve geliştirilen materyallerin öğretme–öğrenme sürecinde kullanılma durumlarının incelenmesidir. Çalışmada kuramsal temel olarak seçilen Teknoloji Entegrasyonunu Planlama Modeli aşamaları doğrultusunda veri toplama süreci gerçekleştirilmiştir. Araştırmanın verileri çevrimiçi ortam öğretimi ve çevrimiçi öğretim materyali geliştirme süreçlerinin video kayıtları, araştırmacı ve öğretmen günlükleri, öğretmen yazılı görüşme formları, yarı-yapılandırılmış görüşme formu ve ses kayıtlarından oluşmaktadır. Toplanan nitel veriler içerik analizi yöntemi kullanılarak analiz edilmiştir. Öğretmen araştırma sonucunda hem teknoloji yeterliği açısından hem de akademik alanda gelişim göstermiştir. Araştırma süreci boyunca teknik aksaklıklar ve bağlantı sorunları olmuş, öğretmenin bu sorunlara çözüm bulma konusunda da gelişim gösterdiği gözlenmiştir. Araştırmada, mesleki gelişim etkinliklerinin bireyin istek, gereksinim, beklenti ve hazırbulunuşluğu göz önünde bulundurulduğunda daha başarılı olduğu sonucuna ulaşılmıştır. Mesleki gelişim etkinliklerinin öğretmen özelliklerine, olanaklarına ve gereksinimlerine göre tasarlanmalarının öğretmenin motivasyon ve verimliliğine katkısı bulunduğu da ulaşılan sonuçlardandır.

References

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  • Banoğlu, K., Madenoğlu, C., Uysal, Ş., ve Dede, A. (2014). FATİH projesine yönelik öğretmen görüşlerinin incelenmesi (Eskişehir ili örneği) [An investigation of teachers’ perceptions of the implementation of the FATIH project (Eskisehir province case)]. Eğitim Bilimleri Araştırmaları Dergisi [Journal of Educational Sciences Research], 4(1), 39-58.
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ANALYSIS OF A TEACHER’S ONLINE TEACHING MATERIAL PLANNING AND DEVELOPMENT PROCESSES: ENGLISH LESSON EXAMPLE

Year 2022, Issue: 62, 234 - 262, 01.05.2022
https://doi.org/10.21764/maeuefd.972999

Abstract

The purpose of this study is to analyze an English teacher’s material development process within the ninth-grade English language curriculum in Turkey using an online environment. The data collection process was applied based on the Technology Integration Planning Model, which was selected on a theoretical basis. Data of this study consists of video recordings of teaching in the online environment and the online teaching material development process, as well as a researcher’s diary and a teacher’s diary, a semi-structured interview form, and audio recordings. The collected qualitative data were analyzed using the content analysis method. At the end of the study, the teacher had shown development in both technological competence and their academic field. During the research period, there were some technical and connectivity problems experienced, and it was observed that the teacher showed development in finding solutions to resolve these issues. The research found occupational development activities to be more successful when desire, requirement, expectation and readiness of individual learners were considered. The findings of this study include designing occupational development activities for teacher properties, opportunities and requirements that contribute to teacher motivation and efficiency.

