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Year 2014, Volume: 18 Issue: 2, 195 - 207, 31.10.2014

Abstract

The aim of this paper is to determine the effect of teachers’ personal computer use and their instructional approaches on the use of technology in the classroom. Participants of the study includes 232 teachers working in 15 vocational and technical education institutions in Gaziantep city. Datum were collected through Levels of Technology Implementation questionnaire and statistical analysis carried out by standart multiple regression. According to results of the study a statistically significant correleation found between the teachers’ technology use in classroom and their personal computer use and instructional approaches. Further regression analysis showed that %58 of teachers’ technology use in the classroom is determined by their personel computer use and instructional approaches.

References

  • Akbaba-Altun, S. (2006). “Complexity of integrating computer technologies into education in Turkey”. Educational Technology & Society, 9(1), 176-187. Ayaş, C. (2006). “An examination of the relationship between the ıntegration of technology into social studies and consructivist pedagogies”. The Turkish Online Journal of Educational Technology, 5(1), 14-25.
  • Bain, A., & Ross, K. (1999). “School reengineering and SAT-1 performance: A case study”. International Journal of Education Reform, 9(2), 148-153.
  • Başer, V. G., & Mutlu, N. (2011). An Investigation of Relationship Between Pre-Service Elementary Teachers’ Pedagogical Beliefs and Their Technology Integration Perception. Paper presented at the Second International Conference on New Trends in Education and Their Implications, 27-29 April, 2011 AntalyaTurkey.
  • Becker, H. J., & Ravitz, J. L. (2001). Computer use by teachers: Are Cuban’s predictions correct? Paper presented at the 2001 Annual Meeting of the American Educational Research Association, Seattle, Washington.
  • Büyüköztürk, Ş., Kılıç, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2012). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi Yayıncılık.
  • Cartwright, V., & Hammond, M. (2003). The integration and embedding of ICT into the school curriculum: more questions than answers. Paper presented at the ITTE 2003 Annual Conference of the Association of Information Technology for Teacher Education Trinity and All Saints College, Leeds. Coakes, S. J. (2005). SPSS: analysis without anguish : Version 12.0 for Windows. Australia : John Wiley & Sons Publishing.
  • Condie, R., & Munro, B. (2007). The impact of ICT in schools – a landscape review, (erişim Tarihi : 10.03.2013) http://partners.becta.org.uk/page_documents/ research/ impact_ict _schools.pdf
  • Coppola, E. M. (2004). Powering up: Learning to teach well with technology. New York : Teachers College Press.
  • Cuban, L. (2006). “The laptop revolution has no clothes”. Education Policy Analysis Archives, 15(1), 1–27.
  • Cunningham, C. A. (2001). “The digital divide: Improving our nation’s schools through computers and connectivity”. Brookings Review, 19(1), 41-43.
  • Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları. Ankara : Pegem Yayıncılık.
  • Demirel, Ö. (2002). Kuramdan uygulamaya eğitimde program geliştirme. Ankara: PegemA Yayıncılık.
  • Diem, R. (2000). “Can it make a difference? Technology and the social studies”. Theory and Research In Social Education, 28(4), 493-501.
  • Donahoo, S., & Whitney, M. (2006). “Knowing and getting what you pay for: Administration, technology, and accountability in K-12 schools”. In S. Y. Tettegah & R. C. Hunter (Eds.), Technology and Education: Issues in Administration, Policy, and Applications in K12 Schools Advances in Educational Administration (Vol. 8, ss. 125–142): Elsevier.
  • Doolittle, P. E. & Hicks, D. (2003). “Constructivism as a theoretical foundation for the use of technology in social studies”. Theory and Research in Social Education, 31(1) 72-104.
  • EĞİTEK. (2010). (Erişim Tarihi : 5.10.2010), http:egitek.meb.gov.tr
  • Ertmer, P. A. (2005). “Teacher pedagogical beliefs: The final frontier in our quest for technology integration?”. Educational Technology Research and Development, 53(4), 25–39.
  • Ferdon, S. M. (2011). “Constructivism and the roles of technology, cognitive function, and learning styles”. (Erişim Tarihi 10.04.2013) http://edtech2.boisestate. edu/ferdons/504/ ferdon_504synthesis_final.pdf
  • Göktaş, Y. (2006). The Current Status of Information And Communication Technologies Integration into Schools of Teacher Education and K-12 in Turkey (Yayınlanmamış doktora tezi), Middle East Technical University, Ankara. Griffin, D. A. (2003). Educators’ technology level of use and methods for learning technology integrations (Yayınlanmamış doktora tezi), University of North Texas, Denton.
  • Harris, J., Mishra, P., & Koehler, M. (2009). “Teachers’ technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed”. Journal of Research on Technology in Education, 41(4), 393-416.
  • Hermans, R., Tondeur, J., van Braak, J., & Valcke, M. (2008). “The impact of primary school teachers’ educational beliefs on the classroom use of computers”. Computers & Education, 51(4), 1499-1509.
  • Hew, K. F., & Brush, T. (2007). “Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research”. Educational Technology Research and Development, 55(3), 223–252.
