Determining the Reasons of Technostress Experienced by Teachers: A Qualitative Study

Yıl 2016, Cilt: 7 Sayı: 2, 71 - 96, 21.04.2016

Ahmet Çoklar , Erkan Efilti , Yusuf Şahin Arif Akçay

https://doi.org/10.17569/tojqi.96082

Cited By: 17

Öz

In recent years, especially means of information and communication technologies are intensively tried to be integrated into education period in educational fields. In this period, leadership and teachers who shape the ways to use this technology play an important role. Therefore, teachers are expected to use an intensive amount of technology following the technological investments in education fields required by the ministry in recent years. However, this expectation also brings some negative issues into the agenda. One of them is the stress caused by technology, namely; technostress. Technostress is defined as the price of technology use. The purpose of this study is to determine the reasons leading to technostress experienced by teachers, who are the addressee of an intensive use of technology as a result of an integration process to which they are subjected in this study. For this purpose, qualitative data were collected from 64 teachers, who benefit from technology intensively and themes were prepared using 117 different opinions after the content analysis. According to this, there are five main reasons indicating technostress experienced by teachers: individual problems, technical problems, education oriented problems, health problems and time problem. It was also seen in the study that the distribution of reasons leading to technostress experienced by teachers also differs in terms of gender.

Keywords: Technostress, ICT, technology integration.

Öğretmenlerin Teknostres Nedenlerinin Belirlenmesi: Nitel Bir Araştırma

Öz 

Son yıllarda eğitime, bilgi ve iletişim teknolojilerinin yoğun bir şekilde entegrasyonu söz konusudur. Bu süreçte liderlik ve kullanım şekline yön veren öğretmenler önemli rol oynamaktadır. Bakanlık tarafından yapılan teknolojik yatırımlar ve eğitim sistemin işleyişinde yoğun teknoloji kullanımı gerekliliği nedeni ile öğretmenlerden yoğun bir teknoloji kullanımı beklenilmektedir. Ancak bu beklenti, öğretmenler açısından birtakım olumsuzluklara yol açabilmektedir. Söz konusu olumsuzluklardan birinin, teknolojiden kaynaklı stres anlamında kullanılan ve teknoloji kullanımının bedeli olarak görülen “teknostres” olduğu söylenebilir. Bu araştırmada, dahil oldukları entegrasyon süreci gereği yoğun teknoloji kullanımı zorunluluğunun muhatabı olan öğretmenlerin teknostres nedenlerini belirlemek amaçlanmıştır. Bu amaçla teknolojiyi yoğun bir şekilde kullanan 64 öğretmenden açık uçlu soru formu ile veri toplanmış, içerik analizi ile elde edilen 117 farklı görüşten temalar oluşturulmuştur. Buna göre öğretmenlerin teknostres nedeni olan beş temel neden ifade edilmiştir; kişisel problemler, teknik problemler, eğitim odaklı problemler, sağlık problemleri ve zaman problemi. Ayrıca öğretmenlerin teknostres nedenleri dağılımlarının cinsiyete göre farklılaştığı da görülmüştür.

Anahtar Sözcükler: Teknostres, BİT, teknoloji entegrasyonu.

