CUFEJ VOL: 42 NO: 1 ALL ARTICLES

Year 2013, Volume: 42 Issue: 1, 1 - 140, 09.03.2014

Cuefj Lıst

Abstract

CUFEJ VOL: 42 NO: 1 ALL ARTICLES

Keywords

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References

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• WITH ORGANIZATIONAL DISSENT AND WHISTLEBLOWING IN TURKISH SCHOOLS Murat ÖZDEMİRa*
• aÇankırı Karatekin University, Faculty of Art, Çankırı/Turkey
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• This paper examines the use of Information and Communication Technologies (ICT), mainly computer,
• for teaching and learning purposes at the university level. The paper gives a brief overview of the use of
• ICT in learning and teaching at university level. It also discusses the students’ perceptions on the use of
• ICT in their daily life and in school environment. For this purpose, a questionnaire consisting of 25 items
• were given to 300 students studying at the engineering departments from 2 different universities in
• Turkey. The result supports the necessity of using ICT for making classes more vivid, pleasant and
• appealing to the students.
• Key Words: ICT, computer, technology, education, engineering. INTRODUCTION
• ICT merely stands for Information and Communication Technologies and Blurton (1999) defines it as a
• “various set of technological tools and resources used to communicate, create, disseminate, store, and
• manage information”. These technologies consist of computers, the Internet, broadcasting technologies
• (radio and television), and telephony. Maximizing efficiency and effectiveness by means of using the
• Internet and computers is an increasing interest not only for communication but also for education at all
• levels and in both formal and non-formal settings during recent years.
• From the earliest times when computers were commercially available, they could be found in educational
• institutions, and educators (e.g. Bork, 1980; Carnegie Commission on Higher Education, 1977; Hernes,
• 2002) strongly believed that computers would support learning. Several educational institutions,
• including public and private schools opened CALL centers for this purpose. International dialogue and
• international access to educational items became possible only after ICT was developed and the Internet
• became available in schools. The development of ICT, particularly the Internet, has eased the
• development of the globalization and therefore the quality of education. With open access to knowledge
• and the new communication technologies, it is now possible to widen the range of opportunities for more
• equal education even in the poorest countries provided that they have the Internet.
• The use of ICT in education provides several benefits for extending educational opportunities to groups
• of people. ICTs are potentially powerful tools for extending educational opportunities, for formal or/and
• non-formal,—scattered or/and rural populations, groups traditionally excluded from education due to
• cultural or social reasons such as ethnic minorities, females, persons with disabilities, and the elderly, as
• well as all others who for reasons of cost or because of time constraints are unable to enroll on campus. It
• also enables students to concentrate on the lessons as well as to become aware of the developments
• worldwide. The benefits of ICT can be listed as:
• Co-Author: [e-mail]
• • Use of ICT requires no limit in time and space
• It is possible to use the ICTs anytime and anywhere, 24 hours a day, 7 days a week via asynchronous
• learning/teaching no matter what the time lag is between the delivery of instruction and its receptor. The
• only condition needed would be the access to the Internet. Teleconferencing, radio or TV broadcast
• would also be possible for those in diverse areas.
• • Resources are no more remote with ICT
• With ICT it is possible to access a wealth of learning materials in almost every subject from anywhere at
• any time by unlimited number of people. ICT also facilitates access to resource persons, mentors,
• experts, researchers, peers, writers, poets, artists, professionals, politicians, etc. all over the world. With
• the Internet it is possible to find any information about any subject.
• • ICT provides no limit in fun
• There are many Internet resources that provide fun for 24 hours. Music, comics, funny movies etc are
• there to help those to enjoy life. Downloadable materials also make the family gatherings become a ceremonial event.
• • ICT brings no limit in communication
• Such communication sources as Facebook, Skype, Msn, Twitter, Google talk, Yahoo talk, and others
• facilitate the communication between people on the two edges of the world, which prevents isolation as well.
• • ICT provides no limit in learning
• Technology helps schools provide opportunity to value deep understanding in the disciplines and take
• into account students’ needs, interests, and strengths. Students with different learning styles can benefit
• from the facilities ICT provides.
• • There is no excuse for not using the ICT
• ICT helps to improve the quality in education, prepare individuals for the workplace, and develop
• inventive thinking and effective communication. It is particularly important to use ICT to enhance the
• quality of education by increasing learner motivation, to provide better teacher professional career, to
• facilitate a student-centered environment. Distant courses, remote resources, different techniques of
• providing information underpin the multiple intelligent learning. Linking the traditional approaches to
• the Gardner’s Multiple Intelligences and matching these with complementary digital strategies, tools and
• activities is also possible. In Gardner’s Multiple Intelligences (MIs) there are eight intelligences, which is
• a disciplinary in itself. Every individual has his own learning style as shown in the diagram below and
• this could be developed by the help of ICT.
