In search of pre-service EFL certificate teachers’ attitudes towards technology

Abstract

The increasing importance of computers in today's world forces teachers and educators to become technology-proficient teachers, and to make use of technology in the classroom practices. All over the world most countries acknowledging the need for technologically proficient teachers, have started to infuse some degree of technological competency into pre-service teacher training programmes. Turkey was not an exception. The

Technology use by pre-service teachers during teaching practice: Are new teachers embracing technology right away in their first teaching experience?

“…Today, almost all teacher training programs around the world have a technology training component (Yüksel & Kavanoz, 2011). Thus compared to their predecessors, the pre-service teachers of today are in a better position to make technology part of their teaching because of the training.…”

EFL Preservice Teachers’ Technology Integration in Managing and Teaching Speaking Skills During Emergency Remote Teaching

“…TEPs are responsible for providing teachers with knowledge and teaching experiences. To date, many TEPs around the globe have provided their preservice teachers with technological pedagogical content knowledge (TPACK; Yüksel & Kavanoz, 2011), a framework that helps teachers to understand how to teach a subject matter using technology (Koehler & Mishra, 2005, 2009Mishra & Koehler, 2006). According to Mishra (2005, 2009), TPACK consists of seven domains: technology knowledge, content knowledge, pedagogy knowledge, technological pedagogical knowledge, technological content knowledge, pedagogical content knowledge, and TPACK.…”

E-learning in foreign language instruction in Turkey: Curriculum Models and Course Design Guidelines

“…The recent studies show that language teachers, teacher candidates and students have overally positive attitudes towards technology and, according to them,technology has positive effect on EFL learning (Koçoğlu, 2008;Özek, Kesli, & Koçoğlu, 2009;Çoklar & Odabaşı, 2010;Hişmanoğlu, 2010;Baturay & Daloğlu, 2010;Yüksel & Kavanoz, 2011). However, female participants tended to have more negative attitudes towards technology (Yüksel & Kavanoz, 2011), while in another study conducted by Hişmanoğlu (2010), the female participants had positive attitudes toward using the Internet. The positive and negative attitudes towards technology as shown by these studies can be attributed to the experiences of these participants with technology, such as the availability, accessibility, the technological tools introducted, and the appropriate uses of technology in teaching contexts provided at various stages of their education.…”

“…After reviewing the current trends, it will be useful to briefly discuss the recent studies focusing on the attitudes, beliefs, and conceptions. The recent studies show that language teachers, teacher candidates and students have overally positive attitudes towards technology and, according to them,technology has positive effect on EFL learning (Koçoğlu, 2008;Özek, Kesli, & Koçoğlu, 2009;Çoklar & Odabaşı, 2010;Hişmanoğlu, 2010;Baturay & Daloğlu, 2010;Yüksel & Kavanoz, 2011). However, female participants tended to have more negative attitudes towards technology (Yüksel & Kavanoz, 2011), while in another study conducted by Hişmanoğlu (2010), the female participants had positive attitudes toward using the Internet.…”