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SCHOOL ADMINISTRATORS TURNING DYSTOPIAS into UTOPIAS: STORIES on ICT INTEGRATION

SCHOOL ADMINISTRATORS TURNING DYSTOPIAS into UTOPIAS: STORIES on ICT INTEGRATION. Şirin Karadeniz & Özge Hacıfazlıoğlu. Bahçeşehir University , Istanbul , Turkey. INTRODUCTION: ICT INTEGRATION AND BARRIERS. TURKISH CONTEXT. THE PURPOSE.

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SCHOOL ADMINISTRATORS TURNING DYSTOPIAS into UTOPIAS: STORIES on ICT INTEGRATION

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  1. SCHOOL ADMINISTRATORS TURNING DYSTOPIAS into UTOPIAS: STORIES on ICT INTEGRATION Şirin Karadeniz & Özge Hacıfazlıoğlu BahçeşehirUniversity, Istanbul, Turkey

  2. INTRODUCTION: ICT INTEGRATION AND BARRIERS

  3. TURKISH CONTEXT

  4. THE PURPOSE • This study focuses on accounts of school administrators who are trying to make significant changes at their schools. • In other words, administrators who are struggling to turn their schools from dystopias into utopias.

  5. METHOD • The study design was based on a narrative inquiry. • The study aims to reveal the “lived experiences” and successful strategies used by school administrators when coping with ICT integration barriers as well as socio-cultural factors. • Two administrators who work at socio-economically low schools in Istanbul were interviewed during 3 months .

  6. CONTEXT School A School B • District: migration, lowsocio-economic statusandhigh fertility rate • High teacher turnover rate • SBS examachievement is low • There is no ICT coordinator teacher at the schools. • There are security cameras all over both schools.

  7. CONTEXT School A School B 1920 students 45 studentsperclass 1 principal, 4 assistant administrators and 50 teachers 1 pclab (20 student pcs and one teacher pc), 24 classeswith a projector and 5+1 sound system and smart boards at the classes Mete7 years teaching experience and 6 years administration experience. • 2648 students • 60 studentsperclass • 1 principal, 4 assistant administrators and 60 teachers • 2 pclab.(20 student pcs and 1 teacher pc) and 20 classes with one desktop pcand a projector. • Kaan, 5 years teaching experience and 7 years of school administration experience.

  8. FINDINGS

  9. FINANCING AND ESTABLISHING ICT INFRASTRUCTURE • (MoNE) has established pclabs and internet connection, • no money has been allocated for the hardware to be used in the classrooms. • Finding funds • Sponsor • Mayor • Parents • Purchasing • Installing

  10. MAINTENANCE OF ICT • When the guarantee period of the hardware elapses • by themselves or getting help from a teacher or an administrator who has technical skills. • Securitycameras are very important for maintaining safety of the hardware.

  11. TEACHERS’ PROFESSIONAL DEVELOPMENT • Youngteachers • Administrators as technologymentorsforolderteachers • In-service training • Lack of time fordevelopingmaterials • Educational software

  12. TECHNOLOGY LEADERSHIP • Enrichingtechnologyintegration • A positive school culture • Technology plan • Etiquetteof leadership

  13. CONCLUSION • They can be seen as role models for community leaders as well as technology leaders trying to transform their schools. • It seems that the administrators created opportunities to overcome these constraints through their own means. • In both stories Mete and Kaan revealed the way they turned dystopias into utopias in their schools. • This study showed us that beauty and idealism is “in the eye of the beholder”.

  14. THANK YOU  Şirin Karadeniz & Özge Hacıfazlıoğlu

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