• Gardner (1999) claims that “the computer revolution is already changing how students acquire and use
• information; if schools do not rise to this technological opportunity and challenge, they risk becoming
• completely anachronistic”. Gardner’s Multiple Intelligence theory can best be fed and put into practice
• by the ICT, which might provide opportunity to blend the MIs disciplines given in Figure1.
• If designed and implemented properly, ICT-supported education can promote the acquisition of the
• knowledge and skills that will empower students for lifelong learning no matter which type of
• intelligence he or she has. It is, therefore, required to employ ICT in education.
• Cradler (2002) gives seven requirements for effective use of ICT in education: -
• Having a vision for the use of technology to support curriculum - - - - - Providing for ongoing technical support for technology use
• Figure 1. Gardner’s Multiple Intelligences
• (http://edorigami.wikispaces.com/Gardners+Multiple+Intelligences+and+ICT)
• In general, these requirements fall into five areas of impact:
• - providing the infrastructure of hardware and software,
• - providing curriculum and technical support for teachers,
• - school organization, design, policies and practices, - schooling,
• - management support.
• The British Educational Communications and Technology Agency (BECTA) suggest that the effective
• use of ICT can lead to benefits in terms of:
• • greater motivation
• • increased self-esteem and confidence
• • enhanced questioning skills
• • promoting initiative and independent learning
• • improving presentation
• • developing problem solving capabilities
• • promoting better information handling skills
• • increasing ‘time on task’
• • improving social and communication skills (BECTA 2002).
• Since students enjoy spending time on the computer and sharing their interests in social platforms, the
• Internet, it should be considered wise to get them involved into the ICT used educational environment.
• The British Educational Communications and Technology Agency (BECTA 2002) also claims that ICT
• can enable children to:
• • combine words and images to produce a ‘professional’ looking piece of work
• • draft and redraft their work with less effort
• • test out ideas and present them in different ways for different audiences
• • explore musical sequences and compose their own music
• • investigate and make changes in computer models
• • store and handle large amounts of information in different ways
• • do things quickly and easily which might otherwise be tedious or time consuming
• • use simulations to experience things which might otherwise be too difficult or dangerous for them to attempt in real life
• • control devices by turning motors, buzzers and lights on or off or by programming them to react to changes in things like light or temperature sensors
• • communicate with others over a distance.
• On the other hand, the use of ICT might of course cause some handicaps in teaching especially in
• overcrowded classes. Schacter (1999, p. 5), for instance, claims that the “level of effectiveness of
• educational technology is influenced by the specific student population, the software design, the
• educator’s role, and the level of student access to the technology.”
• Teachers’ competence for the use of ICT might be another problem. Clearly with the critical role played
• by teachers, education systems need to take account of the needs of teachers first (Lankshear & Snyder,
• 2000). The problems teachers have with the use of computers may be viewed in terms of: access to
• adequate infrastructure, and access to support for implementation using that infrastructure. BECTA
• (2002) points out that the user problems are mainly due to the lack of experience of teachers and the lack
• of consideration of appropriate educational problems to solve. All of these barriers may be addressed by
• considering technical and curriculum support for teachers.
• In his book entitled “Managing Technological Change: Strategies for college and university leaders”,
• Bates (2000) draws attention to the points discussed above and states that:
• “Although technology infrastructure plans are essential, they are not sufficient. It is
• equally important to develop academic or teaching plans that specify the ways in
• which technologies will be incorporated into teaching learning activities” (p. 46).
• Bates (2000) also emphasizes that “it is important for universities and colleges to achieve high quality in
• any technology-based teaching and learning materials and programs that they develop.” (p. 64). He
• further stresses the necessity of computer access in departments: “The real challenge for a department considering requiring students to have computer access is in ensuring that the computer will provide genuine value-added teaching. The worst policy is to make computer access optional.” (p. 90).
• The RATIONALE of the STUDY
• Since ICT has so many advantages in teaching and learning, it becomes mandatory to use ICT in
• education. With this reason in mind, we have questioned whether ICT is used at the university level and
• the perception of students regarding the use of ICT. We gave the questionnaire to the engineering students
• at the departments of computer engineering, electrical and electronic engineering and marine engineering.
