Research Article
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Investigating Learning Technology By Design Approach in Pre-Service Language Teacher Education: Collaborative and Reflective Experiences

Year 2018, Volume: 6 Issue: 1, 37 - 53, 31.03.2018

Asuman Aşık Burtay Hatice Eroğlu İnce Arzu Şarlanoğlu Vural

Abstract

The study aims to present how technology integration can be fulfilled into Language Teacher Education (LTE) contexts by tracking the development of Technological Pedagogical Content Knowledge (TPACK) of the pre-service English Language teachers through Learning Technology By Design approach. A total of 100 senior student teachers (STs) of English at a large state university in Turkey participated in the study. The STs were required to train their peers about one digital tool and prepare digital materials to be used in language classrooms. The data were collected through three instruments quantitatively and qualitatively: the TPACK-EFL survey, peer reflective discussion forms and focus-group interviews. The findings revealed that the TPACK-EFL knowledge of the STs has improved significantly in all domains after the research intervention, and the STs reported considerably positive perceptions about the digital tools such as increasing motivation and positive atmosphere, more attractive and content-rich materials and more practical and found the experience of peer teaching very effective. The study suggests implications for a variety of digital tools to be used in language classrooms and an effective technology training in LTE contexts.

Keywords

TPACK (Technological Pedagogical Content Knowledge) Pre-service English Teachers Technology Training

References

  • Baser, D., Kopcha, T. & Ozden, M. (2015). 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.
  • Başal, A. (2015). English language teachers and technology education. Journal of Theory and Practice in Education, 11(4), 1496-1511.
  • Bhattacherjee, A., & Premkumar, G. (2004). Understanding changes in belief and attitude toward information technology usage: A theoretical model and longitudinal test. Management Information Systems Quarterly, 28(2), 351–370.
  • Dooly, M. & Sadler, R. (2013) ‘Filling in the gaps: Linking theory and practice through telecollaboration in teacher education’. ReCALL, 25, 4–29.
  • Dudeney, G., & Hockly, N. (2007). How to teach English with technology. Harlow, UK: Pearson.
  • Dudeney, G., Hockly, N. and Pegrum, M. (2013). Digital literacies, Harlow, UK: Pearson.
  • Egbert, J., Paulus, T. and Nakamichi, Y. (2002). The impact of CALL instruction on classroom computer use: A foundation for rethinking technology in teacher education. Language Learning and Technology, 6(3), 108–126.
  • Farr, F. & Riordan, E. (2012). Students’ engagement in reflective tasks: An investigation of interactive and non-interactive discourse corpora. Classroom Discourse 3(2), 129-146.
  • Hanson-Smith, E. (2016). Teacher education and technology. In Farr, F. & Murray, L. (Eds), The routledge handbook of language learning and technology (pp. 210-222). London: Routledge.
  • Healey, D., Hanson-Smith, E., Hubbard, P., Ioannou-Georgiou, S., Kessler, G., & Ware, P. (2011). TESOL technology standards: Description, implementation, integration. Alexandria, VA: TESOL.
  • Hubbard, P. (2008). CALL and the future of language teacher education. CALICO Journal, 25(2), 175–188.
  • Graham, C. R. (2011). Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers & Education, 57(3), 1953–1960.
  • Gwet, K. L. 2014. Handbook of inter-rater reliability: The Definitive guide to measuring the extent of agreement among raters. Gaithersburg MD: Advanced Analytics.
  • Kessler, G. (2016). Technology standards for language teacher preparation. In F. & L. Murray (Eds.), Routledge Handbook of Language Learning and Technology (pp. 57-71). London: Routledge.
  • Kessler, G. & Plakans, L. (2008). Does teachers’ confidence with CALL equal innovative and integrated use? Computer Assisted Language Learning, 21(3), 269–282.
  • Kiraz, E., & Ozdemir, D. (2006). The relationship between educational ideologies and technology acceptance in pre-service teachers. Journal of Educational Technology & Society, 9, 152–165.
  • Koçoğlu, Z. (2009). Exploring the technological pedagogical content knowledge of pre-service teachers in language education. Procedia-Social and Behavioral Sciences, 1, 2734-2737.
  • Kurt, G., Mishra, P. & Koçoğlu, Z. (2013). Technological pedagogical content knowledge development of Turkish pre-service teachers of English. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 5073-5077). Retrieved January 30, 2018 from https://www.learntechlib.org/p/48937/.
  • Mann, S. & Walsh, S. (2017). Reflective practice in english language teaching: Research-based principles and practices. New York: Routledge.
  • Merrill, M.D. (2002). First principles of instruction. Educational Technology, Research and Development, 50(3), 43–59.
  • Miles, M. B. & Huberman, A. M. (1984). Qualitative data analysis: An Expanded Sourcebook. Beverly Hills: Sage.
  • Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.
  • Motteram, G. (2016). Language materials development in a digital age. In F. Farr, & L. Murray (Eds.), Routledge handbook of language learning and technology (pp. 88-100). London: Routledge
  • Öz, H. (2015). Assessing pre-service English as a foreign language teachers’ technological pedagogical content knowledge. International Education Studies. 8(5), 119-130.
  • Polly, D., Mims, C., Shepherd, C. E., & Inan, F. (2010). Evidence of impact: Transforming teacher education with preparing tomorrow's teachers to teach with technology (PT3) grants. Teaching and Teacher Education, 26(4), 863-870.
  • Schön, D. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
  • Smith, J. A. (2008). Qualitative psychology: A practical guide to research methods. London: Sage Publications.Standards for Foreign Language Learning in the 21st Century (2012). The role of technology in language learning. Retrieved September 12, 2017, from http://www.actfl.org/news/position-statements/role-technologylanguage-learning at 17.12.2017.
  • Tawney, J. W., & D. L. Gast. (1984). single subject research in special education. Columbus, OH: Charles E. Merrill Co.
  • Wildner, S. (2013). Technology integration into preservice foreign language teacher education programs. CALICO journal, 17(2), 223-250.

