Pre-service Teachers’ Perceptions of Technology and Multiliteracy Within the Inclusive Classroom

Abstract

This research was conducted to determine pre-service science teachers' views related to misconceptions and conceptual change strategies at an urban university in Aegean Region, Turkey. It was a 5-week study with 28 students. Before the implementation, students were given a test which consisted of open-ended questions aiming to determine the pre-service science teachers' ideas about misconceptions and conceptual change strategies. On the first week of the study, students were given information on how to identify and remove the misconceptions by using conceptual change strategies. Different kinds of activities based on conceptual change strategies were also presented to them. Seven groups were formed with 28 people and they were asked to prepare activities based on conceptual change strategies related to a unit in middle school science curriculum. They chose a unit and prepared activities for two weeks. Secondly, they presented their activities in the classrom during two weeks. After presentations, a test which had the same questions with the 1st test was given to the pre-service science teachers. Also the 2nd test had three different questions, which was related to their opinions about the applications from the 1st test. The results of tests were analyzed qualitatively. Before the study, pre-service science teachers didn't know how to identify and remove misconceptions exactly. Thanks to this study, they learned conceptual change strategies and their applications. After the study, they said that they liked the activities based on conceptual change strategies.

Successes and struggles of EFL teachers adopting multiliteracies framework in the classroom

“…The teachers were asked to put their genuine effort to catch up with the latest teaching trends in their classrooms without being prepared sufficiently. This condition can be a justification of what Corkett and Benevides (2015) discovered about pre-teachers' self-efficacy in technology integration classes. In their study, preservice teachers' self-efficacy helped them catch up with efficient skills for the new era as indicated in this present study.…”

“…They also drew attention the dearth of clarity about the nature of the approach; a narrow range of literacy forms being Page 57-77 | Issue 2 | Volume 3 | 2020 | E-ISSN: 2636-8846 | Kocaeli University Journal of Education Rabia Damla Özyer, Eda Nur Özcan Successes and struggles of EFL teachers adopting multiliteracies framework in the classroom fostered, insufficient explicit discussion of inclusion and critique, lack of attention to differences within groups and similarities across groups, and insufficient focus on the individual life worlds of pupils. Furthermore, Corkett and Benevides (2015) examined the pre-service teachers' beliefs towards multiliteracies in their classrooms and discovered that pre-teachers' self-efficacy in technology integration classes would help them develop effective skills for the new age. However, these skills should not be confined only to language and literacy classes; instead, they should be expanded and utilized in a wide range of academic courses.…”

Attitudes of Turkish secondary school teachers towards technology

“…This finding conflicts with the previous resarch conducted on this subject. It was stated that receiving educational processes to use technology effectively in education had positive results (Corkett & Benedives, 2015;Williams, 2017;Kozikoglu & Babacan, 2019). While the average attitude score of the secondary school teachers who received in-service training on technology was ( : 66,22), the average score of those who did not was ( : 63,05).…”

Digital Native Pre-Service Teachers’ Perceptions of using Commercial and Open Source Online Applications in Future Praxis after Completing Technology Integration Course

“…According to Mouza and Karchmer-Klein (2013) there is a great need for professional development in learning to teach with technology for educators. Also, Corkett and Benevides (2015) and Teo (2009) support the idea of introducing different types of technology tools that DNPST may encounter or need in classrooms through preservice teacher education or professional development sessions.…”