  • Holznogel, D. (2005). “Is technology integration happening? How can i tell?” NETC Circuit, Winter 2005. (Erişim Tarihi : 20.11.2011) http://www.netc.org/ circuit/2005/winter/ tech.html
  • ISTE. (2005). “All children must be ready for a different world”. (Erişim Tarihi : 02010) http://cnets.iste.org/intro.html
  • Jonassen, D. H. (1991). “Objectivism versus constructivism: do we need a new philosophical paradigm?”. Educational Technology Research and Development, 39(3), 5-14.
  • Judson, E. E. (2006). “How teachers ıntegrate technology and their beliefs about learning: is there a connection?”. Journal of Technology and Teacher Education, 14(3), 581-597.
  • Kimble, C. (1999). Policy brief: the impact of technology on learning making sense of the research. (Erişim Tarihi: 20.03.2010), http://www.mcrel.org/PDF/ PolicyBriefs/ 5983PI_PBImpactTechnology.pdf
  • Koçak-Usluel, Y., Kuşkaya-Mumcu, F., & Demiraslan, Y. (2007). “ICT in the learningteaching process: Teachers’ views on the integration and obstacles”. Journal of Hacettepe University Education Faculty. 32, 164-178.
  • Liu, S.-H. (2011). “Factors related to pedagogical beliefs of teachers and technology integration”. Computers & Education, 56(4), 1012-1022.
  • MEB. (2011). “Fatih projesi hakkında”. (Erişim Tarihi : 03.02.2011), http://fatihprojesi. meb.gov.tr/site/ index.php
  • Miller, M. L. (2007). A mixed-methods study to identify aspects of technology leadership in elementary schools (Yayınlanmamış doktora tezi), Regent University, Virginia.
  • Moersch, C. (1995). “Levels of Technology Implementation (LoTI): A framework for measuring classroom technology use”. Learning & Leading with Technology, 24, 52-56.
  • Moersch, C. (1996). “Computer efficiency: measurıng the ınstructıonal use of technology”. Learning and Leading With Technology, December/Januar, 1996–97.
  • Moersch, C. (1999). “Assessing current technology use in the vlassroom: A key to efficient staff development and technology planning”. Leading and Learning with Technology, 26(8), 40-49.
  • Moersch, C. (2001). “Next Steps : Using LoTI as a research tool”. Learning and Leading with technology, 29(3), 22-27.
  • Moersch, C. (2002). “Measure of success : Six instruments to asses teachers use of technology”. Learning&Leading with technology, 30(3), 10-24.
  • Moses, R. R. (2006). Factors related to technology ımplementation of k–12 principals and teachers (Yayınlanmamış doktora tezi), University of North Texas, Texas.
  • Muir-Herzig, R. G. (2004). “Technology and its impact in the classroom”. Computers & Education, 42, 111–131.
  • Niederhauser, D. S., & Stoddart, T. (2001). “Teachers’ instructional perspectives and use of educational software”. Teaching and Teacher Education, 17(15-31).
  • OECD. (2005). Are students ready for a technology-rich world? What PISA studies tell us. Paris: OECD.
  • OTA. (1995). Teachers and technology: Making the connection. Washington : Office of Technology Assessment.
  • Otto, T. L., & Albion, P. R. (2004). Principals’ beliefs about teaching with ICT. Paper presented at the International Conference of the Society for Information Technology and Teacher Education.
  • Özden, Y. (2003). Öğrenme ve öğretme. Ankara: PegemA Yayıncılık.
  • Rakes, G. C., Fields, V. S., & Cox, K. E. (2006). “The influence of teachers’ technology use on instructional practices”. Journal of Research on Technology in Education, 38(4), 409.
  • Ravitz, J. L., Becker, H. J., & Wong, Y. (2000). Constructivist-compatible beliefs and practices among U.S. teachers. Irvine: University of California Center for Research on Information Technology and Organizations.
  • Rice, K., Cullen, J., & Davis, F. (2011). Technology in the classroom: the ımpact of teacher’s technology use and constructivism. (Erişim Tarihi, 12.03.2011). http://edtech2. boisestate.edu/ cullenj/504%20 Projects/Cullen_Davis_ Final_Synthesis_Paper.docx
  • Ryba, K., & Brown, M. E. (2000). How proficient IT teachers integrate computers into the curriculum. Journal of Computing in Teacher Education, 16, 6-11.
  • Schacter, J. (1999). The impact of technology on student achievement: What the most current research has to say. New York : Milken Family Foundation.
  • Schechter, E. L. (2000). Factors relating to classroom implementation of computer technology in elementary schools (Yayımlanmamış Doktora Tezi), St. Jones University, Jamaica, NY.
  • Silvernail, L., & Lane, D.M. (2004). The impact of maine’s one-to-one laptop program on middle school teachers and students: phase one summary evidence. http://mainegov-images.informe.org/mlte/articles/research/ MLTIPhaseOneEvaluationReport2004.pdf
  • Sivin-Kachala, J., & Bialo, E. R. (2000). Research report on the effectiveness of technology in schools. Washington, DC: Software and Information Industry Association.
  • Valdez, G. (2004). Technology leadership: Enhancing positive educational change. Critical Issue. (Erişim Tarihi: 12.03.2011) http://www.ncrel.org/sdrs/areas/ issues/ educatrs/ leadrshp/le700.htm
  • Weiss, C. T. (2009). Use of Digital Technologies in Graphic Communication Education. Virginia : Virginia Polytechnic Institute and State University.
  • Yalın, H. İ., Karadeniz, Ş., & Şahin, S. (2007). “Barriers to ICT integration into elementary schools in Turkey”. Journal of Applied Sciences, 7(24), 4036-4039.