References

  • Akman, O . (2018). Examining the in-service needs of social studies teachers in the field of teaching technology. The Eurasia Proceedings of Educational and Social Sciences, 9, 327-330. Retrieved, March 28, 2021, from https://dergipark.org.tr/tr/pub/epess/issue/38900/458692
  • Altın, H. M., ve Kalelioğlu, F. (2015). FATİH projesi ile ilgili öğrenci ve öğretmen görüşleri [Perceptions of students and teachers about FATİH project]. Başkent University Journal of Education, 2(1), 89-105.
  • An, Y. J., Aworuwa, B., Ballard, G., & Williams, K. (2010). Teaching with Web 2.0 technologies: Benefits, barriers and best practices. In M. Simonson (Ed.), Proceedings of the 32nd Annual Convention of the Association for Educational Communications and Technology, Vol. 1. Louisville, KY. North Miami Beach, FL: Nova Southeastern University.
  • Bajrami, L., & Ismaili, M. (2016). The role of video materials in EFL classrooms. Procedia - Social and Behavioral Sciences, 232, 502-506.
  • Ban, R., & Summers, R. (2010). Using Web 2.0 tools for English as a foreign language teacher reflective practice. Mextesol Journal, 34(2), 113-122.
  • Banoğlu, K., Madenoğlu, C., Uysal, Ş., ve Dede, A. (2014). FATİH projesine yönelik öğretmen görüşlerinin incelenmesi (Eskişehir ili örneği) [An investigation of teachers’ perceptions of the implementation of the FATIH project (Eskisehir province case)]. Eğitim Bilimleri Araştırmaları Dergisi [Journal of Educational Sciences Research], 4(1), 39-58.
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  • Design Based Research Collective. (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32(1), 5-8.
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  • Eren, A., Özen, R., ve Karabacak, K. (2007). Yapılandırmacı bakış açısıyla hizmet içi eğitim: İhtiyaç, kariyer, öğrenme ve motivasyon boyutları [In-service Education through constructivist viewpoint: Need, career, learning, and motivation dimensions]. Boğaziçi Üniversitesi Eğitim Dergisi [Bogazici University Journal of Education], 24(2), 29-48.
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  • Göçen, A., Eral S.H., & Bücük, M.H. (2020). Teacher perceptions of a 21st century classroom. International Journal of Contemporary Educational Research, 7(1), 85-98. DOI: https://doi.org/10.33200/ijcer.638110
  • İşman, A., Yaratan, H., ve Caner, H. (2007). How technology is integrated into science education in a developing country North Cyprus case. Turkish Online Journal of Educational Technology, 6(3), 1-7.
  • Karlin, M., Özoğul, G., Miles, S., & Heide, S. (2016). The practical application of e-portfolios in K-12 classrooms: an exploration of three Web 2.0 tools by three teachers. Tech Trends, 60(4), 374-380.
  • Kaya, M. (2020). MEB Öğretmen Yetiştirme Genel Müdürlüğü’nün Hizmet İçi Eğitim Faaliyetleri: Katılımcılar, Eğitim Durumları, Eğitim Konuları. Trakya Eğitim Dergisi, 10 (1), 183-193. DOI: 10.24315/tred.562063 https://dergipark.org.tr/en/download/article-file/1009881 adresinden 09.03.2021 tarihinde erişilmiştir.
  • Keleş, E., Öksüz, B. D., ve Bahçekapılı, T. (2013). Teknolojinin eğitimde kullanılmasına ilişkin öğretmen görüşleri: FATİH projesi örneği [Teachers’ opinions regarding the use of technology in education: FATİH project example]. Gaziantep University Journal of Sciences, 12(2), 353-366.
  • Kovalik, C., Kuo, C., Cummins, M., Dipzinski, E., Joseph, P., & Laskey, S. (2014). Implementing Web 2.0 tools in the classroom: four teachers’ accounts. Tech Trends, 58(5), 91-95.
  • Kurt, A. A., Kuzu, A., Dursun, Ö. Ö., Güllüpınar, F., ve Gültekin, M. (2013). FATİH projesinin pilot uygulama sürecinin değerlendirilmesi: Öğretmen görüşleri [Evaluation of the Pilot Application Process of FATIH Project: Teachers’ Views]. Journal of Instructional Technologies & Teacher Education, 1(2), 1-23.
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  • Martin, K., Miyashiro, D., & Baird, T. (2015). Technology integration in diverse contexts: models of competency-based professional learning in three school districts. In T. Brown & H. van der Merwe (Eds.), The Mobile Learning Voyage – From Small Ripples to Massive Open Waters (pp. 15-30). Cham: Springer.
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There are 58 citations in total.

Details

Primary Language English
Journal Section Makaleler
Authors

Betül Uluuysal

Adile Aşkım Kurt

Publication Date May 1, 2022
Submission Date August 2, 2021
Published in Issue Year 2022 Issue: 62

Cite

APA Uluuysal, B., & Kurt, A. A. (2022). ANALYSIS OF A TEACHER’S ONLINE TEACHING MATERIAL PLANNING AND DEVELOPMENT PROCESSES: ENGLISH LESSON EXAMPLE. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi(62), 234-262. https://doi.org/10.21764/maeuefd.972999