• The reason why we chose the engineering departments is due to reports published by UNESCO in 2010
• and 2011.The report published by UNESCO in October 2010 was a comprehensive report on engineering
• and development, which spells out the great importance of engineering for human society in addressing
• and solving global issues. ICTs are a series of instruments that transform the way human collectively
• produce and consume information on a global scale. While many teachers and students are already
• utilizing some of its capabilities, school and government agencies must design appropriate resource
• allocation policies to better capture these revolutionary opportunities.
• The report in 2011 sheds new light on the need to:
• • develop public and policy awareness and understanding of engineering, affirming the role of engineering as the driver of innovation, social and economic development;
• • develop information on engineering, highlighting the urgent need for better statistics and indicators on engineering;
• • transform engineering education, curricula and teaching methods to emphasize relevance and a problem-solving approach to engineering;
• • more effectively innovate and apply engineering and technology to global issues and challenges such as poverty reduction, sustainable development and climate change – and urgently develop greener engineering and lower carbon technology (UNESCO, 2011).
• Today’s “digital native” students are the most effective source of innovation in the formats and content of
• ICT-enabled educational services and products. Therefore, engineering schools should be the operating
• base for the learning activities that systematically involve engineering students and other appropriate
• participants in the creation and refinement of ICT-enabled educational programmes and infrastructures.
• The design and implementation process of these “learning activities” should be guided by appropriate
• technology-independent quality standards (UNESCO, 2010).
• FOCUS and METHODOLOGY
• The study focuses on the use of ICT and the perceptions of the students on ICT in engineering
• departments. The study is based on a questionnaire given to the students mainly at the engineering
• departments at 2 different universities in Turkey. The questionnaire is adopted from the OECD
• Programme for International Student Assessment (PISA, 2009). 300 students answered the questionnaire
• in total. The students from computer engineering, electric - electronics engineering and marine
• engineering departments answered the questions voluntarily. The questions were mainly related to the
• frequency of using the ICT in classroom or at home, their perceptions on the use of ICT and their
• attitudes towards the use of ICT. The results of only seven questions are discussed in this paper because
• of the scope and framework of the research. Due to the scope of the study, the picture painted of the general situation in Turkey is very broad-brush. Finally, again, due to the scope of the study, the findings of the research are mainly trends and should not be considered as representative “hard facts”. FINDINGS
• Since the survey was carried out at the engineering departments, particularly Computer Engineering,
• Electric - Electronics Engineering and Marine Engineering, our expectancy was to get highly positive
• answers to the questions related to the use of ICT both in social and private life. We also expected very
• high rank of the use of ICT related to school. The findings, however, were surprisingly different from
• what we had been expecting, as seen in the following tables. The tables show the questions asked and the
• number of the students marking the choices. The numbers in parentheses show the total percentages of the
• students’ perceptions in all three departments.
• Table The frequency of ICT use for the activities out of the school Never or hardly ever twice a month a week almost every day 51(17%) 39(13%) 31(10.3%) 155(51.6%) 169(56.3%)
• Msn, chat in the facebook, twitter etc
• Browse the Internet for fun (such
• as watching videos, e.g. you tube)
• Download music, movies, games or
• software from the Internet
• Publish and maintain a personal
• website, weblog or blog
• Participate in online forums,
• virtual communities or spaces(e.g.
• second life or my space )
• Communicate with family and friends 119(39.6%) 24(8%) 17(5.6%) 18(6%) 62(20.6%) 114(38%) 103(34.3%) 12(4%) 79(26.3%) 170(56.6%) 33(11%) 67(22.3%) 91(30.3%) 154(51.3%) 51(17%) 31(10.3%) 39(13%) 93(31%) 64(21.3%) 66(22%) 52(17.3%) 41(13.6%) 74(24.6%)
• Table 1 reflects the use of ICT out of school environment. Students usually use ICT for fun, listening to
• music, watching movies, using Msn, skype or Facebook for chat as highlighted in the Table. They make
• use of ICT at home for social and entertainment purposes rather than participating forums, conducting
• personal websites or doing homework on the computer. This might be due to the lack of responsibility of
• surfing the Internet for the purpose of research or assignments or it might be because their class teachers
• do not give them responsibility of doing homework related to the ICT.
• The departments in which this research was conducted allow students access the Internet for free almost
• everywhere in and around their departments. Therefore, we asked the following questions related to the
• frequency, time and effective use they devoted on the use of ICT, as shown in table 2,3 and 4.
