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Instructional Use of Information Technologies: Teachers' Resistance to the Use of New Technologies

Instructional Use of Information Technologies: Teachers' Resistance to the Use of New Technologies

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Instructional Use of Information Technologies: Teachers' Resistance to the Use of New Technologies

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  1. Nineteenth International Conference on Learning The Institute of Education, University of London, London, UK - 14-16 August 2012 Instructional Use of Information Technologies: Teachers' Resistance to the Use of New Technologies Assist.Prof. Dr. Pervin Oya TANERI Assoc.Prof. Dr. Süleyman Sadi SEFEROGLU

  2. Content of the Presentation Taneri & Seferoglu / 19th Int. Conference on Learning, London, 14-16 August 2012 • Aim of the Study • Research questions • Literature Review • Methodology • Data Collection • Data Analysis • Findings • Discussion and Implications • References

  3. Aim of the Study The purpose of this study is to examine; ICT use among teachers; teachers’ opinion about necessary skills to integrate ICT in classroom instruction, teachers’ attitudes towards the integration of ICT, and factors preventing theteachers in using ICT in classroom instruction. Taneri & Seferoglu / 19th Int. Conference on Learning, London, 14-16 August 2012

  4. Research Questions How often do the teachers use ICT tools (such as TV, video, smart board, printer etc) in the classroom? What are the ICT competencies of teachers? What are the knowledge/skill levels of teachers about ICT integration into lessons? Taneri & Seferoglu / 19th Int. Conference on Learning, London, 14-16 August 2012

  5. Research Questions(2) What are the attitudes of the teachers towards the integration of ICTs in the lessons? • What factors do teachers perceive as preventing to successful integration of ICTs in classroom instruction? Taneri & Seferoglu / 19th Int. Conference on Learning, London, 14-16 August 2012

  6. Literature Review ICTs have become an indispensable part of the world we live in now(Zhang & Aikman 2007 cited in Bingimlas, 2009; Rahman 2008) ICTs have a vital role in increasing the quality of education(Summak, Bağlıbel & Samancıoğlu 2010). In order to keep pace with the information age it is important to follow and employ the technological developments (Üşür 2001). Taneri & Seferoglu / 19th Int. Conference on Learning, London, 14-16 August 2012

  7. Technology can reveal the creative thinking skills of students if teachers are well prepared to use it (Fouts 2000). Taneri & Seferoglu / 19th Int. Conference on Learning, London, 14-16 August 2012

  8. Teachers in any educational grades need to know how to use and integrate technology in their classes. Taneri & Seferoglu / 19th Int. Conference on Learning, London, 14-16 August 2012

  9. Methodology Participants Taneri & Seferoglu / 19th Int. Conference on Learning, London, 14-16 August 2012

  10. The Distribution of Teachers Taneri & Seferoglu / 19th Int. Conference on Learning, London, 14-16 August 2012

  11. Data Collection The teachers’ opinion survey The questionnaire consists of 72 items: The first 8: demographic characteristics (i.e. age, gender, etc.). The remaining questions classified under 4 sub-topics; information about school, availability, adaptation, and usage of ICT. Taneri & Seferoglu / 19th Int. Conference on Learning, London, 14-16 August 2012

  12. Data Collection and Procedures The reliability coefficient was estimated as .88. Data for this study were collected in 2011-2012 academic year using a survey questionnaire. The data were collected in three months period between February and April 2012. Taneri & Seferoglu / 19th Int. Conference on Learning, London, 14-16 August 2012

  13. Data Analysis Descriptive and inferential statistics were used. Taneri & Seferoglu / 19th Int. Conference on Learning, London, 14-16 August 2012

  14. Findings

  15. Distribution of Participants’ Frequency of the usage of ICT tools

  16. Most of the teachers do not have any technological education!!! Taneri & Seferoglu / 19th Int. Conference on Learning, London, 14-16 August 2012

  17. 69% 2% Taneri & Seferoglu / 19th Int. Conference on Learning, London, 14-16 August 2012

  18. 25% 32% Taneri & Seferoglu / 19th Int. Conference on Learning, London, 14-16 August 2012

  19. 30% 23% Taneri & Seferoglu / 19th Int. Conference on Learning, London, 14-16 August 2012

  20. 2% 90% Taneri & Seferoglu / 19th Int. Conference on Learning, London, 14-16 August 2012

  21. 13% of the participant teachers used computers at advanced level, the remaining were at average (70%) and beginner level (15%) Taneri & Seferoglu / 19th Int. Conference on Learning, London, 14-16 August 2012

  22. 14% of teachers used Internet at advanced level, the remaining was at average (72%) and beginner level (14%). Taneri & Seferoglu / 19th Int. Conference on Learning, London, 14-16 August 2012

