BibTex RIS Cite

Teacher and Student Perceptions about Technology Use in an Elementary School in Ankara

Year 2011, Volume: 2 Issue: 2, 43 - 59, 23.11.2011

Abstract

In the present study, the perceptions of two important stakeholder groups (teachers and students) were examined at the same time to have an insight about the current state of technology use in an elementary school in Ankara. The participants of this study included 35 elementary school teachers and 81 students, and the data were collected through two different questionnaires for teachers and students. The results of the study indicated that both teachers and students have positive perceptions about the value of technologies in educational settings. Teachers’ most frequently used technologies were computer and internet and they used these technologies mostly for class preparation activities. A majority of teachers have low competency levels for computer use and the most important barrier to their technology use was their lack of technology related knowledge and skills. Looking from both teachers’ and students’ perspectives, the results of this study would provide valuable insights about how to improve technology integration process in educational settings.

References

  • Adıgüzel, A. (2010). The status of instructional technology in the primary schools
  • and classroom teachers’ level of using these technologies. Dicle University
  • Ziya Gökalp Education Faculty Journal, 15, 1-17.
  • Baylor, A. L., & Ritchie, D. (2002). What factors facilitate teacher skill, teacher morale, and perceived student learning in technology-using classrooms? Computers & Education, 39(4), 395–414.
  • Bebell, D., Russell, M., & O’Dwyer, L. (2004). Measuring teachers’ technology uses: Why multiple measures are more revealing. Journal of Research on Technology in Education, 37(1), 45–63.
  • Berg B L. (2001) Qualitative Research Methods for the Social Sciences. Boston: Pearson/Allyn & Bacon.
  • Çağıltay, K., Çakıroğlu, J., Çağıltay, N., Çakıroğlu,E. (2001) Teachers' perspectives about the use of computers in education, Hacettepe University Journal of Education, 21(1), 19-28
  • Cuban, L.; Kirkpatrick, H., & Peck, C. (2001) High access and low use of technologies in high school classrooms: Explaining an apparent paradox. American Educational Research Journal, 38, 813–834.
  • Dias, L. B., & Atkinson, S. (2001). Technology integration: Best practices? Where do teachers stand? The International Electronic Journal for Leadership in Learning (IEJLL), 5 (10).
  • Doughty, P., Leu, D., Spuchec, C., & Yonai, B. (1995). Developing classroom-based data for technology decisions: Assisting the implementation of Oswego's Vision for the use of technology. District-wide summary report (Report No. ED 396710). Oswego City School District, NY.
  • Ely, D. (1999). Conditions that facilitate the implementation of educational technology innovations. Educational Technology, 39(6), 23–27.
  • Ertmer, P. A. (1999). Addressing first and second order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47-61.
  • 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.
  • Hew, K., & 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.
  • Karaca, F. (2011). Factors Associated with Technology Integration to Elementary School Settings: A Path Model. Unpublished Doctoral Dissertation, Middle East Technical University, Ankara, Turkey.
  • Lawson, T. & Comber, C. (1999). Superhighways technology: personnel factors leading to successful integration of information and communications technology in schools and colleges. Journal of Information Technology for Teacher Education, 8 (1), 41-53.
  • Li, Q. (2007). Student and teacher views about technology: A tale of two cities?.
  • Journal of Research on Technology in Education, 39 (4), 377-397.
  • Ministry of National Education (2011). Eğitimde Fatih Projesi. Retrieved April 3,
  • , from http://fatihprojesi.meb.gov.tr/site/projehakkinda.php.
  • Nelson, L.M., & Reigeluth, C.M. (1995). Professional development in systemic educational change. In P.M. Jenlink (Ed.), Changing Education Systemically: Touchstones for Designing Future Schools. Palatine, IL: Skylight Publishing.
  • Peck, K. L. & Carr, A. A. (1997) Restoring public confidence in schools through systems thinking. International Journal of Educational Reform, 6(3), 316-323.
  • Pelgrum, W. J. (2001). Obstacles to the integration of ICT in education: Results from a worldwide educational assessment. Computers & Education, 37(2), 163-178.
  • Rogers, P. L. (2000). Barriers to adopting emerging technologies in education. Journal of Educational Computing Research, 22(4), 455-472.
  • Selwyn, N. (1999). Differences in educational computer use: The influences of subject cultures. The Curriculum Journal, 10(1), 29-48.
  • Teo, T. (2009). Modelling technology acceptance in education: A study of pre-service teachers. Computers & Education, 52(2), 302-312.
  • Van Braak, J., Tondeur, J., & Valcke, M. (2004). Explaining different types of computer use among primary school teachers. European Journal of Psychology of Education, 19(4), 407–422.
  • Yıldırım, S. (2007). Current utilization of ICT in Turkish basic education schools: A review of teacher's ICT use and barriers to integration. International Journal of Instructional Media, 34(2) 171-186. Yüzgeç, A. (2003).
  • Bilgi teknolojisi sınıflarının kullanımı ve etkilerinin
  • değerlendirilmesi. Unpublished Masters’ Thesis, Ankara University, Ankara, Turkey.
  • Zhao,Y., Frank, & K. A. (2003) Factors affecting technology use in schools: An ecological Perspective. American Educational Research Journal, 40(4), 807- 840.
Year 2011, Volume: 2 Issue: 2, 43 - 59, 23.11.2011

