Abstract
This study explores the English Language preservice teachers (PST)’ stages of concern (SoC) for Web 2.0 technology integration in the Learning Technology by Design (LBD) based course. It aims to identify and better understand PSTs’ concerns. Understanding the concerns has advantages of describing and addressing the needs of PSTs prior to actual in-service experiences. SoC model, a component of the Concerns-Based Adoption Model, was used as the theoretical framework. An embedded mixed methods design was implemented, which included 24 English language PSTs. The PSTs attended a semester-long course in which they were involved in LBD activities that included Web 2.0 technologies. While the quantitative data were collected through the SoC questionnaire, the qualitative data were gathered from the focus group and individual interviews. According to the findings, the PSTs improved their knowledge and skills regarding Web 2.0 technology integration and increased the Consequence stage’s intensity significantly. Namely, the PSTs gained an understanding of how to design technology-integrated lesson activities that can promote learning. The findings further identified that the Unconcerned, Informational, and Personal stages’ intensities remained predominant and unchanged over the semester. Recommendations for addressing the PSTs’ concerns include: integrating LBD activities into the English language teaching curriculum and reinforcing the LBD activities with modeling, mentoring, or teaching practices to assure PSTs’ commitments for technology integration.
Highlights
This study explores the English Language preservice teachers (PST)’ stages of concern (SoC) for Web 2.0 technology integration in the Learning Technology by Design (LBD) based course
The findings indicated that the LBD-based course contributed to the PSTs’ technology integration understandings: the PSTs increased their awareness and knowledge about integrating Web 2.0 technologies in English Language Teaching (ELT), the factors influencing the integration of Web 2.0 technologies, the possible effects of Web 2.0 technologies on themselves, and knowledge of enhancing Web 2.0 technologies
The findings revealed that some PSTs prioritized their major field, while others were uninterested in Web 2.0 technologies
Summary
This study explores the English Language preservice teachers (PST)’ stages of concern (SoC) for Web 2.0 technology integration in the Learning Technology by Design (LBD) based course. It aims to identify and better understand PSTs’ concerns. İngilizce öğretmen adaylarının, Teknolojiyi Tasarlayarak Öğrenme (TTÖ) yaklaşımı tabanında hazırlanmış bir derste, Web 2.0 teknoloji entegrasyonuna yönelik kaygı aşamalarını araştırmaktadır. Bu çalışma öğretmen adaylarının teknoloji entegrasyonuna yönelik kararlılıklarını sağlamak için, TTÖ etkinliklerinin İngilizce öğretimi müfredatına entegre edilmesini ve bu etkinliklerin modelleme, mentorluk yada öğretim deneyimi uygulamaları ile zenginleştirilmesini önermektedir. Considering these, it is important to understand the implementations and to facilitate the processes related to the integration of Web 2.0 technologies in language learning and teaching context
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