Anahtar Kelimeler

-

Öğretmenlerin Teknostres Nedenlerinin Belirlenmesi: Nitel Bir Araştırma

Öz

Son yıllarda eğitime, bilgi ve iletişim teknolojilerinin yoğun bir şekilde entegrasyonu söz konusudur. Bu süreçte liderlik ve kullanım şekline yön veren öğretmenler önemli rol oynamaktadır. Bakanlık tarafından yapılan teknolojik yatırımlar ve eğitim sistemin işleyişinde yoğun teknoloji kullanımı gerekliliği nedeni ile öğretmenlerden yoğun bir teknoloji kullanımı beklenilmektedir. Ancak bu beklenti, öğretmenler açısından birtakım olumsuzluklara yol açabilmektedir. Söz konusu olumsuzluklardan birinin, teknolojiden kaynaklı stres anlamında kullanılan ve teknoloji kullanımının bedeli olarak görülen “teknostres” olduğu söylenebilir. Bu araştırmada, dahil oldukları entegrasyon süreci gereği yoğun teknoloji kullanımı zorunluluğunun muhatabı olan öğretmenlerin teknostres nedenlerini belirlemek amaçlanmıştır. Bu amaçla teknolojiyi yoğun bir şekilde kullanan 64 öğretmenden açık uçlu soru formu ile veri toplanmış, içerik analizi ile elde edilen 117 farklı görüşten temalar oluşturulmuştur. Buna göre öğretmenlerin teknostres nedeni olan beş temel neden ifade edilmiştir; kişisel problemler, teknik problemler, eğitim odaklı problemler, sağlık problemleri ve zaman problemi. Ayrıca öğretmenlerin teknostres nedenleri dağılımlarının cinsiyete göre farklılaştığı da görülmüştür.

Anahtar Sözcükler: Teknostres, BİT, teknoloji entegrasyonu.

Determining the Reasons of Technostress Experienced by Teachers: A Qualitative Study

Abstract

In recent years, especially means of information and communication technologies are intensively tried to be integrated into education period in educational fields. In this period, leadership and teachers who shape the ways to use this technology play an important role. Therefore, teachers are expected to use an intensive amount of technology following the technological investments in education fields required by the ministry in recent years. However, this expectation also brings some negative issues into the agenda. One of them is the stress caused by technology, namely; technostress. Technostress is defined as the price of technology use. The purpose of this study is to determine the reasons leading to technostress experienced by teachers, who are the addressee of an intensive use of technology as a result of an integration process to which they are subjected in this study. For this purpose, qualitative data were collected from 64 teachers, who benefit from technology intensively and themes were prepared using 117 different opinions after the content analysis. According to this, there are five main reasons indicating technostress experienced by teachers: individual problems, technical problems, education oriented problems, health problems and time problem. It was also seen in the study that the distribution of reasons leading to technostress experienced by teachers also differs in terms of gender.

Keywords: Technostress, ICT, technology integration.

Öğretmenlerin Teknostres Nedenlerinin Belirlenmesi: Nitel Bir Araştırma

Öz 

Son yıllarda eğitime, bilgi ve iletişim teknolojilerinin yoğun bir şekilde entegrasyonu söz konusudur. Bu süreçte liderlik ve kullanım şekline yön veren öğretmenler önemli rol oynamaktadır. Bakanlık tarafından yapılan teknolojik yatırımlar ve eğitim sistemin işleyişinde yoğun teknoloji kullanımı gerekliliği nedeni ile öğretmenlerden yoğun bir teknoloji kullanımı beklenilmektedir. Ancak bu beklenti, öğretmenler açısından birtakım olumsuzluklara yol açabilmektedir. Söz konusu olumsuzluklardan birinin, teknolojiden kaynaklı stres anlamında kullanılan ve teknoloji kullanımının bedeli olarak görülen “teknostres” olduğu söylenebilir. Bu araştırmada, dahil oldukları entegrasyon süreci gereği yoğun teknoloji kullanımı zorunluluğunun muhatabı olan öğretmenlerin teknostres nedenlerini belirlemek amaçlanmıştır. Bu amaçla teknolojiyi yoğun bir şekilde kullanan 64 öğretmenden açık uçlu soru formu ile veri toplanmış, içerik analizi ile elde edilen 117 farklı görüşten temalar oluşturulmuştur. Buna göre öğretmenlerin teknostres nedeni olan beş temel neden ifade edilmiştir; kişisel problemler, teknik problemler, eğitim odaklı problemler, sağlık problemleri ve zaman problemi. Ayrıca öğretmenlerin teknostres nedenleri dağılımlarının cinsiyete göre farklılaştığı da görülmüştür.

