Integrating ICT into Classrooms: A Note from Turkish Teachers

1
Integrating ICT into Classrooms A Note from
Turkish Teachers
Yasemin Koçak Usluel, Yasemin Demiraslan, Filiz
Kuskaya Mumcu Hacettepe University, Faculty of
Education Department of Computer Education and
Instructional Technology Turkiye SITE 2007,
San Antonio, Texas 26-30 March, 2007
2
Introduction

• Students higher-order thinking skills are
  enhanced in learning environments where ICT is
  used (Allegra, Chifori, Ottaviano, 2001
  Boshuizen Wopereis, 2003 Lim Chai, 2004
  Naidu et al., 2002 OMahony, 2003 Sandholtz,
  Ringstaff, Dwyer, 1997).

• ICT increases teacher efficiency and can reduce
  teachers time spent performing administrative
  tasks (Koszalka Wang, 2002 Melle, Cimellaro,
  Shulha, 2003 Roblyer, 2003 Sandholtz et al.,
  1997).

It is important for both students and teachers to
use ICT regularly in their courses (Figg, 2000
Loveless, 2003 Melle et al., 2003 OMahony,
2003 Tubin, Mioduser, Nachmias, Baruch, 2003
Watson, 2001).
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Introduction

• To be able to use ICT in the courses effectively,
  teachers should
• be aware of its potential,
• select tools and methods which are appropriate
  with the needs of students,
• design their teaching methods effectively,
• develop new teaching strategies,
• know and apply classroom management rules in
  order to cope with problems encountered in
  technology-aided learning environments (Becker,
  2001 Duchateau, 1995 Gobbo Girardi, 2001
  Herzig, 2004 Milliken Barnes, 2002 Sandholtz
  et al, 1997).

Investigating teachers beliefs on ICT as well as
their current level of ICT use have particular
importance in ICT integration studies (Bucci,
Copenhaver, Lehman, OBrien, 2003 Guskey,
2002 Loveless, 2003 ).
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Introduction
Basic Education Project in Turkiye

• In 1997, the duration of primary education which
  is compulsory and with no charge to all the
  citizens in Turkiye, increased from 5 years to 8
  years.
• Basic Education Project funded by World Bank in
  1998 was initiated in order to increase the
  quality of education, achieve international
  standards and make the primary schools as
  learning centers for the society (MONE 1998, p.
  16.).
• According to this project, technology-supported
  learning has a great importance to increase the
  quality of education.

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The Study
The objective of this study is to reveal
teachers' ICT experiences and views on ICT
integration into teaching-learning process as
well as uncover the perceived obstacles to the
integration process.
Therefore, the study aims to find out 1. a) how
long teachers have been using ICT in their
courses, b) whether they received any
training on the use of ICT in courses, 2.
teachers views on the integration of ICT into
teaching-learning process and on the obstacles
to this integration process.
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Methodology
Research design Survey research Population 575
teachers working in Basic Education Project
primary schools in Ankara (capital city of
Turkiye) Instrument A questionnaire developed
by the researchers.

1. Demographic characteristics (gender, age,
   education level, duration of service, and
   subject field)
2. ICT profiles (technology access, duration of ICT
   use, and ICT training)
3. Teachers views on ICT integration and obstacles
   to this integration process.

