Anasayfa







Sempozyum: 6th Internatıonal Computer and Instructıonal Technologies Symposium
Identification of Enablers and Barriers to Ict Integration in Basic Education Schools
Polat ŞENDURUR
Ondokuz Mayıs Üniversitesi
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Sempozyum: 6th Internatıonal Computer and Instructıonal Technologies Symposium
Identification of Enablers and Barriers to Ict Integration in Basic Education Schools
Polat ŞENDURUR
Ondokuz Mayıs Üniversitesi
Abstract :

Twenty teachers were interviewed to understand their perception about current condition of the ICT integration in K-8 schools. Their thoughts were accumulated and analyzed under six diff erent categories. These categories are; place of computers in teachers’ life, source of ICT literacy, curricular activities, enables to ICT integration, barriers to ICT integration, and teachers’ suggestions for better ICT integration. For all these six categories, several variables were found as important factors aff ecting teachers’ answers to the questions. One and the most eff ective variable was age of the teachers. Since teaching experience is highly correlated with age, these two variables were observed with similar eff ects on teachers’ answers. Older teachers with higher teaching experience do not allocate space for computers as much as younger teachers. Computers do not mean much for them not only for daily purposes but also educational activities.

Therefore they mostly use computers for compulsory school works or very simple personal needs. On the contrary, younger teachers spent much more time with computers. Computers are parts of their life and inevitably they use them for educational activities whenever it is possible. Age or teaching experience also found significant on teachers’ definition of the barriers to ICT integration. While teachers’ age is increasing, the direction of the problems preventing technology integration is turning from teachers to outside sources.

For example, teachers who are under the average age mostly mentioned teachers’ negative attitudes and low literacy as the primary barriers to the integration. On the other hand, other teachers generally complained about students’ inappropriate computer use, unintended parent inclusion, or lack of technology access. Another significant point inferred from teacher interview is the amount of the interaction with the computers. In other words, teachers who spend more time with computers answered questions diff erently.

This difference caused by the amount of computer use actually parallel with the eff ect of age. The link between these two variables can be explained as lower age leads more use of computers, and more use of computers naturally increases ICT literacy and computer self-eff icacy. It also reduces the fear of ICT use for educational purposes. In such a situation, teachers tend to solve ICT related problems by themselves. If they cannot, they mostly blame themselves, not other stakeholders. A little or no eff ect of the teachers’ subject matter and the in-service training as the source of ICT literacy was observed on the results. No matter teachers attended much in-service training or not, it was expresses as a barrier to ICT integration instead an enabler. Teachers complained the amount, the quality, and the schedule of in-service trainings. Improvements in in-service trainings to solve mentioned problems were proposed as one of the important enabler to increase ICT integration. Necessity to build a definition for technology access was observed from teacher interviews.

For the same or similar opportunities for technology access was expressed diff erently by teachers. For example, computer laboratories or classrooms were used by some teachers for diff erent curricular activities. On the other hand, some other teachers found these computer classrooms completely useless because of the tight schedules. Of course, a single computer laboratory cannot be regarded as enough technology access, but it can still serve for some kind of ICT based curricular activities. As a result, an off icial definition is necessary to conduct more trustful inferences from teachers’ opinions to understand successfulness of ICT integration. For the further steps of this study, it is found that teachers’ age and experiences were found important variables. In addition, teachers’ interaction with computers also identified as important to understand diff erent aspects of ICT integration in K-8 schools. Being defined as barrier but not enabler makes in-service training histories of teachers another important variable for the research.

Keywords : ICT, integration, enablers, barriers
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