BibTex RIS Kaynak Göster

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

Yıl 2011, Cilt: 2 Sayı: 2, 43 - 59, 23.11.2011

Öz

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.

Kaynakça

  • 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.
Yıl 2011, Cilt: 2 Sayı: 2, 43 - 59, 23.11.2011

Öz

Kaynakça

  • 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.
Toplam 31 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Curriculum & Instruction
Yazarlar

Feride Karaca Bu kişi benim

Yayımlanma Tarihi 23 Kasım 2011
Yayımlandığı Sayı Yıl 2011 Cilt: 2 Sayı: 2

Kaynak Göster

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