İnönü Üniversitesi Eğitim Fakültesi Dergisi, vol.22, no.2, pp.1083-1114, 2021 (Peer-Reviewed Journal)
This study explores the English Language preservice teachers
(PST)’ stages of concern (SoC) for Web 2.0 technology
integration in the Learning Technology by Design (LBD) based
course. It aims to identify and better understand PSTs’ concerns.
Understanding the concerns has advantages of describing and
addressing the needs of PSTs prior to actual in-service
experiences. SoC model, a component of the Concerns-Based
Adoption Model, was used as the theoretical framework. An
embedded mixed methods design was implemented, which
included 24 English language PSTs. The PSTs attended a
semester-long course in which they were involved in LBD
activities that included Web 2.0 technologies. While the
quantitative data were collected through the SoC questionnaire,
the qualitative data were gathered from the focus group and
individual interviews. According to the findings, the PSTs
improved their knowledge and skills regarding Web 2.0
technology integration and increased the Consequence stage’s
intensity significantly. Namely, the PSTs gained an
understanding of how to design technology-integrated lesson
activities that can promote learning. The findings further
identified that the Unconcerned, Informational, and Personal
stages’ intensities remained predominant and unchanged over
the semester. Recommendations for addressing the PSTs’
concerns include: integrating LBD activities into the English
language teaching curriculum and reinforcing the LBD activities
with modeling, mentoring, or teaching practices to assure PSTs’
commitments for technology integration.