Hacettepe University, Faculty of Education Department of Computer Education and Instructional Technology Turkiye Integrating ICT into Classrooms: A Note from Turkish Teachers Yasemin Koçak Usluel, Yasemin Demiraslan, Filiz Kuşkaya Mumcu Hacettepe University, Faculty of Education Department of Computer Education and Instructional Technology Turkiye SITE 2007, San Antonio, Texas March, 2007

Hacettepe University, Faculty of Education Department of Computer Education and Instructional Technology Turkiye Introduction   Students’ higher-order thinking skills are enhanced in learning environments where ICT is used ( Allegra, Chifori, & Ottaviano, 2001; Boshuizen & Wopereis, 2003; Lim & Chai, 2004; Naidu et al., 2002; O’Mahony, 2003; Sandholtz, Ringstaff, & Dwyer, 1997 ).   ICT increases teacher efficiency and can reduce teachers’ time spent performing administrative tasks ( Koszalka & Wang, 2002; Melle, Cimellaro, & Shulha, 2003; Roblyer, 2003; Sandholtz et al., 1997 ). It is important for both students and teachers to use ICT regularly in their courses ( Figg, 2000; Loveless, 2003; Melle et al., 2003; O’Mahony, 2003; Tubin, Mioduser, Nachmias, & Baruch, 2003; Watson, 2001 ).

Hacettepe University, Faculty of Education Department of Computer Education and Instructional Technology Turkiye Introduction To be able to use ICT in the courses effectively, teachers should;   be aware of its potential,   select tools and methods which are appropriate with the needs of students,   design their teaching methods effectively,   develop new teaching strategies,   know and apply classroom management rules in order to cope with problems encountered in technology-aided learning environments ( Becker, 2001; Duchateau, 1995; Gobbo & Girardi, 2001; Herzig, 2004; Milliken & Barnes, 2002; Sandholtz et al, 1997 ). Investigating teachers’ beliefs on ICT as well as their current level of ICT use have particular importance in ICT integration studies ( Bucci, Copenhaver, Lehman, & O’Brien, 2003; Guskey, 2002; Loveless, 2003 ).

Hacettepe University, Faculty of Education Department of Computer Education and Instructional Technology Turkiye Introduction   In 1997, the duration of primary education which is compulsory and with no charge to all the citizens in Turkiye, increased from 5 years to 8 years.   Basic Education Project funded by World Bank in 1998 was initiated in order to increase the quality of education, achieve international standards and make the primary schools as learning centers for the society (MONE 1998, p. 16.).   According to this project, technology-supported learning has a great importance to increase the quality of education. Basic Education Project in Turkiye

Hacettepe University, Faculty of Education Department of Computer Education and Instructional Technology Turkiye The Study The objective of this study is to reveal teachers' ICT experiences and views on ICT integration into teaching-learning process as well as uncover the perceived obstacles to the integration process. Therefore, the study aims to find out; 1. a) how long teachers have been using ICT in their courses, b) whether they received any training on the use of ICT in courses, 2. teachers’ views on the integration of ICT into teaching-learning process and on the obstacles to this integration process.

Hacettepe University, Faculty of Education Department of Computer Education and Instructional Technology Turkiye Methodology Research design: Survey research Population: 575 teachers working in Basic Education Project primary schools in Ankara (capital city of Turkiye) Instrument: A questionnaire developed by the researchers Demographic characteristics (gender, age, education level, duration of service, and subject field) 2. 2.ICT profiles (technology access, duration of ICT use, and ICT training) 3. 3.Teachers’ views on ICT integration and obstacles to this integration process.

