Investigation of Pre-service Teachers' Levels of Readiness to Technology Integration in Education

Year 2018, Volume: 9 Issue: 1, 61 - 75, 15.01.2018

Cem Cuhadar

Abstract

This
study aims to expose the training and experience that pre-service teachers
acquire in the course of their study at schools of education in regard to the
use of information and communication technology (ICT). The study adopts the survey
model and its sampling is comprised of 832 pre-service teachers who attend four
different faculty of education in Turkey. The data were collected by means of a
scale developed by Tondeur, van Braak, Siddiq and Scherer (2016) on the basis
of SQD (Synthesis of Qualitative Evidence) model. It was basically found that
pre-service teachers do not receive adequate training and support in regard to
the use of ICT in education during the courses of their study at faculty of
educations. This situation varies statistically according to gender and the
faculty of education variables. In the process of
technology integration in teacher education, it is important in terms of effectiveness
and efficiency that resources other than human and human power are handled in a
more realistic way. So, it is considered that the findings of the present study
may help in the processes of planning and implementing the technology
integration in teacher education.

Keywords

Technology integration, Teacher education, Preservice teachers

References

• Abbitt, J. T. (2011). An investigation of the relationship between self-efficacy beliefs about technology integration and technological pedagogical content knowledge (TPACK) among preservice teachers. Journal of Digital Learning in Teacher Education, 27(4), 134-143.
• Akbulut, Y., Odabasi, H.F., & Kuzu, A. (2011). Perceptions of preservice teachers regarding the integration of information and communication technologies in Turkish education faculties. The Turkish Online Journal of Educational Technology (TOJET), 10(3), 175-184.
• Bardakci, S. (2013). ICT integration in education: An investigation of different purposes, policies, practices, effects and criticisms (Unpublished PhD thesis). Ankara University Educational Sciences Institute, Ankara, Turkey.
• Baran, E. & Canbazoglu Bilici, S. (2015). A review of the research on technological pedagogical content knowledge: The case of Turkey. Hacettepe University Journal of Education, 30(1), 15-32.
• Baran, E., Canbazoglu Bilici, S., Albayrak Sari, A., & Tondeur, J. (2017), Investigating the impact of teacher education strategies on preservice teachers' TPACK. British Journal of Educational Technology. doi:10.1111/bjet.12565
• Birch, A. & Irvine, V. (2009). Preservice teachers’ acceptance of ICT integration in the classroom: applying the UTAUT model. Educational Media International, 46(4), 295-315.
• Brun, M. & Hinostroza, J. E. (2014). Learning to become a teacher in the 21st century: ICT integration in initial teacher education in Chile. Educational Technology & Society, 17(3), 222-238.
• Demiraslan, Y. & Usluel, Y. K. (2008). ICT integration processes in Turkish schools: Using activity theory to study issues and contradictions. Australasian Journal of Educational Technology, 24(4), 458-474.
• Demirli C. (2013). ICT usage of pre-service teachers: Cultural comparison for Turkey and Bosnia and Herzegovina. Educational Sciences: Theory and Practice, 13(2). 1095-1105.
• Doering, A., Hughes, J., & Huffman, D. (2003). Preservice teachers: Are we thinking with technology? Journal of Computing in Teacher Education, 35(3), 342-361.
• Goktas, Y., Yildirim, Z., & Yildirim, S. (2008). Status of ICT in schools of teacher education: Deans’ Views. Education and Science, 33(149), 30-50.
• Goktas, Y., Yildirim, S., & Yildirim, Z. (2009). Main barriers and possible enablers of ICTs integration into pre-service teacher education programs. Educational Technology & Society, 12(1), 193-204.
• Hammond, M., Reynolds, L., & Ingram, J. (2011). How and why do student teachers use ICT?, Journal of Computer Assisted Learning, 27(3), 191-203.
• 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, 1499-1509.
• Jamieson-Proctor, R., Finger, G., & Albion, P. (2010). Auditing the TK and TPACK confidence of pre-service teachers:Are they ready for the profession? Australian Educational Computing, 25(1),8-17.
• Kabakci-Yurdakul, I. (2011). Examining Technopedagogical Knowledge Competencies of Preservice Teachers Based on ICT Usage. Hacettepe University Journal of Education, 40, 397-408.
• Keser, H. (2011). The first step for computer education in Turkey: The expertise commission report of computer education in secondary school. Educational Technology Theory and Practice. 2(2),83-94.
• Kim, C., Kim, M., Lee, C. J., Spector, M., & DeMeester, K. (2013). Teacher beliefs and technology integration. Teaching and Teacher Education, 29, 76-85.
