A Structural Model Proposal for Turkish Faculties of Education Regarding ICT Integration Indicators

Yıl 2010, Cilt: 1 Sayı: 4, 322 - 334, 01.12.2010

Yavuz Akbulut

Öz

A recent survey study with 2515 pre-service teachers suggested an underlying structure to shelter ICT integration indicators. Eleven indicators were extracted, which were Teaching-Learning Methods, E-learning, E-interaction, Learning Communities, Infrastructure, Access, Ease of Use, Technical Assistance, Policy, Special Education and Health. In addition, the study provided interrelationships among variables which could lead to an ICT integration model for teacher training institutions. The current study administered the survey to 255 pre-service teachers to confirm the suggested factor structure. Based on the relationships among constructs that were provided in the previous study, second-order analyses were conducted revealing a potential pathway to an ICT integration model. The model indicated that the Policy of the institutions was at the center predicting Infrastructure, Special Education, Health and Teaching-Learning Methods. Infrastructure predicted Access, Ease of Use and Technical Assistance; whereas Teaching-Learning Methods predicted E-interaction, E-learning and Learning Communities. Implications and recommendations for further research are provided.

Anahtar Kelimeler

Country-specific developments, Post-secondary education, Teacher training, ICT integration, Structural equation modeling

Kaynakça

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• Appendix – Sample items within each factor of the scale* E-learning
• Instructors offer their courses embedded with e-learning contexts.
• Instructors encourage us to use online learning environments.
• Instructors consider the activities in online learning environments during evaluation. Infrastructure
• Computers are fast enough to be used for instructional activities.
• There is sufficient number of computers for students in laboratories.
• Teaching-learning methods
• Instructors select and implement technologies appropriate for our needs.
• Instructors try to use instructional technologies sustaining higher level of interest.
• Instructors create contexts where we can use technology for communication and problem solving. Policy
• The administration applies to our opinions about new implementations.
• The administration guides us in following the technological innovations.
• We are allowed to participate in decision making processes regarding innovations. Special Education
• There are materials appropriate for students with special needs.
• The physical conditions of the classrooms are appropriate for students with special needs. Health
• Tables and chairs are appropriate for comfortable use of computers.
• Technology classrooms and laboratories are regularly ventilated.
• Physical conditions like class setting, temperature, lighting, and seating arrangement are appropriate for instruction.
• Learning communities
• Instructors give importance to regular professional development.
• Instructors make use of samples helping us to know different cultures.
• Instructors encourage us to conduct multilateral projects with different universities. Ease of use
• There are warnings and explanations in technology classrooms which help me use the devices easily.
• I can easily access information regarding how to use technology classrooms and laboratories. E-interaction
• Instructors generate online discussion groups about our field.
• Instructors encourage us to participate in online discussion groups.
• Instructors participate in discussions in our forums.
• Technical assistance
• There are sufficient numbers of staff to assist us when we have problems in technology classrooms.
• Whenever I have a problem in laboratories, fast and effective technical support is provided. Access
• Technology classrooms and laboratories are available whenever I need.
• I can find devices like scanner, printer and video camera whenever I want.
• * 28 of 61 items are provided to inform the readers about the nature of the scale. The complete
• version of the original scale was presented in Akbulut (2009).
• Correspondence: Yavuz Akbulut, Assistant Professor, Department of Computer Education and
• Instructional Technologies, Faculty of Education, Anadolu University, Eskisehir, Turkey.