Hacettepe University, Faculty of Education Department of Computer Education and Instructional Technology Turkiye Findings f% Age , , , ,1 Gender Female39168 Male18432 Educational level 2-year associate degrees11520,4 Bachelor’s degree after 2-year associate education559,8 Bachelor’s degree35563,1 Graduate degree386,7 Durations of service , , , ,3 more than ,3 Subject field Classroom teacher27748,3 Other fields29651,7 TOTAL

Hacettepe University, Faculty of Education Department of Computer Education and Instructional Technology Turkiye Findings Teachers and ICT Profiles The Duration of Using ICT How many years have you been using ICT? How many years have you been using ICT in your courses? frequency% % I do not use14324,426545,7 Less than 1 year518,76811,7 1-3 years16227,714024,1 4-6 years12821,96811,7 7-9 years6110,4264,5 10+ years406,8132,2 Table 2: Teachers’ Duration of Using ICT

Hacettepe University, Faculty of Education Department of Computer Education and Instructional Technology Turkiye Findings Teachers and ICT Profiles ICT Training Use of ICTUse of ICT in Courses UserNon-userUserNon-user f%f%f%f% I have never taken any course or training 3154,42645,67636,713163,3 I participated in the training programs organized by the school 14574,05126,08356,16543,9 I participated in the training programs organized by the Ministry 10772,34127,77266,73633,3 I took private courses1885,7314,3866,7433,3 I took courses about ICT during my educational life 2395,814,22170,0930,0 Table 3: ICT Training

Hacettepe University, Faculty of Education Department of Computer Education and Instructional Technology Turkiye Findings The Integration of ICT into Teaching-Learning Process and Teachers Teachers’ Views on the Integration of ICT into Teaching-Learning Process %f I have no idea about the integration of ICT into teaching-learning process There is no need to make use of ICT in teaching-learning process because I believe that traditional methods of teaching are more useful I use traditional methods in my courses; however, I believe that it will be more useful to use ICT in teaching I believe that it is necessary to use ICT in teaching and exert efforts to use it in my courses I believe that it is necessary and useful to use ICT in teaching and use it in my courses Total Table 4: Teachers’ Views on ICT Integration

Hacettepe University, Faculty of Education Department of Computer Education and Instructional Technology Turkiye Findings The Integration of ICT into Teaching-Learning Process and Teachers Teachers’ Views on Obstacles to the Integration of ICT into Teaching-Learning Process Obstacle f% The exclusion of ICT from the curriculum38965,9 The lack of a clearly determined plan and policy of technology30251,2 Teachers’ lack of knowledge on how to use ICT in teaching44174,7 The insufficiency of in-service trainings offered to teachers40869,2 The lack of technical support when required by teachers43774,1 The lack of support from school administration11719,8 The lack of school budget required for the integration of ICT34758,8 The lack of time among teachers14724,9 The difficulty of class management in the courses where ICT is used 11519,5 The lack of technologies such as computer, Internet, , etc. in the classroom 49483,7 The inappropriateness of physical environment26945,6 Teachers’ fear of change12320,8

Hacettepe University, Faculty of Education Department of Computer Education and Instructional Technology Turkiye Conclusions   While 5% of teachers state that there is no need for integration, a great majority of them (85%) believe that integration process is useful and necessary.   The obstacles, mentioned by teachers, such as lack of ICT in classrooms which follows the lack of knowledge, technical support, and insufficiency of in-service trainings explain why teachers do not use ICT in their courses though most of them adopt a positive attitude towards ICT integration.   Teachers should be equipped with the required knowledge and skills to ensure the effective integration of ICT into teaching- learning process ( Cope & Ward, 2002; Galanouli, Murphy, & Gardner, 2004; Jedeskog & Nissen, 2004 ).

Hacettepe University, Faculty of Education Department of Computer Education and Instructional Technology Turkiye Conclusions   There is a gap between the knowledge and skills teachers have acquired through the inservice-trainings, and the knowledge and skills they are expected to possess to successfully integrate technology in their classes.   The professional development models which aim to situate teacher learning about technology in authentic classroom practice are required in order to facilitate powerful approaches to ICT use in teaching and learning (Mooij & Smeets, 2001).   Regular evaluation and revision of in-service training activities will certainly contribute to overcoming the obstacles, mentioned by teachers, concerning the lack of knowledge and the insufficiency of in-service trainings.

Hacettepe University, Faculty of Education Department of Computer Education and Instructional Technology Turkiye QUESTIONS?????