1. 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
26-30 March, 2007

2. 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).

3. 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 ).

4. Basic Education Project in Turkiye
Introduction
Basic Education Project in Turkiye
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 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.

5. 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.

6. 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)
ICT profiles (technology access, duration of ICT use, and ICT training)
Teachers’ views on ICT integration and obstacles to this integration process.

7. Findings f %
Age
20-29 84
14,7
30-39
216
37,6
40-49
214
37,4
50-59 58
10,1
Gender
Female
391 68
Male
184 32
Educational level
2-year associate degrees
115
20,4
Bachelor’s degree after 2-year associate education 55
9,8
Bachelor’s degree
355
63,1
Graduate degree 38
6,7
Durations of service
1-5 60
10,5
6-10
154
26,9
11-15 92
16,1
16-20 76
13,3
more than 21
191
33,3
Subject field
Classroom teacher
277
48,3
Other fields
296
51,7
TOTAL
575
100

8. 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 use
143
24,4
265
45,7
Less than 1 year 51
8,7 68
11,7
1-3 years
162
27,7
140
24,1
4-6 years
128
21,9
7-9 years 61
10,4 26
4,5
10+ years 40
6,8 13
2,2
Table 2: Teachers’ Duration of Using ICT

9. Teachers and ICT Profiles
Findings
Teachers and ICT Profiles
ICT Training
Use of ICT
Use of ICT in Courses
User
Non-user f %
I have never taken any course or training 31
54,4 26
45,6 76
36,7
131
63,3
I participated in the training programs organized by the school
145
74,0 51
26,0 83
56,1 65
43,9
I participated in the training programs organized by the Ministry
107
72,3 41
27,7 72
66,7 36
33,3
I took private courses 18
85,7 3
14,3 8 4
I took courses about ICT during my educational life 23
95,8 1
4,2 21
70,0 9
30,0
Table 3: ICT Training

10. The Integration of ICT into Teaching-Learning
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
9.3 53
There is no need to make use of ICT in teaching-learning process because I believe that traditional methods of teaching are more useful
4.9 28
I use traditional methods in my courses; however, I believe that it will be more useful to use ICT in teaching
52.9
300
I believe that it is necessary to use ICT in teaching and exert efforts to use it in my courses
22.4
127
I believe that it is necessary and useful to use ICT in teaching and use it in my courses
10.4 59
Total
100
567
Table 4: Teachers’ Views on ICT Integration

11. The Integration of ICT into Teaching-Learning
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 curriculum
389
65,9
The lack of a clearly determined plan and policy of technology
302
51,2
Teachers’ lack of knowledge on how to use ICT in teaching
441
74,7
The insufficiency of in-service trainings offered to teachers
408
69,2
The lack of technical support when required by teachers
437
74,1
The lack of support from school administration
117
19,8
The lack of school budget required for the integration of ICT
347
58,8
The lack of time among teachers
147
24,9
The difficulty of class management in the courses where ICT is used
115
19,5
The lack of technologies such as computer, Internet, , etc. in the classroom
494
83,7
The inappropriateness of physical environment
269
45,6
Teachers’ fear of change
123
20,8

12. 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).

13. 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.

14. QUESTIONS?????