Introducing an Innovative Technology Integration Model: Echoes from EFL Pre-Service Teachers

Autor/inn/en	Harmandaoglu Baz, Esra; Balçikanli, Cem; Cephe, Pasa Tevfik
Titel	Introducing an Innovative Technology Integration Model: Echoes from EFL Pre-Service Teachers
Quelle	In: Education and Information Technologies, 23 (2018) 5, S.2179-2200 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-018-9711-9
Schlagwörter	Educational Technology; Technology Uses in Education; English (Second Language); Second Language Instruction; Language Teachers; Preservice Teachers; Preservice Teacher Education; Technology Integration; Student Attitudes; Teaching Methods; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Lehramtsstudiengang; Lehrerausbildung; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Türkei
Abstract	Information and Communication Technologies (ICT) has been considered an important component to integrate into teacher education programs in the twenty-first century. However, neither faculty members nor the pre-service teachers seem to benefit from ICT efficiently throughout the 4-year teacher education program in Turkey. This study was designed to find out the experiences of Turkish EFL (English as a Foreign Language) pre-service teachers about their practice-based training on ICT integration into language learning and teaching. The junior pre-service teachers were given training about ICT integration based on SAMR model (Substitution, Augmentation, Modification, Redefinition) throughout 4 weeks. Data were collected via semi-structured interviews and observations. The findings show that the participants found SAMR model beneficial and held positive attitudes towards using SAMR in their future classes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01