International Association of Educators   |  ISSN: 1554-5210

Original article | International Journal of Progressive Education 2021, Vol. 17(4) 373-389

The Use of Educational Software in Teaching Initial Reading and Writing

Abdullah Şahin & Emine Gül Özenç

pp. 373 - 389   |  DOI: https://doi.org/10.29329/ijpe.2021.366.23   |  Manu. Number: MANU-2103-16-0003

Published online: August 08, 2021  |   Number of Views: 22  |  Number of Download: 71


Abstract

This research reveals teachers' views on the educational software used in primary reading and writing teaching process. The research was considered as qualitative research as case study. The data were obtained by interview and observation. The sample of the study consists of 26 primary school teachers who teach the first graders in the 2018-2019 academic year in primary schools in the central district of Niğde, Turkey. The selected teachers were chosen using simple random sampling method. In the research, semi-structured observation and interview forms were used as data collection tools. The data were analyzed by the content analysis method. It has been determined that educational software for students provides an advantage in terms of concretization of teaching, differentiation of activities, minimizing individual differences between students, giving attention to the lesson, giving them an opportunity to apply what is learned, addressing many different sensory organs in students, motivating and supporting students.

Keywords: Reading, Writing, Teaching Primary Reading and Writing, Educational Software


How to Cite this Article?

APA 6th edition
Sahin, A. & Ozenc, E.G. (2021). The Use of Educational Software in Teaching Initial Reading and Writing . International Journal of Progressive Education, 17(4), 373-389. doi: 10.29329/ijpe.2021.366.23

Harvard
Sahin, A. and Ozenc, E. (2021). The Use of Educational Software in Teaching Initial Reading and Writing . International Journal of Progressive Education, 17(4), pp. 373-389.

Chicago 16th edition
Sahin, Abdullah and Emine Gul Ozenc (2021). "The Use of Educational Software in Teaching Initial Reading and Writing ". International Journal of Progressive Education 17 (4):373-389. doi:10.29329/ijpe.2021.366.23.

