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A Proposal of Framework for Professional Development of Turkish Teachers With Respect To Information And Communication Technologies

Year 2009, Volume: 10 Issue: 3, 204 - 216, 01.09.2009

Abstract

Studies in recent literature indicate that professional development programs for teachers addressing Information and Communication Technologies (ICTs) are either inefficient or far from being productive. The reasons behind the inefficiency of such professional development activities are considered as the incompatibility between the level of training and teachers’ ICT skills, and the lack of active use of ICTs by teachers in the teaching and learning processes. Bearing this problem in mind, the current study aims at proposing a framework for organizing professional development activities for Turkish teachers regarding ICTs with an emphasis on teachers’ ICT-related needs, competencies and levels of technology use. Within the framework, it is suggested that teachers’ levels and categories of technology use be determined in the first place, which will be followed by a four-stage professional development structure leading to teachers’ effective ICT use and integration of ICTs in teaching-learning processes.

References

  • Akkoyunlu, B. (2002). Use of Internet by teachers and their opinions on the issue. Journal of Education, 22, 1 - 8.
  • Akbaba-Altun, S. 2006. Complexity of integrating computer technologies into education in Turkey. Educational Technology & Society, 9, 176-187.
  • Barnett, H. (2004). Technology professional development: successful strategies for teacher change. ERIC clearinghouse on information and technology Syracuse NY. (ERIC Document Reproduction Service No. ED477616).
  • Cagiltay, K., Cakiroglu, J., Cagiltay, N. & Cakiroglu. E. (2001). Teachers‘ perspectives about the use of computers in education, Journal of Education, 21, 19-28.
  • Guskey, T. R. (2000). Evaluating Professional Development. California: Corwin Press. ISTE (2000).
  • Performance Indicators for Teachers. Retrieved September 20, 2005 from http://www.iste.org
  • Karagiorgi, Y. & Charalambous, K. (2006). ICT in-service training and school practice: in search fort he impact. Journal of Education for Teaching, 32, 395-411.
  • Lawler, P. A. (2003). Teacher as adult learners: a new perspective. New perspectives on designing and implementing professional development of teachers of adults, Ed.: Kathleen P. King, Patricia A. Lawler, New Directions for Adult and Continuing Education, No:98, San Francisco: Jossey-Bass.
  • Librera, W. L., Eyck, R.T., Dolan, J., Brady, J. & Aviss-Spedding, E. (2004). New Jersey professional standards for teachers and school leaders. Professional Standards for Teachers and School Leaders Initiative. Retrieved March 20, 2007, from http://www.state.nj.us/njded/profdev/profstand/
  • Mandinach, E. & Cline, H. (1992). The impact of technological curriculum innovation on teaching and learning activities. Paper presented at the Annual Conference of the American Educational Research Association, San Francisco, California. (ERIC Document Reproduction Service No. ED 345 717).
  • McNair, V. & Galanouli, D. (2002). Information and communications technology in teacher education: can a reflective portfolio enhance reflective practice? Journal of Information Technology for Teacher Education 11: 237-254.
  • Mouza, C. (2002). Learning to teach with new technology: implication of professional development. Journal of Research on Technology in Education, 35, 272-401.
  • Odabasi, H. F. & Kabakci, I. (2007). Information and communication technologies in teachers‘ professional development. Paper presented in Hacettepe University and Azerbaijan Government Pedagogy University, Symposium of International Teacher Training Policies and Problems, May 12-14, in Baku, Azerbaijan.
  • OTA (Office of Educational Research and Improvement, U.S. Department of Education). (1994). Technology and education reform. Retrieved March 20, 2007, from http://www.ed.gov/pubs/EdReformStudies/EdTech.
  • Ozer, B. (2004). In-service training of teachers in Turkey at the beginning of the 2000s. Journal of In-service Education, 20,89-100.
  • Rodriguez G. (2000). Critical issue: providing professional development for effective technology use. North Central Regional Technology in Education Consortium. Retrieved
  • http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te1000.htm March 20, 2007,
  • from Seferoglu, S. S. (2001). Teachers‘ expectations and suggestions about their professional development. Journal of National Education, 149, 12-18. UNESCO (2002a).
  • Education: A Planning Guide. Paris: Division of Higher Education.
  • Information and Communication Technologies in Teacher UNESCO (2002b). Information and Communication Technologies in Teacher Education: A Curriculum for Schools and Programme of Teacher Development. Paris: Division of Higher Education.
  • Yalin, H. (2001). Evaluation of in-service education programs. Journal of National Education, 150.
  • Yildirim, 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, 367-378.
Year 2009, Volume: 10 Issue: 3, 204 - 216, 01.09.2009