Öğretmenlerin Derslerde Teknoloji Kullanımlarını Etkileyen Faktörler: Kişisel Bilgisayar Kullanımı ve Öğretim Yaklaşımları

Year 2014, Volume: 18 Issue: 2, 195 - 207, 31.10.2014

Abstract

Bu çalışmanın amacı öğretmenlerin kişisel bilgisayar kullanımları ve öğretim
yaklaşımlarının, onların öğretim sürecinde teknoloji kullanmalarına etkisini belirlemektir.
Çalışma, Gaziantep ilindeki 15 mesleki ve teknik eğitim kurumunda görev yapan 232
öğretmeni kapsamaktadır. Araştırma verileri Teknoloji Uygulama Düzeyi anketi ile toplanmış,
verilerin analizi için ise standart çoklu regresyon analizi yöntemi kullanılmıştır.
Araştırma sonuçlarına göre; öğretmenlerin kişisel bilgisayar kullanımları ve öğretim
yaklaşımları onların derslerinde teknoloji kullanımlarını etkilemektedir. Öğretmenlerin
derslerinde teknoloji kullanımlarının, %58 gibi önemli bir kısmı, onların kişisel bilgisayar
kullanım becerilerine ve öğretim yaklaşımlarına bağlıdır

References

  • Akbaba-Altun, S. (2006). “Complexity of integrating computer technologies into education in Turkey”. Educational Technology & Society, 9(1), 176-187. Ayaş, C. (2006). “An examination of the relationship between the ıntegration of technology into social studies and consructivist pedagogies”. The Turkish Online Journal of Educational Technology, 5(1), 14-25.
  • Bain, A., & Ross, K. (1999). “School reengineering and SAT-1 performance: A case study”. International Journal of Education Reform, 9(2), 148-153.
  • Başer, V. G., & Mutlu, N. (2011). An Investigation of Relationship Between Pre-Service Elementary Teachers’ Pedagogical Beliefs and Their Technology Integration Perception. Paper presented at the Second International Conference on New Trends in Education and Their Implications, 27-29 April, 2011 AntalyaTurkey.
  • Becker, H. J., & Ravitz, J. L. (2001). Computer use by teachers: Are Cuban’s predictions correct? Paper presented at the 2001 Annual Meeting of the American Educational Research Association, Seattle, Washington.
  • Büyüköztürk, Ş., Kılıç, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2012). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi Yayıncılık.
  • Cartwright, V., & Hammond, M. (2003). The integration and embedding of ICT into the school curriculum: more questions than answers. Paper presented at the ITTE 2003 Annual Conference of the Association of Information Technology for Teacher Education Trinity and All Saints College, Leeds. Coakes, S. J. (2005). SPSS: analysis without anguish : Version 12.0 for Windows. Australia : John Wiley & Sons Publishing.
  • Condie, R., & Munro, B. (2007). The impact of ICT in schools – a landscape review, (erişim Tarihi : 10.03.2013) http://partners.becta.org.uk/page_documents/ research/ impact_ict _schools.pdf
  • Coppola, E. M. (2004). Powering up: Learning to teach well with technology. New York : Teachers College Press.
  • Cuban, L. (2006). “The laptop revolution has no clothes”. Education Policy Analysis Archives, 15(1), 1–27.
  • Cunningham, C. A. (2001). “The digital divide: Improving our nation’s schools through computers and connectivity”. Brookings Review, 19(1), 41-43.
  • Çokluk, Ö., Şekercioğlu, G. ve Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları. Ankara : Pegem Yayıncılık.
  • Demirel, Ö. (2002). Kuramdan uygulamaya eğitimde program geliştirme. Ankara: PegemA Yayıncılık.
  • Diem, R. (2000). “Can it make a difference? Technology and the social studies”. Theory and Research In Social Education, 28(4), 493-501.
  • Donahoo, S., & Whitney, M. (2006). “Knowing and getting what you pay for: Administration, technology, and accountability in K-12 schools”. In S. Y. Tettegah & R. C. Hunter (Eds.), Technology and Education: Issues in Administration, Policy, and Applications in K12 Schools Advances in Educational Administration (Vol. 8, ss. 125–142): Elsevier.