Anahtar Sözcükler: Teknostres, BİT, teknoloji entegrasyonu.

Anahtar Kelimeler

Teknostres, BİT, teknoloji entegrasyonu

Kaynakça

• Ahmad, U. N. U., & Amin, S. M. (2012). The dimensions of technostress among academic librarians. Procedia – Social and Behavioral Sciences, 65, 266-271.
• Ahmad, U. N. U., Amin, S. M., & Ismail, W. K. W. (2009). The impact of technostress on organizational commitment among Malaysian academic librarians. Singapore Journal of Library & Information Management, 38, 103-123.
• Aktaş, İ., Gökoğlu, S., Turgut, Y. E. & Karal, H. (2014). Teacher’s opinions about FATIH Project: Awareness, foresight and expectations. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 8(1), 257-286.
• Ayyagari, R., Grover, V., & Purvis, R. (2011). Technostress: Technological antecedents and implications. MIS Quarterly, 35(4),831-858.
• Banoglu, K., Madenoglu, C., Uysal, Ş. & Dede, A. (2014). An investigation of teachers’ perceptions of the implementation of the FATIH Project (Eskisehir Province Case). Journal of Educational Science Researches, 4(1), 39-58.
• Bauer, J. & Kenton, J. (2005). Toward Technology Integration in the Schools: Why It Isn’t Happening. Journal of Technology and Teacher Education, 13(4), 519-546.
• Bayazıt Hayta, A. (2007). The effect of the working environment conditions to management fertility. Journal of Commerce & Tourism Education Faculty, 1, 21-41.
• Brillhart, P. E. (2004). Technostress in the workplace managing stress in the electronic workplace. Journal of American Academy of Business, 5, (1), 302–307.
• Brod, C. (1984). Technostress: The human cost of the computer revolution. Reading, MA: Addison-Wesley.
• Busch, T. (1995). Gender differences in self –efficacy and attitudes toward computers. Journal of Educational Computing Research. 12, 147–58.
• Champion, S. (1988).Technostress: Technology’s toll, School Library Journal, November, 1988, 48-51.
• Chesley, N. (2014). Information and communication technology use, work intensification and employee strain and distress. Work, Employment & Society, 28, 589-610.
• Conner, M. (2012). Technostress. A sign of the times. American Fitness, 30, (4), 58–60.
• Cotten, S. R., Shank, D. B., & Anderson, W. A. (2014). Gender, technology use and ownership, and media-based multitasking among middle school students. Computers in Human Behavior, 35, 99-106.
• Creswell, J. W. (2005). Educational research: planning, conducting, and evaluating quantitative and qualitative research (2nd ed.). N.J.: Pearson Merrill Prentice Hall.
• Cetinkaya, L. & Keser, H. (2014). Problems faced by teachers and students in terms of using tablet PCs and suggested solutions related to these problems. Anadolu Journal of Educational Sciences International, 4(1), 13-34.
• Dursun, Ö. Ö., Kuzu, A., Kurt, A. A., Gullupinar, F. & Gultekin, M. (2013). Views of school administrators’ on FATIH projects pilot implementation process. Trakya University Journal of Education, 3(1), 100-113.
• Enis, L.A. (2005). Much of what I found out about technostress and librarians. Computers in Librarians. September, 10-12.
• Eryılmaz, S. & Salman, Ş. (2014). Teachers and students who participate in FATIH project expectations from the project and perceptions of information technology usage. Electronic Journal of Occupational Improvement And Research, 2(1), 46-63.
• FATIH Project. (2012). Proje hakkında (About the project). Milli Eğitim Bakanlığı (Republic of Turkey Ministry of National Education). Retrieved 07 April, 2015 from http://fatihprojesi.meb.gov.tr/tr/icerikincele.php?id=6.
• Finger, G., Russell, G., Jamieson-Proctor, R., & Russell, N. (2007). Transforming Learning with ICT: Making it Happen. Pearson Education Australia.
