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The current status of information and communication technologies integration into schools of teacher education and K-12 in Tukey

Göktaş, Yüksel
The purpose of this study was to investigate the current status of schools of teacher education (STE) in Turkey in terms of how they prepare future teachers to use information and communication technologies (ICT) in their professions, and the current situation of K-12 schools in terms of how teachers employ ICT in their professions. The primary focus was to develop a deeper understanding of ICT perceptions, competencies, classroom use, related courses effectiveness, main barriers, and possible enablers to integrating ICT. This study may contribute to the existing literature by revealing and establishing baseline data on the current status of ICT integration into schools of teacher education and K-12 in Turkey. The results of this study can be used by policy makers, Ministry of National Education, Higher Education Council, universities, and K-12 schools to reexamine the current status of ICT and revise related policies, strategies, and courses. A mixed method approach was used by utilizing questionnaires from 51 deans, 111 faculty members, 1330 prospective teachers, and 1429 K-12 teachers; and interviews with 6 faculty members, 6 prospective teachers, and 6 K-12 teachers. It could be interpreted from the results that most of the participants expressed positive perceptions about the integration of ICT into teacher education and K-12 schools. Generally, faculty members perceived themselves as competent overall, while prospective and K-12 teachers did not. Faculty members and prospective teachers perceived ICT related courses beneficial and effective in ICT integration into education. On the other hand, K-12 teachers showed a degree of overall unsure (neutral) perception towards their ICT related courses and considered themselves well prepared for professional life. There were strong agreements between the participants as to the main barriers and possible enablers.