• Koehler, M. J. & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
• Kurt, A. A., Kuzu, A., Dursun, O. O.., Gullupinar, F., & Gultekin, M. (2013). Evaluation of the pilot application process of FATIH Project: Teachers’ views. Journal of Instructional Technologies and Teacher Education (JITTE), 1(2), 1-23.
• Martinovic, D. & Zhang, Z. (2012). Situating ICT in the teacher education program: Overcoming challenges, fulfilling expectations. Teaching and Teacher Education, 28(3), 461-469.
• Mutlu, P. & Erdem, M. (2013). The relationship between it teachers’ awareness of Turkey’s ICT vision and their teaching activities. Elementary Education Online, 12(4), 981-999.
• OECD (2015). Students, computers and learning: Making the connection - PISA, Paris: OECD. Retrieved on 19 June 2017 from http://dx.doi.org/10.1787/9789264239555-en.
• Russell, M., Bebell, D., O’Dwyer, L., & O’Connor, K. (2003). Examining teacher technology use: Implications for preservice and inservice teacher preparation. Journal of Teacher Education, 54, 279-310.
• Sahin, S. (2012). Pre-service teachers’ perspectives of the diffusion of information and communications technologies (ICTs) and the effect of case-based discussions (CBDs). Computers & Education, 59, 1089-1098.
• Sahlberg, P. (2010). The secret to Finland’s success: Educating teachers. Stanford Center for Opportunity Policy in Education-Research brief. Retrieved on 19 June 2017 from https://edpolicy.stanford.edu/publications/pubs/290.
• Siddiq, F., Scherer, R., & Tondeur, J. (2016). Teachers' emphasis on developing students' digital information and communication skills (TEDDICS): A new construct in 21st century education. Computers & Education, 92-93, 1-14.
• Sleegers P., van den Berg R., & Geijsel F. (2000). Building new innovative schools: The need for new approaches. Essay review. Teaching and Teacher Education, 16, 801-808.
• TEDMEM (2015). Gunah kecisi teknoloji mi? [Is technology scapegoat?]. Retrieved on 4 March 2017 from http://www.tedmem.org/mem-notlari/gunah-kecisi-teknoloji-mi
• TEDMEM. (2015). 2015 Egitim degerlendirme raporu [2015 Education Evaluation Report]. Ankara: Türk Egitim Dernegi.
• Teo, T. (2009). Modelling technology acceptance in education: A study of pre-service teachers. Computer&Education, 52(2), 302-312.
• Teo, T. (2012). Examining the intention to use technology among pre-service teachers: An integration of the Technology Acceptance Model (TAM) and Theory of Planned Behavior (TPB). Interactive Learning Environments, 20(1), 3-18.
• Teo, T. (2014). Unpacking teachers' acceptance of technology: tests of measurement invariance and latent mean differences. Computers & Education, 75, 127-135.
• Teo, T. (2015). Comparing pre-service and in-service teachers' acceptance of technology: Assessment of measurement invariance and latent mean differences. Computers & Education, 83, 22-31.
• Teo, T., Chai, C. S., Hung, D., & Lee, C. B. (2008). Beliefs about teaching and uses of technology among pre-service teachers. Asia Pacific Journal of Teacher Education, 36(2), 165-176.
• Tezci, E. (2011a). Factors that influence pre-service teachers’ ICT usage in education. European Journal of Teacher Education, 34(4), 483-499.
• Tezci, E. (2011b). Turkish primary school teachers’ perceptions of school culture regarding ICT integration. Educational Technology Research and Development, 59, 429-443
• Tondeur, J., van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers & Education, 59, 134-144.
• Tondeur, J., van Braak, J., Siddiq, F., & Scherer, R. (2016). Time for a new approach to prepare future teachers for educational technology use: Its meaning and measurement. Computers & Education, 94, 134-150.
• Tondeur, J., Aesaert, K., van Braak, J., Pynoo, B., Freyman, N., & Erstadt, O. (2017). Developing a validated instrument to measure pre-service teachers’ ICT competencies: meeting the demands of the 21st-century. British Journal of Educational Technology, 48(2), 462–472.
• Usluel, Y. K., Mumcu, F. K., & Demiraslan Y. (2007). ICT in the learning-teaching process: Teachers’ views on the Integration and obstacles. Hacettepe University Journal of Education, 32, 164-179.
• Usluel, Y.K. & Uslu, N.A. (2016). Ogretmen adaylarinin yetistirilmesi surecinde ogretim uyeleri perspectifinden BIT entegrasyonu [ICT Integration from the perspective of instructors in the process of teacher training]. XVIII. Academic Informatics Conference (AB16). Adnan Menderes University, Aydin, Turkey.
• Usun, S. (2009). Information and communication technologies (ICT) in teacher education (ITE) program in the world and Turkey. In H.Uzunboylu & N.Cavus (Eds.), Procedings of new trends and issues in educational sciences (pp. 331-334). Nicosia, North Cyprus.