  • Doolittle, P. E. & Hicks, D. (2003). “Constructivism as a theoretical foundation for the use of technology in social studies”. Theory and Research in Social Education, 31(1) 72-104.
  • EĞİTEK. (2010). (Erişim Tarihi : 5.10.2010), http:egitek.meb.gov.tr
  • Ertmer, P. A. (2005). “Teacher pedagogical beliefs: The final frontier in our quest for technology integration?”. Educational Technology Research and Development, 53(4), 25–39.
  • Ferdon, S. M. (2011). “Constructivism and the roles of technology, cognitive function, and learning styles”. (Erişim Tarihi 10.04.2013) http://edtech2.boisestate. edu/ferdons/504/ ferdon_504synthesis_final.pdf
  • Göktaş, Y. (2006). The Current Status of Information And Communication Technologies Integration into Schools of Teacher Education and K-12 in Turkey (Yayınlanmamış doktora tezi), Middle East Technical University, Ankara. Griffin, D. A. (2003). Educators’ technology level of use and methods for learning technology integrations (Yayınlanmamış doktora tezi), University of North Texas, Denton.
  • Harris, J., Mishra, P., & Koehler, M. (2009). “Teachers’ technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed”. Journal of Research on Technology in Education, 41(4), 393-416.
  • Hermans, R., Tondeur, J., van Braak, J., & Valcke, M. (2008). “The impact of primary school teachers’ educational beliefs on the classroom use of computers”. Computers & Education, 51(4), 1499-1509.
  • Hew, K. F., & Brush, T. (2007). “Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research”. Educational Technology Research and Development, 55(3), 223–252.
  • Holznogel, D. (2005). “Is technology integration happening? How can i tell?” NETC Circuit, Winter 2005. (Erişim Tarihi : 20.11.2011) http://www.netc.org/ circuit/2005/winter/ tech.html
  • ISTE. (2005). “All children must be ready for a different world”. (Erişim Tarihi : 02010) http://cnets.iste.org/intro.html
  • Jonassen, D. H. (1991). “Objectivism versus constructivism: do we need a new philosophical paradigm?”. Educational Technology Research and Development, 39(3), 5-14.
  • Judson, E. E. (2006). “How teachers ıntegrate technology and their beliefs about learning: is there a connection?”. Journal of Technology and Teacher Education, 14(3), 581-597.
  • Kimble, C. (1999). Policy brief: the impact of technology on learning making sense of the research. (Erişim Tarihi: 20.03.2010), http://www.mcrel.org/PDF/ PolicyBriefs/ 5983PI_PBImpactTechnology.pdf
  • Koçak-Usluel, Y., Kuşkaya-Mumcu, F., & Demiraslan, Y. (2007). “ICT in the learningteaching process: Teachers’ views on the integration and obstacles”. Journal of Hacettepe University Education Faculty. 32, 164-178.
  • Liu, S.-H. (2011). “Factors related to pedagogical beliefs of teachers and technology integration”. Computers & Education, 56(4), 1012-1022.
  • MEB. (2011). “Fatih projesi hakkında”. (Erişim Tarihi : 03.02.2011), http://fatihprojesi. meb.gov.tr/site/ index.php
  • Miller, M. L. (2007). A mixed-methods study to identify aspects of technology leadership in elementary schools (Yayınlanmamış doktora tezi), Regent University, Virginia.
  • Moersch, C. (1995). “Levels of Technology Implementation (LoTI): A framework for measuring classroom technology use”. Learning & Leading with Technology, 24, 52-56.
  • Moersch, C. (1996). “Computer efficiency: measurıng the ınstructıonal use of technology”. Learning and Leading With Technology, December/Januar, 1996–97.
  • Moersch, C. (1999). “Assessing current technology use in the vlassroom: A key to efficient staff development and technology planning”. Leading and Learning with Technology, 26(8), 40-49.