Year 2018, Volume: 6 Issue: 1, 37 - 53, 31.03.2018

Asuman Aşık Burtay Hatice Eroğlu İnce Arzu Şarlanoğlu Vural

Abstract

References

  • Baser, D., Kopcha, T. & Ozden, M. (2015). 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.
  • Başal, A. (2015). English language teachers and technology education. Journal of Theory and Practice in Education, 11(4), 1496-1511.
  • Bhattacherjee, A., & Premkumar, G. (2004). Understanding changes in belief and attitude toward information technology usage: A theoretical model and longitudinal test. Management Information Systems Quarterly, 28(2), 351–370.
  • Dooly, M. & Sadler, R. (2013) ‘Filling in the gaps: Linking theory and practice through telecollaboration in teacher education’. ReCALL, 25, 4–29.
  • Dudeney, G., & Hockly, N. (2007). How to teach English with technology. Harlow, UK: Pearson.
  • Dudeney, G., Hockly, N. and Pegrum, M. (2013). Digital literacies, Harlow, UK: Pearson.
  • Egbert, J., Paulus, T. and Nakamichi, Y. (2002). The impact of CALL instruction on classroom computer use: A foundation for rethinking technology in teacher education. Language Learning and Technology, 6(3), 108–126.
  • Farr, F. & Riordan, E. (2012). Students’ engagement in reflective tasks: An investigation of interactive and non-interactive discourse corpora. Classroom Discourse 3(2), 129-146.
  • Hanson-Smith, E. (2016). Teacher education and technology. In Farr, F. & Murray, L. (Eds), The routledge handbook of language learning and technology (pp. 210-222). London: Routledge.
  • Healey, D., Hanson-Smith, E., Hubbard, P., Ioannou-Georgiou, S., Kessler, G., & Ware, P. (2011). TESOL technology standards: Description, implementation, integration. Alexandria, VA: TESOL.
  • Hubbard, P. (2008). CALL and the future of language teacher education. CALICO Journal, 25(2), 175–188.
  • Graham, C. R. (2011). Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers & Education, 57(3), 1953–1960.
  • Gwet, K. L. 2014. Handbook of inter-rater reliability: The Definitive guide to measuring the extent of agreement among raters. Gaithersburg MD: Advanced Analytics.
  • Kessler, G. (2016). Technology standards for language teacher preparation. In F. & L. Murray (Eds.), Routledge Handbook of Language Learning and Technology (pp. 57-71). London: Routledge.
  • Kessler, G. & Plakans, L. (2008). Does teachers’ confidence with CALL equal innovative and integrated use? Computer Assisted Language Learning, 21(3), 269–282.
  • Kiraz, E., & Ozdemir, D. (2006). The relationship between educational ideologies and technology acceptance in pre-service teachers. Journal of Educational Technology & Society, 9, 152–165.
  • Koçoğlu, Z. (2009). Exploring the technological pedagogical content knowledge of pre-service teachers in language education. Procedia-Social and Behavioral Sciences, 1, 2734-2737.
  • Kurt, G., Mishra, P. & Koçoğlu, Z. (2013). Technological pedagogical content knowledge development of Turkish pre-service teachers of English. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 5073-5077). Retrieved January 30, 2018 from https://www.learntechlib.org/p/48937/.
  • Mann, S. & Walsh, S. (2017). Reflective practice in english language teaching: Research-based principles and practices. New York: Routledge.
  • Merrill, M.D. (2002). First principles of instruction. Educational Technology, Research and Development, 50(3), 43–59.
  • Miles, M. B. & Huberman, A. M. (1984). Qualitative data analysis: An Expanded Sourcebook. Beverly Hills: Sage.
  • Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.
  • Motteram, G. (2016). Language materials development in a digital age. In F. Farr, & L. Murray (Eds.), Routledge handbook of language learning and technology (pp. 88-100). London: Routledge
  • Öz, H. (2015). Assessing pre-service English as a foreign language teachers’ technological pedagogical content knowledge. International Education Studies. 8(5), 119-130.
  • Polly, D., Mims, C., Shepherd, C. E., & Inan, F. (2010). Evidence of impact: Transforming teacher education with preparing tomorrow's teachers to teach with technology (PT3) grants. Teaching and Teacher Education, 26(4), 863-870.
  • Schön, D. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
  • Smith, J. A. (2008). Qualitative psychology: A practical guide to research methods. London: Sage Publications.Standards for Foreign Language Learning in the 21st Century (2012). The role of technology in language learning. Retrieved September 12, 2017, from http://www.actfl.org/news/position-statements/role-technologylanguage-learning at 17.12.2017.
  • Tawney, J. W., & D. L. Gast. (1984). single subject research in special education. Columbus, OH: Charles E. Merrill Co.
  • Wildner, S. (2013). Technology integration into preservice foreign language teacher education programs. CALICO journal, 17(2), 223-250.
There are 29 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Asuman Aşık

