Examining pre-service teacher views on the implementation of screen-based writing instruction

Basit Öğe Kaydı
dc.contributor.authorTok, Mehmet
dc.date.accessioned2025-01-27T19:04:04Z
dc.date.available2025-01-27T19:04:04Z
dc.date.issued2015
dc.departmentÇanakkale Onsekiz Mart Üniversitesi
dc.description.abstractToday, as new technological developments continue to emerge, education, like many other fields, is going through major changes. Technological developments are causing changes to many common concepts. In particular, studies that benefit from technology in the field of education are becoming increasingly widespread, opening the door for the emergence of new teaching methods by abandoning traditional ones. New technologies, and computers in particular, can benefit the teaching of writing, the most complex of the four basic language skills (reading, writing, speaking, and listening). This study aims to explore pre-service teachers' views on screen-based writing practices via a course they attended. A qualitative case study method (holistic single-case design) was employed to explore pre-service teachers’ views. The study participants were selected using a purposeful sampling method among 4th year students majoring in Turkish Language Teaching at a major state university. The study group consisted of sixty-two pre-service teachers who were enrolled in the “Written Expression” I and II courses in the 2013-2014 education year. The study was conducted both in Fall and Spring semesters. All writing activities were conducted in a digital environment. The study results revealed that a majority (77%) of the pre-service teachers favored continuation of the screen-based writing instruction. The study supported that digital literacy is important and the advantages of screen-based writing instruction outweighed its disadvantages. Screen-based writing activities should be integrated into the courses and instruction materials of pre-service Turkish teachers’ education programs. © IEJEE.
dc.identifier.endpage252
dc.identifier.issn1307-9298
dc.identifier.issue2
dc.identifier.scopus2-s2.0-84928384091
dc.identifier.scopusqualityQ3
dc.identifier.startpage235
dc.identifier.urihttps://hdl.handle.net/20.500.12428/13792
dc.identifier.volume7
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherInternational Electronic Journal of Elementary Education
dc.relation.ispartofInternational Electronic Journal of Elementary Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_Scopus_20250125
dc.subjectDigital literacy; Pre-service teachers; Screen-based writing; Writing instruction
dc.titleExamining pre-service teacher views on the implementation of screen-based writing instruction
dc.typeArticle

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