Integrating ICT into Classrooms: A Note from Turkish Teachers

1. Integrating ICT into Classrooms: A Note from Turkish Teachers Yasemin Koçak Usluel, Yasemin Demiraslan, Filiz Kuşkaya Mumcu Hacettepe University, Faculty of Education Department of Computer Education and Instructional Technology Turkiye SITE 2007, San Antonio, Texas 26-30 March, 2007

2. Introduction • Students’ higher-order thinking skills are enhanced in learning environments where ICT is used (Allegra, Chifori, & Ottaviano, 2001; Boshuizen & Wopereis, 2003; Lim & Chai, 2004; Naidu et al., 2002; O’Mahony, 2003; Sandholtz, Ringstaff, & Dwyer, 1997). • ICT increases teacher efficiency and can reduce teachers’ time spent performing administrative tasks (Koszalka & Wang, 2002; Melle, Cimellaro, & Shulha, 2003; Roblyer, 2003; Sandholtz et al., 1997). It is important for both students and teachers to use ICT regularly in their courses (Figg, 2000; Loveless, 2003; Melle et al., 2003; O’Mahony, 2003; Tubin, Mioduser, Nachmias, & Baruch, 2003; Watson, 2001).

3. Introduction • To be able to use ICT in the courses effectively, teachers should; • be aware of its potential, • select tools and methods which are appropriate with the needs of students, • design their teaching methods effectively, • develop new teaching strategies, • know and apply classroom management rules in order to cope with problems encountered in technology-aided learning environments (Becker, 2001; Duchateau, 1995; Gobbo & Girardi, 2001; Herzig, 2004; Milliken & Barnes, 2002; Sandholtz et al, 1997). Investigating teachers’ beliefs on ICT as well as their current level of ICT use have particular importance in ICT integration studies (Bucci, Copenhaver, Lehman, & O’Brien, 2003; Guskey, 2002; Loveless, 2003).

4. Introduction Basic Education Project in Turkiye • In 1997, the duration of primary education which is compulsory and with no charge to all the citizens in Turkiye, increased from 5 years to 8 years. • Basic Education Project funded by World Bank in 1998 was initiated in order to increase the quality of education, achieve international standards and make the primary schools as learning centers for the society (MONE 1998, p. 16.). • According to this project, technology-supported learning has a great importance to increase the quality of education.

5. The Study The objective of this study is to reveal teachers' ICT experiences and views on ICT integration into teaching-learning process as well as uncover the perceived obstacles to the integration process. Therefore, the study aims to find out; 1. a) how long teachers have been using ICT in their courses, b) whether they received any training on the use of ICT in courses, 2. teachers’ views on the integration of ICT into teaching-learning process and on the obstacles to this integration process.

6. Methodology Research design: Survey research Population:575 teachers working in Basic Education Project primary schools in Ankara (capital city of Turkiye) Instrument: A questionnaire developed by the researchers. • Demographic characteristics (gender, age, education level, duration of service, and subject field) • ICT profiles (technology access, duration of ICT use, and ICT training) • Teachers’ views on ICT integration and obstacles to this integration process.

7. Findings

8. Findings Teachers and ICT Profiles Table 2: Teachers’ Duration of Using ICT

9. Findings Teachers and ICT Profiles Table 3: ICT Training

10. Findings The Integration of ICT into Teaching-Learning Process and Teachers Table 4:Teachers’ Views on ICT Integration

11. Findings The Integration of ICT into Teaching-Learning Process and Teachers

12. Conclusions • While5% of teachers state that there is no need for integration, a great majority of them (85%) believe that integration process is useful and necessary. • The obstacles, mentioned by teachers, such as lack of ICT in classrooms which follows the lack of knowledge, technical support, and insufficiency of in-service trainings explain why teachers do not use ICT in their courses though most of them adopt a positive attitude towards ICT integration. • Teachers should be equipped with the required knowledge and skills to ensure the effective integration of ICT into teaching-learning process (Cope & Ward, 2002; Galanouli, Murphy, & Gardner, 2004; Jedeskog & Nissen, 2004).

13. Conclusions • There is a gap between the knowledge and skills teachers have acquired through the inservice-trainings, and the knowledge and skills they are expected to possess to successfully integrate technology in their classes. • The professional development models which aim to situate teacher learning about technology in authentic classroom practice are required in order to facilitate powerful approaches to ICT use in teaching and learning (Mooij & Smeets, 2001). • Regular evaluation and revision of in-service training activities will certainly contribute to overcoming the obstacles, mentioned by teachers, concerning the lack of knowledge and the insufficiency of in-service trainings.

14. QUESTIONS????? kocak@hacettepe.edu.tr yasemind@iastate.edu filiz_kuskaya@yahoo.com