• Table The frequency of ICT use for the activities at school Never or hardly ever twice a month 55(18.3%) 79(26.3%) 100(33.3%) 53(17.6%)
• I collect information for
• homework and study of the draft
• project from the Internet
• I download materials or documents 81(27%)
• I send my homework or project to
• my department’s website
• I play simulation games
• I do practice with ICT at subject of courses
• I study and do my homework as an individual
• I join the group works and
• communicate with other students
• I use ICT for project work and
• necessary to department lectures.
• I play computer games. I use database
• I use Table programs
• I use word processor
• I use desktop publishing 131(43.6%) 113(37.6%) 98(32.6%) 11(3.6%) 95(31.6%) 105(35%) 50(16.6%) 6(2%) 75(25%) 153(77.6%) 103(34.3%) 51(17%) 37(12.3%) 10(3.3%) 132(44%) 74(24.6%) 39(13%) 2(0.6%) 11(3.6%) 95(31.6%) 79(26.3%) 46(15.3%) 4(1.3%) 148(49.3%) 114(38%) 117(39%) 117(39%) 121(40.3%) 13(4.3%) 5(1.6%) 5(1.6%) 4(1.3%) 4(1.3%) 66(22%)
• Table 2 shows that the frequency of using ICT, mainly computer, at the campus is rather low, even for
• fun; the highest percentage is 13 % which is for downloading materials or documents to department’s
• website and playing computer games. This fact is surprising when it is considered that these students are
• candidates of engineers and they are somehow involved in technology. Table 2 puts forward the fact the
• percentage of ICT use by students is very low.
• A question might arise related to these results, inquiring the ICT literacy level of students. Table 3
• clarifies the question of students’ knowledge level of ICT.
• Engineering students can manage average tasks on computer namely creating file, preparing PowerPoint
• presentations, using windows, copying shapes etc. However, they have difficulty in more subtle tasks
• such as creating database, using spread sheet for creating graphic, web authoring tools. Creating and
• editing files have the highest frequency of using the computer. Yet, following online courses or getting
• involved to the scholastic forums or carrying out research using ICT requires minimum knowledge of
• handling computer tasks.
• Table The literacy level of using the ICT Cannot 21(7%) 55(18.3%) 86(28.6%) 111(37%)
• I can copy digital photography or graphic shapes.
• I can create a database 68(22.6%)
• I can use spreadsheet for creating a graphic.
• I can use a PowerPoint presentation
• I can prepare a Multi-media presentation
• Windows /other operating systems
• File (Creating a new file- editing etc.) Word processor
• Web authoring tools 60(20%) 137(45.6%) 84(28%) 59(19.6%) 64(21.6%) 10(3.3%) 20(6.6%) 104(34.6%) 161(53.6%) 29(9.6%) 56(18.6%) 94(31.3%) 104(34.6%) 26(8.6%) 48(16%) 99(33%) 104(34.6%) 6(3%) 41(13.6%) 68(22.6%) 168(56%) 55(18.3%) 61(20.3%) 66(22%) 74(24.6%) 45(15%)
• When asked how much time the students spend on computer apart from their academic studies, the
• percentage of the answers was evenly distributed, as seen in Table 4.
• Table The time spent on ICT apart from academic studies No time 30 minutes 31-60 minutes More than 60 minutes 34(11.3%)
• Use of ICT in one day 43(14.3%) 46(15.3%) 41(13.6%)
• Students’ answers show an interesting distribution to this question. When asked the time they devote on
• the ICT every day, almost equal number of students answered evenly. Yet, students claim that they do not
• spend too much time on computer even when it is not related to their academic field.
• Table The necessity of the ICT (including Internet access) at the following locations Not needed 14(4.6%) 20(6.6%) 100(33.3%) 176(58.6%)
• In classrooms at the school At student’s home At dormitories
• At the lecture halls At libraries At canteens 7(2.3%) 10(3.3%) 27(9%) 12(4%) 39(13%) 75(25%) 161(53.6%)
• Students were asked to value the necessity of ICT in their daily life and school environment. A very high
• percentage of students answered to this question positively. Students believe that ICT, including the
• Internet access, is useful in their life although 81.6% believe that they need it at home or at dormitories 80.3%.
• Table Producing assignments using ICT related tools and resources 0-25 % 135(45%) 114(38%) 99(3%) 57(19%) 18(6%) 24(8%) 161(53.6%) 63(21%) 50-75 % 38(12.6%) 46(15.3%) 57(19%) 87(29%) 98(32.6%) 89(29.6%) 52(17.3%) 31(10.3%)
• Teacher moderated online discussions
• When students were asked which ICT related tools they make use of while preparing the assignments,
• publishers (38%) and references from the Internet (42,6 %) got the highest percentage. Students get
• references from the Internet while they avoid using it as databases. Preparing PowerPoint presentation
• and teacher moderated online discussions are also used as ICT related tools although the frequency is lower.
