Open AccessMethods of teaching school informatics in English based on blended learning technology
Author(s) -
Maira Bedebayeva,
Roza Kadirbayeva,
Laura Suleimenova,
Gulzhan O. Zhetpisbayeva,
Gulira Nurmukhanbetova
Publication year - 2021
Publication title -
cypriot journal of educational sciences
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.22
H-Index - 5
eISSN - 1305-905X
pISSN - 1305-9076
DOI - 10.18844/cjes.v16i6.6584
Subject(s) - blended learning , mathematics education , scope (computer science) , educational technology , teaching method , qualitative research , computer science , psychology , sample (material) , pedagogy , sociology , social science , chemistry , chromatography , programming language
Blended cooperative learning applications, which offer education with the opportunities offered by information technologies, have the potential to increase the interaction between learners and support learners to learn information more permanently and to develop positive attitudes towards the lesson. Along with the developing technology, technological tools have been included in education. The effect of the blended learning method, which is a technological innovation, is very important in language teaching. The aim of this study; To determine the opinions of English teachers about blended teaching. Within the scope of this general purpose, the positive aspects and negative aspects of the technological tools, the advantages and disadvantages of the blended learning methods, the effect of this method on the students are determined by the English teachers working in the secondary school. A qualitative research method was used to reach the results of this research. The opinions of 15 English teachers who use the blended learning method and technological tools in their classes were taken. In the selection of the sample, the teachers' use of technology was taken as a basis. The opinions of 15 English teachers who used technological equipment in their classes and participated in the research voluntarily were consulted. The findings were thematised and explained with the content analysis method. It has been concluded that the teachers participating in the research have positive contributions to the learning of technological tools. It is among the results of the study that blended learning has important advantages such as providing instant feedback and continuous feedback to students, taking into account individual differences, increasing the interaction and communication outside the classroom, and increasing the interest in the lesson.
Keywords: English, language, blended learning, technology, educational environment, information technology