References
  1. Atalay, N. & Anagün, Ş. (2014). Kırsal alanlarda görev yapan sınıf öğretmenlerinin bilgi ve iletişim teknolojilerinin kullanımına ilişkin görüşleri. Eğitimde Nitel Araştırmalar Dergisi, 2(3), 19. [Google Scholar]
  2. Austin, D. (2004). New Literacies: Are Colorado Teacher Education Programs Preparing Pre-Service Teachers to Use Technology in Their Learning. Retrieved 12th July 2006 from http://www.law.du.edu/daustin/dissertation/index.htm. [Google Scholar]
  3. Bacanak, A., Karamustafaoğlu, O. & Köse, S. (2003). Yeni bir bakış: Eğitimde teknoloji okuryazarlığı. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 2(14), 191. [Google Scholar]
  4. Bauer, J. & Kenton, J. (2005). Toward technology integration in the schools: Why it isn't happening. journal of Technology and Teacher Education, 13( 4), 519-546. [Google Scholar]
  5. Bay, Y. (2009). İlköğretim 1. sınıf öğrencilerinin bilgisayar kullanmalarının okuma becerilerine etkisi. 25.04.2019 tarihinde http://www.eab.org.tr/eab/2009/pdf/223.pdf sayfasından erişilmiştir. [Google Scholar]
  6. Baysal, D. (2013). Eğitim yazılımları sunusu. https://www.slideshare.net/deryabysl/eitim-yazlmlar adresinden alınmıştır. [Google Scholar]
  7. Becker, H. J. (1998). Running to catch a moving train: Schools and information technologies. Theory into Practice, 37(1), 20-30. [Google Scholar]
  8. Black, B. & Wood, A. (2003). Utilising information communication technology to assist the education of individuals with Down syndrome. Technical Report: The Down Syndrome Educational Trust, Portmouth, UK. [Google Scholar]
  9. Bouck, E. C., Meyer, N. K., Satsangı, R., Savage, M. N., & Hunley , M. (2015). Free computer-based assistive technology to support students with high-ıncidence disabilities in the writing process. Preventing School Failure, 59(2), 90–97. [Google Scholar]
  10. Büyüköztürk, Ş, Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2008). Bilimsel araştırma yöntemleri. Ankara: Pegem A Yayıncılık. [Google Scholar]
  11. Çatak, A., A. (2006). Powerpoint sunu programıyla hazırlanan okuma materyalinin egitilebilir zihin engelli ögrencilerin okudugunu anlama becerisi üzerindeki etkisi. Yayınlanmamışyüksek lisans tezi, Abant İzzet Baysal Üniversitesi Sosyal Bilimler Enstitüsü, Bolu. [Google Scholar]
  12. Dietz, A., Ball, A., & Griffith J. (2016). Reading and writing with aphasia in the 21st century: Technological applications of supported reading comprehension and written expression. Topics in Stroke Rehabilitation, 18(6), 758-769. [Google Scholar]
  13. Dodge, D., Colker, L. & Heroman, C. (2003). The creative curriculum for preschool. Washington, DC: Teaching Strategies. [Google Scholar]
  14. Dwyer, J. (2007). Computer-based learning in a primary school: Differences between the early and later years of primary schooling. Asia-Pacific journal of Teacher Education, 35(1), 89-103. [Google Scholar]
  15. Ertem, İ. S. (2010). The Effect of Electronic Storybooks on Struggling Fourth-Graders' Reading Comprehension. Turkish Online Journal of Educational Technology-Tojet, 9(4), 140-155. [Google Scholar]
  16. Eryaman, M. Y. (2007). Examining the characteristics of literacy practices in a technology-rich sixth grade classroom. The Turkish Online Journal of Educational Technology (TOJET) 6(2), 26-41. [Google Scholar]
  17. Eser, M. (2015), Sınıf öğretmenlerinin eğitimde kullanılan teknolojik yeniliklere ilişkin görüşlerinin değerlendirilmesi (İstanbul İli Kağıthane İlçesi Örneği), Yüksek Lisans Tezi, Erciyes Üniversitesi, Eğitim Bilimleri Enstitüsü, Kayseri. [Google Scholar]
  18. Felix, V. G., Mena, L. J., Ostos, R. & Maestre, G. E. (2017). A pilot study of the use of emerging computer technologies to improve the effectiveness of reading and writing therapies in children with Down syndrome. British Journal of Educational Technology, 48(2), 611-624. [Google Scholar]
  19. Gambrell, L., B., Morrow, L., M. & Pennington, C. (2000). Early childhood and elementary literature-based instruction: Current perspectives and special issues. Handbook of Reading Research. [Google Scholar]
  20. Gürol, M. (1990). Eğitim aracı olarak bilgisayara ilişkin öğretmen görüş ve tutumları. Yüksek Lisans Tezi, Fırat Üniversitesi, Sosyal Bilimler Enstitüsü, Erzincan [Google Scholar]