• Fudail, M., & Mellar, H. (2008). Investigating teacher stress when using technology. Computers and education, 51, 1103-1110.
• Gay, L. R., Mills, G. E. & Airasian, P. (2006). Educational research: competencies for analysis and applications (8th ed). New Jersey: Pearson.
• Genc, M. & Genc, T. (2013). Monitoring the Skills of Teachers' Vocational Development by Themselves; Fatih Project Sample. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, 14(2), 61-78.
• Gurcan, H. (2008). A model for the evaluation of it competencies of students at Bahcesehir science and technology high school. Unpublised Master Thesis, Bahcesehir Universtiy Graduate School of Natural Sciences, Istanbul, Retrieved 11 July, 2015 from http://libris.bahcesehir.edu.tr/dosyalar/Tez/071503.pdf
• Harper, S. (2000). Managing technostress in UK libraries: A realistic guide. Ariadne. Retrieved 18 February, 2015 from http://www.ariadne.ac.uk/issue25/technostress.
• Harris, C.,Straker, L. & Pollock, C. (2013). The influence of age, gender and other information technology use on young people's computer use at school and home. Work: A Journal of Prevention, Assessment and Rehabilitation. 44 (1), 61-71.
• Harris, J.B. & Hofer, M.J. (2011). Technological pedagogical content knowledge (TPACK) in action: A descriptive study of secondary teachers' curriculum-based, technology-related instructional planning. Journal of Research on Technology in Education, 43(3), 211-229.
• Imhof, M., Vollmeyer, R., & Beierlein, C. (2007). Computer use and the gender gap: The issue of access, use, motivation, and performance. Computers in Human Behavior, 23, 2823-2837.
• Johnstone, M. (1989). Stress in Teaching: An Overwiew of Research.Edinburgh: SCRE.
• Joiner, R., Gavin, J., Brosnan, M., Cromby, J. Gregory, H., Guiller, J. Maras, P. & Moon, A. (2012). Gender, internet experience, internet identification, and internet anxiety: a ten-year follow up. Cyberpsychology, Behavior, and Social Networking. 15(7), 370-372. doi:10.1089/cyber.2012.0033.
• Karadag, E., Saglam H. & Baloglu, N. (2008). Computer supportive education (CSE): a research about attitude of primary school administrators. The Journal Of International Social Research, 1(3), 251-266.
• Kayaduman, H., Sarıkaya, M. & Seferoğlu, S. S. (2011). Investigation of “Increasing opportunities and improvement of technology” project in terms of teacher competencies Akademik Bilişim Konferansı (Academical Information Conference), 2-4 Şubat, Inonu University, Turkey. Retrieved 24 April, 2015 from http://yunus.hacettepe.edu.tr/~sadi/yayin/AB11_Kayaduman-Sirakaya-Seferoglu_FATIH-Projesi- OgretmenYeterlik.pdf.
• Kleiman, G. M. (2004). Myths and realities about technology in K-12 schools: Five years later. Contemporary Issues in Technology and Teacher Education, 4(2), 248-253.
• Koehler, M.J. ve Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131-152.
• Kupersmith, J. (1998). Technostress in the bionic library. In LaGuradia, C. (Ed.). Recreating the Academic Library: Breaking Virtual Ground. New York: Neal-Schuman.
• Lithcman, M. (2006). Qualitative research in education. A user’s guide. London: Sage Yayınları.
• Liu, S. H. (2011). Factors related to pedagogical beliefs of teachers and technology integration. Computers & Education, 56(2), 1012–1022.
• Miles, M.B., & Huberman, A.M. (1994). Qualitative data analysis: An expanded sourcebook. (2nd ed.). Thousand Oaks, California: SAGE Publications.
• Ministry of National Education-MNE. (2012). Fatih projesi beklenti kağıdı - tablet bilgisayar (Fatih project expectation paper – Tablet computer). Retrieved 13 May, 2015 from http://fatihprojesi.meb.gov.tr/upload/fatih_Projesi_Tablet_PC_Beklenti_Kagidi.pdf.