Abstract

References

  • Adıgüzel, A. (2010). The status of instructional technology in the primary schools
  • and classroom teachers’ level of using these technologies. Dicle University
  • Ziya Gökalp Education Faculty Journal, 15, 1-17.
  • Baylor, A. L., & Ritchie, D. (2002). What factors facilitate teacher skill, teacher morale, and perceived student learning in technology-using classrooms? Computers & Education, 39(4), 395–414.
  • Bebell, D., Russell, M., & O’Dwyer, L. (2004). Measuring teachers’ technology uses: Why multiple measures are more revealing. Journal of Research on Technology in Education, 37(1), 45–63.
  • Berg B L. (2001) Qualitative Research Methods for the Social Sciences. Boston: Pearson/Allyn & Bacon.
  • Çağıltay, K., Çakıroğlu, J., Çağıltay, N., Çakıroğlu,E. (2001) Teachers' perspectives about the use of computers in education, Hacettepe University Journal of Education, 21(1), 19-28
  • Cuban, L.; Kirkpatrick, H., & Peck, C. (2001) High access and low use of technologies in high school classrooms: Explaining an apparent paradox. American Educational Research Journal, 38, 813–834.
  • Dias, L. B., & Atkinson, S. (2001). Technology integration: Best practices? Where do teachers stand? The International Electronic Journal for Leadership in Learning (IEJLL), 5 (10).
  • Doughty, P., Leu, D., Spuchec, C., & Yonai, B. (1995). Developing classroom-based data for technology decisions: Assisting the implementation of Oswego's Vision for the use of technology. District-wide summary report (Report No. ED 396710). Oswego City School District, NY.
  • Ely, D. (1999). Conditions that facilitate the implementation of educational technology innovations. Educational Technology, 39(6), 23–27.
  • Ertmer, P. A. (1999). Addressing first and second order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47-61.
  • 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.
  • Hew, K., & 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.
  • Karaca, F. (2011). Factors Associated with Technology Integration to Elementary School Settings: A Path Model. Unpublished Doctoral Dissertation, Middle East Technical University, Ankara, Turkey.
  • Lawson, T. & Comber, C. (1999). Superhighways technology: personnel factors leading to successful integration of information and communications technology in schools and colleges. Journal of Information Technology for Teacher Education, 8 (1), 41-53.
  • Li, Q. (2007). Student and teacher views about technology: A tale of two cities?.
  • Journal of Research on Technology in Education, 39 (4), 377-397.
  • Ministry of National Education (2011). Eğitimde Fatih Projesi. Retrieved April 3,
  • , from http://fatihprojesi.meb.gov.tr/site/projehakkinda.php.
  • Nelson, L.M., & Reigeluth, C.M. (1995). Professional development in systemic educational change. In P.M. Jenlink (Ed.), Changing Education Systemically: Touchstones for Designing Future Schools. Palatine, IL: Skylight Publishing.
  • Peck, K. L. & Carr, A. A. (1997) Restoring public confidence in schools through systems thinking. International Journal of Educational Reform, 6(3), 316-323.
  • Pelgrum, W. J. (2001). Obstacles to the integration of ICT in education: Results from a worldwide educational assessment. Computers & Education, 37(2), 163-178.
  • Rogers, P. L. (2000). Barriers to adopting emerging technologies in education. Journal of Educational Computing Research, 22(4), 455-472.
  • Selwyn, N. (1999). Differences in educational computer use: The influences of subject cultures. The Curriculum Journal, 10(1), 29-48.
  • Teo, T. (2009). Modelling technology acceptance in education: A study of pre-service teachers. Computers & Education, 52(2), 302-312.
  • Van Braak, J., Tondeur, J., & Valcke, M. (2004). Explaining different types of computer use among primary school teachers. European Journal of Psychology of Education, 19(4), 407–422.
  • Yıldırım, S. (2007). Current utilization of ICT in Turkish basic education schools: A review of teacher's ICT use and barriers to integration. International Journal of Instructional Media, 34(2) 171-186. Yüzgeç, A. (2003).
  • Bilgi teknolojisi sınıflarının kullanımı ve etkilerinin
  • değerlendirilmesi. Unpublished Masters’ Thesis, Ankara University, Ankara, Turkey.
  • Zhao,Y., Frank, & K. A. (2003) Factors affecting technology use in schools: An ecological Perspective. American Educational Research Journal, 40(4), 807- 840.
There are 31 citations in total.

Details

Primary Language English
Journal Section Curriculum & Instruction
Authors

Feride Karaca This is me

Publication Date November 23, 2011
Published in Issue Year 2011 Volume: 2 Issue: 2

Cite

APA Karaca, F. (2011). Teacher and Student Perceptions about Technology Use in an Elementary School in Ankara. Journal of Social Studies Education Research, 2(2), 43-59. https://doi.org/10.17499/jsser.70786