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Günümüzde teknolojinin ve teknolojik aletlerin girmediği sınıfların kaldığını söylemek oldukça zordur. Bilim ve teknolojideki hızlı ilerleme, bilgisayarların ve bilgi ağı teknolojilerinin yaygınlık kazanmasıyla birlikte İngilizce öğretim model ve tekniklerinin de köklü değişimi gerçekleşmiştir. Artık modern yabancı dil öğretimi öğretmen odaklı olmaktan çıkmış teknolojinin getirdiği yeni ve özgün sunum ve materyallerle öğrencileri öğrenme sürecinde daha aktif ve daha verimli hale getirmeyi amaç edinmiştir. Geçmişten günümüze bakıldığında İngilizce öğretiminin ve teknolojini iç içe olduğu görülmektedir (Singhal, 1997). Bu teknolojilerin derse entegre edilmesi öğretmenlerin teknoloji yeterlilikleriyle ilişkilidir. Bu araştırmada İngilizce okutmanlarının ISTE standartlarına göre teknoloji yeterliliklerinin ne düzeyde olduğunun belirlenmesi amaçlanmıştır. ? Bu araştırmada, nicel araştırma yöntemlerinden tekil ve ilişkisel tarama modeli kullanılmıştır. Araştırmanın örneklemini 52 İngilizce okutmanı oluşturmaktadır ve veriler iki ölçekle toplanmıştır. Elde edilen bulgular neticesinde İngilizce okutmanlarının teknoloji yeterliliğine ilişkin verdiği cevapların ortalamasının “Katılıyorum” düzeyinde (X:3,96) olduğu görülmüştür. Ayrıca, İngilizce okutmanlarının teknoloji yeterliliklerini cinsiyet değişkeni anlamlı bir şekilde farklılaştırırken, yaş, mezuniyet, öğrenim durumu ve mesleki deneyim değişkenleri farklılaştırmamaktadır. İngilizce okutmanlarının teknoloji yeterlilikleri ile derste teknoloji kullanımına ilişkin tutumları arasında pozitif yönde anlamlı bir ilişkinin olduğu bulunmuştur (r=0,32, p<,05).
Today it is difficult to say that the classes that technology and technological tools do not enter remain. As well as rapid progress in science and technology, the widespread use of computers and information network technologies, there has been a profound change in English teaching models and techniques. Now modern foreign language teaching aims to make students more active and more productive in the learning process with new and original presentations and materials brought by the teacher-oriented technology. From past to present, it seems that English teaching and technology are intertwined (Singhal, 1997). The integration of these technologies into the classroom is related to the teachers' technology competencies. In this research, it was aimed at determining the level of technology proficiency of English language instructors according to the ISTE standards. In this research, the singular and relative screening model was used. 52 instructors form the sample of the study and data were collected with two scales. As a result of the findings obtained, it was seen that the average level of answers given by English language instructors about technology sufficiency was found to be "I agree" (X:3.96). Besides, while the technology effects of English language instructors differ significantly in terms of gender variable, age, graduation, learning status and professional experience do not differ their technology effects. In addition to it, there is a meaningful relationship between the level of technology effects of English instructors and the attitudes towards using the technology (r = 0.32, p <0.05).
Today it is difficult to say that the classes that technology and technological tools do not enter remain. As well as rapid progress in science and technology, the widespread use of computers and information network technologies, there has been a profound change in English teaching models and techniques. Now modern foreign language teaching aims to make students more active and more productive in the learning process with new and original presentations and materials brought by the teacher-oriented technology. From past to present, it seems that English teaching and technology are intertwined (Singhal, 1997). The integration of these technologies into the classroom is related to the teachers' technology competencies. In this research, it was aimed to determine the level of technology proficiency of English language instructors according to ISTE standards. In this research, the singular and relational screening model was used. 52 instructors form the sample of the study and data were collected with two scales. As a result of the findings obtained, it was seen that the average level of answers given by English language instructors about technology sufficiency was found to be "I agree" (X:3.96). Besides, while the technology efficacies of English language instructors differ significantly in terms of gender variable, age, graduation, learning status and professional experience do not differ their technology efficacies. In addition to it, there is a meaningful relationship between the level of technology efficacies of English instructors and the attitudes towards using the technology (r = 0.32, p <0.05).
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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