• Table The need for using ICT Strongly disagree Agree Strongly agree 1 2 3
• It is very important for me to work with a computer
• I think playing or working with a
• computer is really fun
• I use a computer because I am very interested
• I download music, film etc.
• I communicate with my family and friends
• I search my lesson topics
• I lose track of time when I am
• working with the computer
• I believe that using computers cause health problems.
• I think computer usage is not safe
• I am very busy. I have no time for using computer
• I am not interested in computer usage 70(53.8%)
• Internet usage is too expensive
• I haven’t got a computer
• I can’t use a computer 14(4.6%) 14(4.6%) 148(49.3%) 104(34%) 13(4.3%) 24(8%) 122(40.6%) 114(38%) 9(3%) 28(9.3%) 161(53.6%) 114(38%) 9(3%) 5(3.8%) 18(6%) 125(41.6%) 8(2.6%) 18(6%) 73(24.3%) 103(34.3%) 23(7.6%) 84(28%) 128(42.6%) 57(19%) 73(24.3%) 130(43.3%) 106(35.3%) 29(9.6%) 9(3%) 87(29%) 81(27%) 57(19%) 41(13.6%) 19(6.3%) 4(1.3%) 187(62.3%)
• In order to measure students’ attitudes towards the ICT, the statements above were asked to be graded.
• Most of the students agreed that it is very important to work with a computer. The most frequent reason
• was given as “I use computer because I am very interested” (53.6%). Students also claim that they use
• computers in order to make research on their subject areas (45.3%). However, this result contradicts with
• the result in Table 1. This might show that students are not working systematically on computer and
• therefore they are not guided to work on computer but they do use the computer for self-study. CONCLUSION
• Technological developments and communication technologies help both students and teachers ease
• learning and teaching process. ICT has become a very important tool in education. For the last 20 years,
• many books, articles have been written, many researches have been made. Yet, the importance of ICT has
• not been fully understood and not enough attendance has been given to the implementation of ICT in education.
• The main purpose of this research was to find out whether students devote time on technological means
• and if they do, how much of the time devoted to computer is spared to educational activities. Since the
• students were purposely selected from the engineering departments, the expectancy was that the level of
• ICT literacy and use would be quite high.
• The result of the research did not meet our expectancy. Contrary to our expectancy, the students mainly
• use the computer at home for fun. Using the ICT for education purposes is not given the value it deserves.
• The new trend “Blended Teaching Method”, mixing the traditional classes with ICT, is still not used
• adequately in our schools.
• In traditional teaching method teacher is the center of the learning process, controlling each factor in the
• process. Students focus on what they learn from the teacher and course books, thus they have difficulty in
• expressing themselves freely and creatively. In blended teaching, on the other hand, ICT is regarded as a
• compulsory element to support the process.
• While preparing the students for the technological requirements of the time, ICT not only enriches these
• two sources but also enables the process contemporary, contribute the classes being more vivid and
• fruitful. However, there is a shortage of qualified and competent teachers who will be able to use ICT in
• their classes or who can guide students use the computer in their subject areas. Therefore, it is important
• to give teacher training courses based on digital teaching. Teachers uploading digitalized lectures, and
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• ENCOUNTERINTHEFIRSTFIVEYEARSINTHEIR PROFESSIONS
• Tuncay DİLCİ*a Gökçe DERVİŞOĞLU KALKANa
• aCumhuriyet University, Faculty of Education, Education Sciences Department, Sivas/TURKEY
• Nowadays, being a primary school teacher that is different from other teaching areas is remarkable in
• terms of difficulties in the first five years of their professions. Conditions of professionalism and working
• areas and various problems constitute an extra burden on them. The study based on the survey model
• aims to find and describe the problems that primary school teachers have in the first five years of their
• professions. Fort the study 189 elementary school teachers working and in their first five years in their
• profession in Sivas were selected rarndomly. Survey was implemented and results were analyzed with
• SPSS statistical software. According to the results, most of primary school teachers experience various
• problems during their first assignment and early years of their profession. These problems were listed as
• follows: lack of interests of the students, perspective of parents to school, administrative competencies,
• material defiencies in schools, heating and substructure issues, problems related to work practices in
• multi-grade classes etc.
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• Doğan, C. ( 2005). Türkiye’de Sınıf Öğretmeni Yetiştirme Politikaları ve Sorunları, bilig, 35,133-149.
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