ERG SES D 09, ICT and Education
Recently, the Turkish Curriculum highlights student-centered education and requires learners be active participant of the practices. Additionally, it is stated in the curriculum that teachers should "provide rich sources and materials for teaching Turkish language." The materials and sources used should reflect the richness and beauty of Turkish language, improve students language learning pleasure and awareness, and enrich learners’ dream world (National Ministry of Education [NME] 2006). One of the points related to the use of materials and sources in teaching is teachers’ ability in selecting and using them effectively (Korkmaz, 2011). While students learn, they need to hear, see, touch, and participate to activities (Kildan & Unver, 2007). To enrich Turkish lessons with use of audio-visual materials will appeal students’ seeing and hearing senses, increase students’ attendance to course and result in permanent learning. Literature has revealed various findings about material usage to teach Turkish Language. Teachers’ views upon material usage in primary schools show that the teachers have already known that material usage in the courses is beneficial for both students and teachers. As such, they have positive attitude towards using materials in their courses. When teacher use materials in the courses their teaching become more effective. Then, students’ interest increases and they learn better through having fun (Kurtdede- Fidan, 2008). Yet, Topçuoğlu-Ünal and Bursalı (2013) found that Turkish teachers barely draw on audio-visual materials and games to increase students’ motivation. They prefer to use traditional teaching strategies rather than applying constructivist approach. There is gap in the literature on comparing experienced and novice teachers’ use of audio-visual materials to teach Turkish Language. As such, the current study is going to be carried out around these research questions:
1) What do teachers think about the use of audio-visual materials in Turkish Language course?
2) What is the difference between experience and novice teachers’ views on using audio-visual materials in Turkish Language course?
3) What is the difference between primary and elementary teachers’ views on using audio-visual materials in Turkish Language course?
4) What is the qualification of teachers to implement audio-visual materials in Turkish Language course?
Korkmaz, Ö. (2011). Öğretmen Adaylarının Öğretim materyallerinden yararlanmaya dönük özyeterlik algıları. Eğitim Teknolojileri Araştırma Dergisi 2(4) İşman, A. (2003). Öğretim Teknolojileri ve Materyal Geliştirme. İstanbul: Değişim Yayınları. (İşman, A. (2003). Teaching Technology and Material Design. İstanbul: Değişim Yayınları.) Yalın H. İ. (2004). Öğretim Teknolojileri ve Materyal Geliştirme. Ankara: Nobel Yayın Dağıtım(Yalın H. İ. (2004). Teaching Technology and Material Design. Ankara: Nobel Yayın Dağıtım) Kıldan A.O. ve Ünver N. (2008). Öğretim Araçları. Öğretim İlke ve Yöntemleri (Ed. Ahmet Doğanay). Ankara: Pegema Yayınları (Teaching Materials.Teaching Principles and Methods(Ed. Ahmet Doğanay). Ankara: Pegema Yayınları) Kurtdede Fidan N. (2008). İlköğretimde Araç Gereç Kullanımına İlişkin Öğretmen Görüşleri. Kuramsal Eğitim Bilim. 1(1)( Kurtdede Fidan N. (2008). The teachers’ views upon the material usage in primary school. Kuramsal Eğitim Bilim. 1(1) Topçuoğlu Ünal F. ve Bursalı H. (2013). Türkçe Öğretmenlerinin Motivasyon Faktörlerine İlişkin Görüşleri. Middle Eastern African Journal of Educational Research. İssue 5 (Topçuoğlu Ünal F. and Bursalı H. (2013).The views of Turkish Language Teachers on motivational factors. Middle Eastern African Journal of Educational Research. İssue 5) Akpınar Y. (2003). Öğretmenlerin Yeni Bilgi Teknolojileri Kullanımında Yükseköğretimin Etkisi: İstanbul Okulları Örneği. The Turkish Online Journal of Educational Tecnology. TOJET. 2(2). (Akpınar Y. (2003).The effect of higher education on teachers’ usage of new information technology: the case of the schools in Istanbul. The Turkish Online Journal of Educational Tecnology. TOJET. 2(2). MEB (2006). İlköğretim Türkçe Dersi (6, 7, 8. Sınıflar) Öğretim Programı. Ankara: Talim Terbiye Kurulu Başkanlığı. MEB (2005). İlköğretim Türkçe Öğretim Programı ve Kılavuzu (1-5. Sınıflar). Ankara: Devlet Kitapları Basımevi Müdürlüğü.
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