ICT Teachers Professional Growth Viewed interms of Perceptions about Teaching andCompetencies

Date

2013-03-01

Author

Çakır, Recep
Yıldırım, İbrahim Soner

Metadata

Show full item record

Item Usage Stats

270
views

0
downloads

Technology integration into the classroom has a major role in creating rich learning and teaching environments. It is obvious that the success of the effective use of technology in classrooms highly depends on Information and Communication Technology (ICT) teachers who are responsible for integrating technology and mentoring other teachers in using it successfully. However, it is unclear how ICT teachers play a role for the achievement of the integration process and what challenges they experience during this process. The purpose of this study is, therefore, to portray the professional growth of ICT teachers in terms of their perceptions of teaching and their competencies in the Turkish elementary education system. Data was obtained from 104 (55 female, 49 male) ICT teachers. The quantitative data analysis was supplemented with a qualitative analysis to get a better understanding of the professional growth among in-service ICT teachers. Results showed that despite their positive self-perceptions of competence, ICT teachers faced difficulties such as classroom management, number of students, and hardware-software issues regarding the effective use of technology, especially cutting edge technology, in the classroom. According to teachers, the ability to integrate technology in the classroom was negatively affected by time limitations, poor design of Information Technology (IT) class, lack of flexibility in their roles as teachers, overcrowded classes, and classroom management issues. Finally, this study looked at ICT teachers’ opinions regarding factors that encourage/discourage them from working in schools. The results of this study also shed light on the awareness of the significance of integrating technology into their teaching and learning activities.

Subject Keywords

ICT teaching, Teaching, pedagogical and subject matter competencies

URI

http://www.jite.org/documents/Vol12/JITEv12IIPp221-237Cakir1222.pdf
https://hdl.handle.net/11511/80334

Collections

Department of Computer Education and Instructional Technology, Technical Report

Suggestions

OpenMETU
Core

Supporting students’ scientific argumentation in technology-enhanced learning environments : distribution of scaffolds Üstünel, Hale Havva; Tokel, Saniye Tuğba; Department of Computer Education and Instructional Technology (2013) Over the twenty years, researchers and practitioners have developed technology tools and designed technology-enhanced learning environments to support and teach argumentation. Relevantly, Kim et al. (2007) presented a pedagogical framework to provide a valid technology-enhanced learning environment. The purpose of this design-based study was to investigate micro context dimension of this framework and to analyze the interactions between student-tool, teacher-student, and teacher-tool. In this respect, in or...
Mediated Effects of Technology Competencies and Experiences on Relations among Attitudes Towards Technology Use, Technology Ownership, and Self Efficacy about Technological Pedagogical Content Knowledge Yerdelen-Damar, Sevda; Boz, Yezdan; Aydin-Gunbatar, Sevgi (2017-08-01) This study examined the relations of preservice science teachers' attitudes towards technology use, technology ownership, technology competencies, and experiences to their self-efficacy beliefs about technological pedagogical content knowledge (TPACK). The present study also investigated interrelations among preservice teachers' attitudes towards technology use, technology ownership, technology competencies, and experiences. The participants of study were 665 elementary preservice science teachers (467 fema...
Pre-service teachers’ opinions, self-efficacy beliefs and state anxiety in relation to educational podcasting Çelik, Berkan; Yıldırım, Zahide; Department of Computer Education and Instructional Technology (2014) Technology continues to develop rapidly and it has an undeniable effect on education. Developments in information and communication technologies (ICT) especially Web 2.0 technologies have contributed much to change the traditional understanding of education. One of the Web 2.0 technologies that can contribute to teaching and learning process is podcasting technology. The purpose of this study is two folds. The first aim of this study is to investigate pre-service teachers` opinions on educational podcasts, ...
English Language Preservice Teachers\u2019 Stages of Concern for Web 2.0 Technology Integration Kayaduman, Halil; Delialioğlu, Ömer (2021-06-01) This study explores the English Language preservice teachers (PST)’ stages of concern (SoC) for Web 2.0 technology integration in the Learning Technology by Design (LBD) based course. It aims to identify and better understand PSTs’ concerns. Understanding the concerns has advantages of describing and addressing the needs of PSTs prior to actual in-service experiences. SoC model, a component of the Concerns-Based Adoption Model, was used as the theoretical framework. An embedded mixed methods design was impl...
Evaluating attitudes towards Metu online a study of instructors of FLE department Cirit, Nazlı Ceren; Gümüşok, Fatma (null; 2013-04-01) Lately, through the rapid expansion of technology into the social branches of life, education has also taken advantage of the opportunities that technology provides for educational purposes. In all levels of education, the integration of computer technologies has not only been limited to the school hours but also off-school time. This recent trend is adapted for enabling instructors to share the documents necessary for the courses, promote communication between teachers and students, etc.(Lonn & Teasley, 20...

Citation Formats

R. Çakır and İ. S. Yıldırım, “ICT Teachers Professional Growth Viewed interms of Perceptions about Teaching andCompetencies,” 2013. Accessed: 00, 2021. [Online]. Available: http://www.jite.org/documents/Vol12/JITEv12IIPp221-237Cakir1222.pdf.