  • Moersch, C. (2001). “Next Steps : Using LoTI as a research tool”. Learning and Leading with technology, 29(3), 22-27.
  • Moersch, C. (2002). “Measure of success : Six instruments to asses teachers use of technology”. Learning&Leading with technology, 30(3), 10-24.
  • Moses, R. R. (2006). Factors related to technology ımplementation of k–12 principals and teachers (Yayınlanmamış doktora tezi), University of North Texas, Texas.
  • Muir-Herzig, R. G. (2004). “Technology and its impact in the classroom”. Computers & Education, 42, 111–131.
  • Niederhauser, D. S., & Stoddart, T. (2001). “Teachers’ instructional perspectives and use of educational software”. Teaching and Teacher Education, 17(15-31).
  • OECD. (2005). Are students ready for a technology-rich world? What PISA studies tell us. Paris: OECD.
  • OTA. (1995). Teachers and technology: Making the connection. Washington : Office of Technology Assessment.
  • Otto, T. L., & Albion, P. R. (2004). Principals’ beliefs about teaching with ICT. Paper presented at the International Conference of the Society for Information Technology and Teacher Education.
  • Özden, Y. (2003). Öğrenme ve öğretme. Ankara: PegemA Yayıncılık.
  • Rakes, G. C., Fields, V. S., & Cox, K. E. (2006). “The influence of teachers’ technology use on instructional practices”. Journal of Research on Technology in Education, 38(4), 409.
  • Ravitz, J. L., Becker, H. J., & Wong, Y. (2000). Constructivist-compatible beliefs and practices among U.S. teachers. Irvine: University of California Center for Research on Information Technology and Organizations.
  • Rice, K., Cullen, J., & Davis, F. (2011). Technology in the classroom: the ımpact of teacher’s technology use and constructivism. (Erişim Tarihi, 12.03.2011). http://edtech2. boisestate.edu/ cullenj/504%20 Projects/Cullen_Davis_ Final_Synthesis_Paper.docx
  • Ryba, K., & Brown, M. E. (2000). How proficient IT teachers integrate computers into the curriculum. Journal of Computing in Teacher Education, 16, 6-11.
  • Schacter, J. (1999). The impact of technology on student achievement: What the most current research has to say. New York : Milken Family Foundation.
  • Schechter, E. L. (2000). Factors relating to classroom implementation of computer technology in elementary schools (Yayımlanmamış Doktora Tezi), St. Jones University, Jamaica, NY.
  • Silvernail, L., & Lane, D.M. (2004). The impact of maine’s one-to-one laptop program on middle school teachers and students: phase one summary evidence. http://mainegov-images.informe.org/mlte/articles/research/ MLTIPhaseOneEvaluationReport2004.pdf
  • Sivin-Kachala, J., & Bialo, E. R. (2000). Research report on the effectiveness of technology in schools. Washington, DC: Software and Information Industry Association.
  • Valdez, G. (2004). Technology leadership: Enhancing positive educational change. Critical Issue. (Erişim Tarihi: 12.03.2011) http://www.ncrel.org/sdrs/areas/ issues/ educatrs/ leadrshp/le700.htm
  • Weiss, C. T. (2009). Use of Digital Technologies in Graphic Communication Education. Virginia : Virginia Polytechnic Institute and State University.
  • Yalın, H. İ., Karadeniz, Ş., & Şahin, S. (2007). “Barriers to ICT integration into elementary schools in Turkey”. Journal of Applied Sciences, 7(24), 4036-4039.
There are 54 citations in total.

Details

Primary Language tr;en
Journal Section Makaleler
Authors

Mustafa Samancıoğlu

M. Semih Summak

Publication Date October 31, 2014
Published in Issue Year 2014 Volume: 18 Issue: 2

Cite

APA Samancıoğlu, M., & Summak, M. S. (2014). Öğretmenlerin Derslerde Teknoloji Kullanımlarını Etkileyen Faktörler: Kişisel Bilgisayar Kullanımı ve Öğretim Yaklaşımları. Atatürk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 18(2), 195-207.

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