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Findings
f
Age 20-29 84 14,7
Age 30-39 216 37,6
Age 40-49 214 37,4
Age 50-59 58 10,1
Gender Female 391 68
Gender Male 184 32
Educational level 2-year associate degrees 115 20,4
Educational level Bachelors degree after 2-year associate education 55 9,8
Educational level Bachelors degree 355 63,1
Educational level Graduate degree 38 6,7
Durations of service 1-5 60 10,5
Durations of service 6-10 154 26,9
Durations of service 11-15 92 16,1
Durations of service 16-20 76 13,3
Durations of service more than 21 191 33,3
Subject field Classroom teacher 277 48,3
Subject field Other fields 296 51,7
TOTAL TOTAL 575 100
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Findings
Teachers and ICT Profiles
The Duration of Using ICT How many years have you been using ICT? How many years have you been using ICT? How many years have you been using ICT in your courses? How many years have you been using ICT in your courses?
frequency frequency
I do not use 143 24,4 265 45,7
Less than 1 year 51 8,7 68 11,7
1-3 years 162 27,7 140 24,1
4-6 years 128 21,9 68 11,7
7-9 years 61 10,4 26 4,5
10 years 40 6,8 13 2,2
Table 2 Teachers Duration of Using ICT
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Findings
Teachers and ICT Profiles
ICT Training Use of ICT Use of ICT Use of ICT Use of ICT Use of ICT in Courses Use of ICT in Courses Use of ICT in Courses Use of ICT in Courses
ICT Training User User Non-user Non-user User User Non-user Non-user
ICT Training f f f f
I have never taken any course or training 31 54,4 26 45,6 76 36,7 131 63,3
I participated in the training programs organized by the school 145 74,0 51 26,0 83 56,1 65 43,9
I participated in the training programs organized by the Ministry 107 72,3 41 27,7 72 66,7 36 33,3
I took private courses 18 85,7 3 14,3 8 66,7 4 33,3
I took courses about ICT during my educational life 23 95,8 1 4,2 21 70,0 9 30,0
Table 3 ICT Training
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Findings
The Integration of ICT into Teaching-Learning
Process and Teachers
Teachers Views on the Integration of ICT into Teaching-Learning Process f
I have no idea about the integration of ICT into teaching-learning process 9.3 53
There is no need to make use of ICT in teaching-learning process because I believe that traditional methods of teaching are more useful 4.9 28
I use traditional methods in my courses however, I believe that it will be more useful to use ICT in teaching 52.9 300
I believe that it is necessary to use ICT in teaching and exert efforts to use it in my courses 22.4 127
I believe that it is necessary and useful to use ICT in teaching and use it in my courses 10.4 59
Total 100 567
Table 4 Teachers Views on ICT Integration
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Findings
The Integration of ICT into Teaching-Learning
Process and Teachers
Teachers Views on Obstacles to the Integration of ICT into Teaching-Learning Process Obstacle Obstacle
Teachers Views on Obstacles to the Integration of ICT into Teaching-Learning Process f
The exclusion of ICT from the curriculum 389 65,9
The lack of a clearly determined plan and policy of technology 302 51,2
Teachers lack of knowledge on how to use ICT in teaching 441 74,7
The insufficiency of in-service trainings offered to teachers 408 69,2
The lack of technical support when required by teachers 437 74,1
The lack of support from school administration 117 19,8
The lack of school budget required for the integration of ICT 347 58,8
The lack of time among teachers 147 24,9
The difficulty of class management in the courses where ICT is used 115 19,5
The lack of technologies such as computer, Internet, e-mail, etc. in the classroom 494 83,7
The inappropriateness of physical environment 269 45,6
Teachers fear of change 123 20,8
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Conclusions

• While 5 of teachers state that there is no need
  for integration, a great majority of them (85)
  believe that integration process is useful and
  necessary.
• The obstacles, mentioned by teachers, such as
  lack of ICT in classrooms which follows the lack
  of knowledge, technical support, and
  insufficiency of in-service trainings explain why
  teachers do not use ICT in their courses though
  most of them adopt a positive attitude towards
  ICT integration.
• Teachers should be equipped with the required
  knowledge and skills to ensure the effective
  integration of ICT into teaching-learning process
  (Cope Ward, 2002 Galanouli, Murphy, Gardner,
  2004 Jedeskog Nissen, 2004).

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Conclusions

• There is a gap between the knowledge and skills
  teachers have acquired through the
  inservice-trainings, and the knowledge and skills
  they are expected to possess to successfully
  integrate technology in their classes.
• The professional development models which aim
  to situate teacher learning about technology in
  authentic classroom practice are required in
  order to facilitate powerful approaches to ICT
  use in teaching and learning (Mooij Smeets,
  2001).
• Regular evaluation and revision of in-service
  training activities will certainly contribute to
  overcoming the obstacles, mentioned by teachers,
  concerning the lack of knowledge and the
  insufficiency of in-service trainings.

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QUESTIONS????? kocak_at_hacettepe.edu.tr yasemind_at_ia
state.edu filiz_kuskaya_at_yahoo.com