  21. Haller, S. (2005, September 12). iPod era of personal media choices may be turning us into an iSolation nation. The Arizona Republic. Retrieved from http://www.azcentral.com/arizonarepublic/arizonaliving/articles/0912customize0912.html?&wired [Google Scholar]
  22. Ihmeideh, F. (2009). The role of computer technology in teaching reading and writing: Preschool teachers' beliefs and practices. Journal of Research in Childhood Education, 24(1), 60-79. [Google Scholar]
  23. Ismail, S., Al-Awidi, H., Almekhlafi, A. (2012). Employing reading and writing computer-based ınstruction in english as a second language in elementary schools. International Journal of Business and Social Science, 3(12), 265-273. [Google Scholar]
  24. Judge, S. (2005). The impact of computer technology on academic achievement of young African American children. Journal of Research in Childhood Education, 20(2), 91–101. [Google Scholar]
  25. Judge, S., Puckett, K. & Bell, S. M. (2006). Closing the digital divide: Update from the early childhood longitudinal study. journal of Educational Research, 100(1), 52-60 [Google Scholar]
  26. Kablan, Z. (2001). Powerpoint sunu programıyla hazırlanan Türkçe ilkokuma yazma öğretim materyali hakkındaki öğretmen görüşleri. Yüksek Lisans Tezi, Yıldız Teknik Üniversitesi Sosyal Bilimler Enstitüsü, İstanbul. [Google Scholar]
  27. Karasar, N. (2009). Bilimsel Araştırma Yöntemi. Ankara: Sanem Matbaacılık. [Google Scholar]
  28. Kellner, D. (2002) “Yeni teknolojiler yeni okur-yazarlık: yeni bin yılda eğitimin yeniden yapılandırılması”, Kuram ve Uygulamada Eğitim Bilimleri Dergisi, 2 (1). [Google Scholar]
  29. Kulik, C. L. C., & Kulik, J. A. (1991). Effectiveness of computer-based instruction: An updated analysis. Computers in human behavior, 7(1-2), 75-94. [Google Scholar]
  30. Lloyd, J., Moni, K. B. & Jobling, A. (2006). Breaking the hype cycle: using the computer effectively with learners with intellectual disabilities. Down Syndrome Research and Practice, 9, 68–74. [Google Scholar]
  31. Macaruso, P., Hook, P. E. & McCabe, R. (2006). The efficacy of computerbased supplementary phonics programs for advancing reading skills in at-risk elementary students. journal of Research on Reading, 29(2), 162-172.  [Google Scholar]
  32. Macaruso, P. & Walker, A. (2008). The efficacy of computer-assisted instruction for advancing literacy skills in kindergarten children. Reading Psychology, 29, 266-287. [Google Scholar]
  33. McKenna, M., & Watkins, J. (1996). The effects of computer. In mediated Trade Books on Sight Word Acquisition and the Development of Phonics Ability. Paper presented at the meeting of the National Reading Conference. LA: New Orleans. computer-based speech feedback. Reading Research Quarterly (Vol. 23, No. 2, pp. 219-235. [Google Scholar]
  34. Meridith, L. & Linda, P. (2009). Commercial software programs approved for teaching reading and writing in the primary grades: Another sobering reality. Journal of Research on Technology in Education, 42(2), 197-216. [Google Scholar]
  35. Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded source book (second edition). Thousand Oaks: Sage Puplications. [Google Scholar]
  36. Milli Eğitim Bakanlığı (2017). İlköğretim Türkçe dersi öğretim programı ve kılavuzu. Ankara: MEB Yayınları. [Google Scholar]
  37. Orhan, H. G. (2007). Bilgisayar destekli ilk okuma yazma öğretimine ilişkin öğretmen görüşlerinin incelenmesi. 1. Uluslararası Bilgisayar ve Öğretim Teknolojileri Sempozyumu. Çanakkale 18 Mart Üniversitesi, Çanakkale. [Google Scholar]
  38. Osório, A. J. & Machado, M. J. (2005). Formação pós-graduada em Tecnologias de Informação e Comunicação na Educação infantil e Básica Inicial: o caso dos Estudos da Criança na Universidade do Minho. In P. Dias & Freitas V. Actas da IV Conferência Internacional Challenges 2005. Braga: Centro de Competência Nónio SecXXI, Universidade do Minho, pp. 581-592. [Google Scholar]
  39. Papert, S. (1998). Technology in schools: To support the system or render it obsolete? Milken Exchange on education technology. Retrieved 10.11. 2018, from www.mff.org/edtech/article.taf?_function=detail&Content_uid1=106 [Google Scholar]