Burtay Hatice Eroğlu İnce This is me

Arzu Şarlanoğlu Vural

Publication Date March 31, 2018
Published in Issue Year 2018 Volume: 6 Issue: 1

Cite

APA Aşık, A., Eroğlu İnce, B. H., & Şarlanoğlu Vural, A. (2018). Investigating Learning Technology By Design Approach in Pre-Service Language Teacher Education: Collaborative and Reflective Experiences. Eğitimde Nitel Araştırmalar Dergisi, 6(1), 37-53.
AMA Aşık A, Eroğlu İnce BH, Şarlanoğlu Vural A. Investigating Learning Technology By Design Approach in Pre-Service Language Teacher Education: Collaborative and Reflective Experiences. Derginin Amacı ve Kapsamı. March 2018;6(1):37-53.
Chicago Aşık, Asuman, Burtay Hatice Eroğlu İnce, and Arzu Şarlanoğlu Vural. “Investigating Learning Technology By Design Approach in Pre-Service Language Teacher Education: Collaborative and Reflective Experiences”. Eğitimde Nitel Araştırmalar Dergisi 6, no. 1 (March 2018): 37-53.
EndNote Aşık A, Eroğlu İnce BH, Şarlanoğlu Vural A (March 1, 2018) Investigating Learning Technology By Design Approach in Pre-Service Language Teacher Education: Collaborative and Reflective Experiences. Eğitimde Nitel Araştırmalar Dergisi 6 1 37–53.
IEEE A. Aşık, B. H. Eroğlu İnce, and A. Şarlanoğlu Vural, “Investigating Learning Technology By Design Approach in Pre-Service Language Teacher Education: Collaborative and Reflective Experiences”, Derginin Amacı ve Kapsamı, vol. 6, no. 1, pp. 37–53, 2018.
ISNAD Aşık, Asuman et al. “Investigating Learning Technology By Design Approach in Pre-Service Language Teacher Education: Collaborative and Reflective Experiences”. Eğitimde Nitel Araştırmalar Dergisi 6/1 (March 2018), 37-53.
JAMA Aşık A, Eroğlu İnce BH, Şarlanoğlu Vural A. Investigating Learning Technology By Design Approach in Pre-Service Language Teacher Education: Collaborative and Reflective Experiences. Derginin Amacı ve Kapsamı. 2018;6:37–53.
MLA Aşık, Asuman et al. “Investigating Learning Technology By Design Approach in Pre-Service Language Teacher Education: Collaborative and Reflective Experiences”. Eğitimde Nitel Araştırmalar Dergisi, vol. 6, no. 1, 2018, pp. 37-53.
Vancouver Aşık A, Eroğlu İnce BH, Şarlanoğlu Vural A. Investigating Learning Technology By Design Approach in Pre-Service Language Teacher Education: Collaborative and Reflective Experiences. Derginin Amacı ve Kapsamı. 2018;6(1):37-53.
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