TY  - JOUR
TI  - English Language Preservice Teachers’ Stages of Concern for Web 2.0 Technology Integration
AB  - 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.
AU  - Delialioglu, Omer
AU  - Kayaduman, Halil
DO  - 10.17679/inuefd.837412
PY  - 2021
JO  - İnönü Üniversitesi Eğitim Fakültesi Dergisi
VL  - 22
IS  - 2
SN  - 1300-2899
SP  - 1083
EP  - 1114
DB  - TRDizin
UR  - http://search/yayin/detay/1151149
ER  -