  40. Ponce, H. R., Mayer, R. E., Lopez, M. J. (2013). A computer-based spatial learning strategy approach that improves reading comprehension and writing. Education Tech Research Dev, (61), 819-840. [Google Scholar]
  41. Reitsma, P. & Wesseling, R. (1998). Effect of computer-assisted training of blending skills in kindergartens. Scientific Studies of Reading, 2, 301-320. [Google Scholar]
  42. Romero, Z. & Silva, B. (2005). TICE – Factor de mudança na organização educativa? Um estudo de caso sobre a integração das TICE numa escola Nónio. In P. Dias & Freitas V. Actas da IV Conferência Internacional Challenges, 2005. Braga: Centro de Competência Nónio Sec- XXI, Universidade do Minho [Google Scholar]
  43. Rouse, C. E., Krueger, A. B. (2003). Putting computerized instruction to the test: a randomized evaluation of a ‘‘scientifically based’’ reading program. Economics of Education Review, 23(2004), 323-338. [Google Scholar]
  44. Rowe, S. (2007). Symbols and landmarks: Software to teach social studies content to third grade students a field test of CAI software. Unpublished Master's thesis, California State University. [Google Scholar]
  45. Silva, F. & Miranda, G. (2005). Formação Inicial de Professores e Tecnologias. In P. Dias & Freitas V. Actas da IV Conferência Internacional Challenges, 2005. Braga: Centro de Competência Nónio Sec- XXI, Universidade do Minho, pp. 593-606. [Google Scholar]
  46. Sinatra, R., Beaudry, J., Pizzo, J., & Geisert, G. (1994). Using a computer-based semantic mapping, reading, and writing approach with at-risk fourth graders. Journal of Computing in Childhood Education, 5(1), 93–112. [Google Scholar]
  47. Stevens, R. J., Slavin, R. E. & Farnish, A. M. (1991). The effects of cooperative learning and direct instruction in reading comprehension strategies on main idea identification. Journal of Educational Psychology, 83(1), 8. [Google Scholar]
  48. TDK(2018).Ekim 2018 tarihinde Türk Dil Kurumu: http://www.tdk.gov.tr/index.php?option=com_gts&arama=gts&guid=TDK.GTS.5bce2e5b663e80.78908599 adresinden alındı. [Google Scholar]
  49. Turunen, I. (2019). Computer-assisted use of reading-through-writing method in relation to technical literacy and reading motivation. International Journal of Technology in Education (IJTE), 2(1), 42-59. [Google Scholar]
  50. Van Daal, H. P. & Reitsima, P. (2000). Computer-assisted learning to read and spell: Result from two pilot studies. Journal of Research in Reading, 23, 181-193. [Google Scholar]
  51. Vilaseca Momplet, R. M., Basil, C. & Reyes, S. (2013). Exploring the effects of computer software for teaching reading and writing skills in young children. Wyno Academic Journal of Educational Research and Essays, 2013, vol. 1, num. 2, p. 18-31. [Google Scholar]
  52. Wade-Stein, D., Kintsch, E. (2004) Summary street: Interactive computer support for writing, Cognition and Instruction, 22(3), 333-362. [Google Scholar]
  53. Williams, D. L., Boone, R. & Kingsley, K. V. (2004). Teacher beliefs about educational software: A delphi study. Journel of Research on Technology in Education, 36(3): 213-229. [Google Scholar]
  54. Yalçın, N. (2006). Konuşma tanıma teknolojisi yardımıyla ilköğretim birinci sınıf öğrencilerine ilkokuma yazma öğretimi için yazılım geliştirme. Doktora Tezi, Gazi Üniversitesi Fen Bilimleri Enstitüsü, Ankara. [Google Scholar]
  55. Yanpar, T. (2006). Öğretim Teknolojileri ve Materyal Tasarımı. Ankara: Anı Yayıncılık, 7.baskı. [Google Scholar]
  56. Yelland, N. (2002). Playing with ideas and games in early mathematics. Contemporary Issues in Early Childhood, 3(2), 197–215 [Google Scholar]
  57. Yıldırım, A. & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık. [Google Scholar]
  58. Yıldız, S. (2009). İlk okuma yazma öğretiminde çoklu uygulamalarının etkililiği, Yayımlanmamış Yüksek Lisans Tezi, Abant İzzet Baysal Üniversitesi Sosyal Bilimler Enstitüsü Eğitim Bilimleri Anabilim Dalı, Bolu. [Google Scholar]
  59. Zipke, M. (2007). Metalinguistic instruction improves third graders reading comprehension. Unpublished doctoral dissertation, University of New York, New York. [Google Scholar]