  23. 32% of the participants have knowledge about ICT integration into instruction. Taneri & Seferoglu / 19th Int. Conference on Learning, London, 14-16 August 2012

  24. Most of the teachers completely (11%) or partially (68%) have difficulty to understand the technological terminology. Taneri & Seferoglu / 19th Int. Conference on Learning, London, 14-16 August 2012

  25. A one-way analysis of variance was conducted to evaluate the relationship between the city that teachers work in, and teachers’ ICT attitudes. There were no differences in teachers’ ICT attitudes regarding the cities they work in. Taneri & Seferoglu / 19th Int. Conference on Learning, London, 14-16 August 2012

  26. There were no differences among teachers’ ICT attitudes regarding the branch of teachers. F = .52, p = .89 Taneri & Seferoglu / 19th Int. Conference on Learning, London, 14-16 August 2012

  27. Teachers have positive attitudes towards the integration of ICT tools in the lessons. Teachers believe that ICT increase the interest of students (94%). Taneri & Seferoglu / 19th Int. Conference on Learning, London, 14-16 August 2012

  28. 90% of the teachers like to use ICT and try to learn new technological developments being used widely. Taneri & Seferoglu / 19th Int. Conference on Learning, London, 14-16 August 2012

  29. A large portion of the teachers think that ITs would make teaching enjoyable (89%). Taneri & Seferoglu / 19th Int. Conference on Learning, London, 14-16 August 2012

  30. Teachers were also willing to take courses about integration of ICT tools in the lessons (85%). Taneri & Seferoglu / 19th Int. Conference on Learning, London, 14-16 August 2012

  31. When a computer or printer breaks down, nobody repairs that tool. That's why I don't want to use electronic devices in my lessons. (Teacher #8) Quotes from participant teachers’ answers to the open-ended part of the questionnaire: Taneri & Seferoglu / 19th Int. Conference on Learning, London, 14-16 August 2012

  32. Taneri & Seferoglu / 19th Int. Conference on Learning, London, 14-16 August 2012

  33. Taneri & Seferoglu / 19th Int. Conference on Learning, London, 14-16 August 2012

  34. Discussion and Implications

  35. Discussion and Implications • Weak infrastructure, • lack of skills, • lack of relevant software and • limited access to the Internet as the major obstacles to the successful use of ICTs… Taneri & Seferoglu / 19th Int. Conference on Learning, London, 14-16 August 2012

  36. Discussion and Implications (2) • Very little or no pre-service and/or in-service education about integration of ICT in the lesson… • Lack of in-service education opportunities… • Lack of infrastructure and insufficient teaching materials… Taneri & Seferoglu / 19th Int. Conference on Learning, London, 14-16 August 2012

  37. Discussion and Implications (3) • Providing technological tools does not guarantee successful integration of ICT in the teaching-learning processes. • Teachersneed meaningful and continuous training • Educational policy makers should provide necessary support… Taneri & Seferoglu / 19th Int. Conference on Learning, London, 14-16 August 2012

  38. References Bingimlas, K. A. (2009). Barriers to successful integration of ICT in teaching and learning environments: A review of the literature. Eurasia Journal of Mathematics, Science & Technology, 5(3), 235-245. Hennessy, S., Harrison, D., & Wamakote, L. (2010). Teacher factors influencing classroom use of ICT in Sub-Saharan Africa. Itupale Online Journal of African Studies, 2, 39- 54. Ministry of National Ecuation (MONE) (2006). Basic Education Support Project "teacher education component". The general competencies of teaching profession. [In Turkish]. Tebliğler Dergisi, 2590, 1491-1540. Rahman, H. (2008). Role of ICTs in socioeconomic development and poverty reduction. In C. Van Slyke (Eds), Information communication technologies: Concepts, methodologies, tools, and applications. Information Science Reference, pp. 190-225. Üsür, I. (2001).On the philosophy of technology or whether the god of technology is technology?[In Turkish]. Mülkiye, 230, 7-26. Zhao, Y. & Cziko, G. A. (2001). Teacher adoption of technology: A perceptual control theory perspective. Journal of Technology and Teacher Education, 9(1), 5-30. Taneri & Seferoglu / 19th Int. Conference on Learning, London, 14-16 August 2012

  39. This Presentation in Wordle (Wordle.Net) Taneri & Seferoglu / 19th Int. Conference on Learning, London, 14-16 August 2012

  40. Thank You!Assist. Prof. Dr. Pervin Oya TANERİ - oyataneri[at]karatekin.edu.trAssoc. Prof. Dr. S. Sadi SEFEROĞLU – sadi[at]hacettepe.edu.tr Taneri, P. O., & Seferoğlu, S. S. (2012). Instructional use of information technologies: Teachers' resistance to the use of new technologies. Nineteenth International Conference on Learning. The Institute of Education, University of London, 14-16 August 2012, London, UK.