Elementary teachers’ perceptions towards ICT integration in teaching and learning process: an explanatory mixed method

Download
2011
Başer Gülsoy, Vesile Gül
An explanatory mixed method research design was utilized to examine the elementary teachers’ (classroom teachers) perceptions towards ICT integration in education and its effect on their teaching. In the first phase instruments were translated into Turkish and pilot tested with 282 classroom teachers. For the main study, the survey was distributed to classroom teachers in 90 schools in Ankara. With a 45% percent return rate, 1055 surveys from elementary teachers were used in the quantitative data analysis part. Two simultaneous multiple regression analysis were conducted and the results showed that teachers’ perceptions towards ICT integration in education and its effect on their teaching can be explained by different sets of variables where the most important one is teachers’ pedagogical beliefs. In the third phase, teachers were clustered under constructivist and behaviorist groups and ten teachers from each group were interviewed to reveal the differences on teachers’ ICT integration perception in relation to education and their teaching. The research result presented that elementary teacher pedagogical beliefs affect their perceptions towards ICT integration in teaching and learning process. Qualitative data analysis presented differences between constructivist and behaviorist group participants in relation to ICT integration in teaching and learning process.

Suggestions

Investigation of effects of school type, gender and grade level on students' attitudes toward technology
Çatak, Melek; Bulut, Safure; Department of Science and Technology Policy Studies (2003)
The purposes of the study were to investigate the technological background of 6th, 7th, and 8th grade students with respect to school type, gender, and grade level and to examine the effects of school type, gender, and grade level on 6th, 7th, and 8th grade students' attitudes toward technology. The research was conducted on 569 students. The number of subjects in 6th, 7th, and 8th grade students were 196, 181, and 192 respectively. According to gender, the number of girls and boys were 260 and 309 respecti...
Multi-dimensional evaluation of e-learning systems in the higher education context: empirical investigations
Köseler, Refika; Özkan Yıldırım, Sevgi; Department of Information Systems (2009)
There has been little research on assessment of learning management systems (LMS) within educational organizations as both a web-based learning system for e-learning and as a supportive tool for blended learning environments. This study proposes a conceptual e-learning assessment model, HELAM (Hexagonal e-Learning Assessment Model) suggesting a multi-dimensional approach for LMS evaluation via six dimensions: (1) system quality, (2) service quality, (3) information (content) quality, (4) learner perspective...
Middle School Mathematics Teachers' Views and Experiences Regarding Technology Integration
Duran, Anıl Ayseli; Çakıroğlu, Erdinç; Department of Mathematics Education (2022-6-27)
The purpose of the study was to investigate the views and experiences of middle school mathematics teachers regarding technology integration. How they use technology, their perceived benefits of it, difficulties that they face, their ways of overcoming the difficulties, and teachers’ suggestions that would be helpful for all teachers were determined based on their experiences. Qualitative research was conducted with nine middle school mathematics teachers using the snowball sampling method. The participants...
ICT integration in English language teacher education: insights from Turkey, Portugal and Poland
AŞIK, ASUMAN; KÖSE, SERHAN; Eksi, Gonca Yangln; Seferoğlu, Gölge; PEREİRA, RİCARDO; EKİERT, MALGORZATA (2019-03-13)
The aim of the study was to investigate how well language teacher education (LTE) programmes prepare future teachers for ICT integration with the comparison of three different contexts (Turkey, Portugal and Poland) from the perspectives of the teacher trainees and teacher educators (TEs). Using a scale and multiple interviews, the data were analysed quantitatively and qualitatively. The results revealed that although there were three different contexts in three countries, LTE programmes seemed to implement ...
Elementary school teachers' views about their implementation of the assessment techniques recommended in the new mathematics curriculum
Uçar, Nihan; Çakıroğlu, Erdinç; Department of Elementary Science and Mathematics Education (2007)
The purpose of this study was to investigate the views of elementary school teachers about their implementation of assessment techniques recommended in the new mathematics curriculum. The study was conducted with 306 elementary school teachers from 29 public schools in Kırıkkale, Malatya and Ankara in the 2006-2007 academic year. ‘Opinions about Assessment Questionnaire’ was used as the instrument for assessing the opinions of the teachers about assessment techniques offered in new mathematics curriculum. T...
Citation Formats
V. G. Başer Gülsoy, “Elementary teachers’ perceptions towards ICT integration in teaching and learning process: an explanatory mixed method ,” Ph.D. - Doctoral Program, Middle East Technical University, 2011.