Technology utilisation in elementary schools in Turkey's capital: a case study

Date

2013-12-01

Author

Karaca, Feride
Can, Gülfidan
Yıldırım, İbrahim Soner

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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A case study was conducted to explore teachers' current technology use in elementary schools in Ankara, the capital of Turkey. The data were collected through a survey, and participants included 1030 classroom teachers across eight districts. The present study results revealed that significant challenges remain with regard to technology use in the classroom, even in the capital of Turkey, where teachers have advantages in terms of technology access and use compared to rural areas. The participant teachers used technologies most frequently for lesson preparation activities, rather than for delivering instruction. Although the teachers felt that school principals and colleagues were usually supportive of technology use in lessons, they complained about insufficient professional development activities and incentives. Representing a snapshot of teachers' technology use in elementary school settings, this study sheds light on essential factors that should be considered in any technology integration process in schools. The study findings offer valuable insight for policy-makers and school leaders on how to support the technology integration process and allocate money for technology initiatives.

Subject Keywords

Education

URI

https://hdl.handle.net/11511/41739

Journal

EDUCATIONAL STUDIES

DOI

https://doi.org/10.1080/03055698.2013.807726

Collections

Department of Computer Education and Instructional Technology, Article

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Citation Formats

F. Karaca, G. Can, and İ. S. Yıldırım, “Technology utilisation in elementary schools in Turkey’s capital: a case study,” EDUCATIONAL STUDIES, pp. 552–567, 2013, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/41739.