• Muscanell, N. L., & Guadagno, N. E. (2012). Make new friends or keep the old: Gender and personality differences in social networking use. Computers in Human Behavior, 28(1), 107–112.
• Nelson, D.L., & Kletke, M.G. (1990). Individual adjustment during technological innovation: A research framework. Behavior and Information Technology, 9(4), 257–271.
• Norshidah M., Nor, A. & Ramlah H. (2012) Computer use ethics among university students and staffs: The influence of gender, religious work value and organizational level, Campus-Wide Information Systems, 29(5), 328 – 343.
• Odabasi, F. (1998). Bilgisayar destekli eğitim (Computer aided education) (Ed: Y. Hoşcan). Bilgisayar (Computer). Eskişehir: Anadolu University Open Education Faculgy Publishes, 133-147.
• Oncu, S., Delialioglu, O. & Brown, C.A. (2008). Critical Components for Technology Integration: How Do Instructors Make Decisions?. Journal of Computers in Mathematics and Science Teaching, 27(1), 19-46.
• Ozdemir, S. & Kilic, E.(2007). Integrating information and communication technologies in the Turkish primary school system. British Journal of Educational Technology, 38(5), 907-916.
• Pamuk, S., Çakır, R., Ergun, M., Yılmaz, H. B. & Ayas, C. (2013). The use of tablet pc and interactive board from the perspectives of teachers and students: evaluation of the FATİH project. Educational Sciences: Theory & Practise, 13(3), 1799-1822.
• Paraskeva, F., Bouta, H., & Papagianna, A. (2008).Individual characteristics and computer self-efficacy in secondary education teachers to integrate technology in educational practice. Computers& Education, 50(3), 1084-1091.
• Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed). Thousand Oaks, CA: Sage.
• Ragu-Nathan, T.S., Tarafdar, M., Ragu-Nathan, B., & Tu, Q. (2008). The consequences of technostress for end users in organizations: Conceptual development and empirical validation. Information Systems Research, 19, (4), 417–433.
• Roblyer, M.D., & Doering, A.H. (2013). Integrating educational technology into teaching (6th Ed.). Boston, MA: Pearson.
• Salanova, M., Llorens, S., & Cifre, E. (2013). The dark side of technologies: Technostress among users of informations and communication technologies. International Journal of Psychology, 48, (3), 422-436.
• Salanova, M., Llorens, S., Cifre, E., & Nogareda, C. (2007). El tecnoestre´s: Concepto, medida y prevencio´n. Nota Te´ cnica de Prevencio´ n, 730. Madrid: INSHT.
• Selye, H. (1956). The stress of life. New York, NY: McGraw-Hill
• Shah, M. M., Hassan, R., & Embi, R. (2011). Computer anxiety: Data analysis. Procedia - Social and Behavioral Sciences, 67, 275-286.
• Shepherd, S. S. G. (2004). Relationships between computer skills and technostress: How does this affect me?. Proceedings of the 2004 ASCUE Conference, 6 – 10 June 2004, Myrtle Beach, South Carolina.
• Shu, Q., Tu, Q. & Wang, K. (2011). The impact of computer self-efficacy and technology dependence on computer-related technostress: A social cognitive theory perspective. International Journal of Human-Computer Interaction, 27, (10), 923–939.
• Todd, Z., Nerlich, B., McKeown, S., & Clarke, D. (2004). Mixing methods in psychology: An introduction. London: Routledge.
• Tu, Q., Wang, K. L., & Shu, Q. (2005). Computer-related technostress in China. Communications of the ACM, 48, (4), 77–81.
• Weil, M., & Rosen, L. (1997). TechnoStress: Coping with Technology @work @home @play. New York, NY: J. Wiley.
• Yin, R. K. (2003). Case study research: Design and methods (3rd ed.). Thousand Oaks, CA: Sage.