ICT integration in primary education and teacher education programs in Turkey and in EU countries

Date

2007-01-01

Author

Yıldırım, Zahide

Metadata

Show full item record

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

Item Usage Stats

212
views

0
downloads

The main purpose of this study is to investigate the differences and similarities between the EU Countries' and Turkey's integration of information and communication technologies (ICT) into primary education curricula and teacher education programs. Fifteen EU countries which became members before 2004 and Turkey are included in the Study. The data for the study were gathered from official documents and related resources. The results show that the importance of ICT in education is increasing both in Turkey and in the EU countries. Learning about ICT has become an integral part of the compulsory curriculum in most EU countries. However, in Turkey, ICT is not included in the compulsory curriculum in primary education. Even though ICT was compulsory in more than half of the EU countries' preservice teacher education programs, there was no minimum standard related with this issue. In Turkey, two ICT related courses were compulsory in preservice teacher education programs.

Subject Keywords

Information and communication technology, Primary education, Teacher education

URI

https://hdl.handle.net/11511/52621

Journal

EGITIM VE BILIM-EDUCATION AND SCIENCE

Collections

Department of Computer Education and Instructional Technology, Article

Suggestions

OpenMETU
Core

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 ...
Communication in an academic context Gizir, S; Simsek, H (Springer Science and Business Media LLC, 2005-09-01) The purpose of this qualitative case study is to investigate the most common communication problems from the views of faculty members at the Middle East Technical University in Ankara, Turkey. The sample of this study consists of 50 faculty members including professors, associate professors, assistant professors, and instructors from five largest departments representing five colleges at the Middle East Technical University. The data were gathered by utilizing interview method, including 19 interview questi...
Status of Ict in Schools of Teacher Education: Deans' Views Goktas, Yuksel; Yıldırım, Zahide; Yildirim, Soner (2008-07-01) This study presents the survey findings about the status of information and communication technologies (ICT) in schools of teacher education (SsTE) in regard to ICT resources and methods of their usage, planning and in-service training, sufficiency level of physical and human resources, and main barriers and enablers of ICT integration. The data were collected from 51 of the 63 deans of SsTE in Turkey through a questionnaire. The findings indicated that despite the differences among SsTE, the resources Eire...
A cross-cultural comparison and modeling of information and communication technologies aspects affecting mathematical and problem solving literacy and perceptions of policy makers Şahinkayası, Yunis; Yıldırım, İbrahim Soner; Department of Computer Education and Instructional Technology (2008) The purpose of this study was to compare Turkey and the European Union (EU) regarding aspects (use, self-confidence and attitude) of students’ information and communication technologies (ICT), the relationships between ICT aspects and mathematical and problem solving literacy performances, and to understand education policy makers’ perceptions on ICT in Turkey. A multimethod (quantitative and qualitative) research design was used in this study. Country groups an EU member group, a new EU member group and Tu...
Voices of home and school on democracy and human rights education at the primary level: a case study Gundogdu, Kerim; Yıldırım, Ali (Springer Science and Business Media LLC, 2010-12-01) The purpose of this research was to investigate the perceptions of home and school concerning ideally implemented primary democracy and human rights education. In this qualitative study, data were collected from six voluntary classroom teachers and 16 parents in a selected school through interviews. The results of the interview yielded five major themes: physical and environmental issues, instructional process, teacher characteristics, assessment practices, and communication patterns for teaching democracy ...

Citation Formats

Z. Yıldırım, “ICT integration in primary education and teacher education programs in Turkey and in EU countries,” EGITIM VE BILIM-EDUCATION AND SCIENCE, pp. 55–67, 2007, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/52621.