Abstract

References

  • Akkoyunlu, B. (2002). Use of Internet by teachers and their opinions on the issue. Journal of Education, 22, 1 - 8.
  • Akbaba-Altun, S. 2006. Complexity of integrating computer technologies into education in Turkey. Educational Technology & Society, 9, 176-187.
  • Barnett, H. (2004). Technology professional development: successful strategies for teacher change. ERIC clearinghouse on information and technology Syracuse NY. (ERIC Document Reproduction Service No. ED477616).
  • Cagiltay, K., Cakiroglu, J., Cagiltay, N. & Cakiroglu. E. (2001). Teachers‘ perspectives about the use of computers in education, Journal of Education, 21, 19-28.
  • Guskey, T. R. (2000). Evaluating Professional Development. California: Corwin Press. ISTE (2000).
  • Performance Indicators for Teachers. Retrieved September 20, 2005 from http://www.iste.org
  • Karagiorgi, Y. & Charalambous, K. (2006). ICT in-service training and school practice: in search fort he impact. Journal of Education for Teaching, 32, 395-411.
  • Lawler, P. A. (2003). Teacher as adult learners: a new perspective. New perspectives on designing and implementing professional development of teachers of adults, Ed.: Kathleen P. King, Patricia A. Lawler, New Directions for Adult and Continuing Education, No:98, San Francisco: Jossey-Bass.
  • Librera, W. L., Eyck, R.T., Dolan, J., Brady, J. & Aviss-Spedding, E. (2004). New Jersey professional standards for teachers and school leaders. Professional Standards for Teachers and School Leaders Initiative. Retrieved March 20, 2007, from http://www.state.nj.us/njded/profdev/profstand/
  • Mandinach, E. & Cline, H. (1992). The impact of technological curriculum innovation on teaching and learning activities. Paper presented at the Annual Conference of the American Educational Research Association, San Francisco, California. (ERIC Document Reproduction Service No. ED 345 717).
  • McNair, V. & Galanouli, D. (2002). Information and communications technology in teacher education: can a reflective portfolio enhance reflective practice? Journal of Information Technology for Teacher Education 11: 237-254.
  • Mouza, C. (2002). Learning to teach with new technology: implication of professional development. Journal of Research on Technology in Education, 35, 272-401.
  • Odabasi, H. F. & Kabakci, I. (2007). Information and communication technologies in teachers‘ professional development. Paper presented in Hacettepe University and Azerbaijan Government Pedagogy University, Symposium of International Teacher Training Policies and Problems, May 12-14, in Baku, Azerbaijan.
  • OTA (Office of Educational Research and Improvement, U.S. Department of Education). (1994). Technology and education reform. Retrieved March 20, 2007, from http://www.ed.gov/pubs/EdReformStudies/EdTech.
  • Ozer, B. (2004). In-service training of teachers in Turkey at the beginning of the 2000s. Journal of In-service Education, 20,89-100.
  • Rodriguez G. (2000). Critical issue: providing professional development for effective technology use. North Central Regional Technology in Education Consortium. Retrieved
  • http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te1000.htm March 20, 2007,
  • from Seferoglu, S. S. (2001). Teachers‘ expectations and suggestions about their professional development. Journal of National Education, 149, 12-18. UNESCO (2002a).
  • Education: A Planning Guide. Paris: Division of Higher Education.
  • Information and Communication Technologies in Teacher UNESCO (2002b). Information and Communication Technologies in Teacher Education: A Curriculum for Schools and Programme of Teacher Development. Paris: Division of Higher Education.
  • Yalin, H. (2001). Evaluation of in-service education programs. Journal of National Education, 150.
  • Yildirim, 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, 367-378.
There are 22 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Işıl Kabakçı This is me

Publication Date September 1, 2009
Submission Date February 27, 2015
Published in Issue Year 2009 Volume: 10 Issue: 3

Cite

APA Kabakçı, I. (2009). A Proposal of Framework for Professional Development of Turkish Teachers With Respect To Information And Communication Technologies. Turkish Online Journal of Distance Education, 10(3), 204-216.