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Turkey Primary School Teachers- Research
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Added on 2019-09-18
Turkey Primary School Teachers- Research
Added on 2019-09-18
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The overall aims and the research question the study aims to investigate the status of Turkey primary school teachers with regard to theirlevels of knowledge on and use of ICT, and their attitudes towards computers and the Internet.With those concerns in mind, the study examines the following research questions: 1. What areteachers’ levels of knowledge on ICT? 2. What are the levels of ICT use in education amongteachers? 3. What are their attitudes towards computers and the Internet? 4. What are therelationships between certain variables such as gender, teaching experience, Internet andcomputer use per hour each day, and the dependent variables highlighted above?The approach employed and the tools and techniques used 2.2.1. Personal inquiry formThe personal background form used in the study was composed of five questions concerningteachin experience, gender, duration of daily Internet and computer use and previousparticipation in an ICT course.2.2.2. Teachers’ knowledge of ICT and frequency of ICT use The second section of thequestionnaire aimed to determine teachers’ software knowledge and frequency of software use ineducation. The questionnaire used in the research was developed by Papanastasiou & Angeli(2008). The scale assessing teachers’ ICT knowledge (ICT-K) consists of 14 items and is a 1-to-5 Likert-type scale (with response options as follows: I cannot use it, I can use it to a smallextent, I can use it satisfactorily, I can use it well, I can use it very well) that assesses teachers’knowledge on various software. The questionnaire of frequency of ICT use in education (ICT-U)1
consists of 15 items. Teachers’ response options in ICT-U are respectively “never, once or twicea semester, once or twice a month, once or twice a week, almost every day”. The questionnairewas first translated from English to Turkish and the translation was scrutinized by 3 field andlinguist experts in both Turkish and English version. After the pilot study, it was administered to272 teachers from various fields working in public primary schools.2.2.3. Computer and Internet attitude scale The computer attitude scale (CAS) used in the scalewas developed by Papanastasiou & Angeli (2008). Internet attitude scale (IAS) was developedby the researcher. The scales aim to assess teachers’ beliefs about computers and Internet’s valuein educational use. The two scales were 1-to-5 Likert-type scales (from 5= completely agree to1= completely disagree). CAS consists of 15 items developed by Papanastasiou & Angeli (2008).The scale was translated into Turkish. The translation was scrutinized by field and linguistexperts in both Turkish and English version. Next, the Internet attitude scale was prepared whichconsists of 23 items. Subsequently, the two scales were pilot-tested to be administered to 272teachers from various fields working in public primary schools.The outcome and findings, including the relationship to your own proposed researchThe first shows that teachers’ ability in ICT and their ICT use in learning-teaching process arefairly low. The most common uses of ICT are the Internet, e-mail, word processing andeducational CDs, though rarely used. The results seem similar to the results of previous research(Schug, 1998; Garland & Noyes 2004; Thomas & Stratton, 2006; Alghazo, 2006; Tondeur, vanBraak & Valcke, 2007). The study also revealed that ICT use in classroom is limited, a finding2
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