Factors influencing teachers' change in classroom practice due to introduction of information and communications technology (ICT) in Turkey
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- Tez No: 400079
- Danışmanlar: DR. GORDON JOYES
- Tez Türü: Doktora
- Konular: Eğitim ve Öğretim, Education and Training
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 2002
- Dil: İngilizce
- Üniversite: The University of Nottingham
- Enstitü: Yurtdışı Enstitü
- Ana Bilim Dalı: Eğitim Ana Bilim Dalı
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 298
Özet
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Özet (Çeviri)
Due to tremendous developments in Information and Communications Technology (ICT), like many other countries, The Turkish government has launched various initiatives in order to keep the educational system up to date. The National Education Development Project (NEDP) is one of the largest initiatives that has been put in to effect by the Turkish government. Educating today?s citizens for tomorrows? technology-oriented living and working environments is one of the aims of the NEDP. In order to achieve this goal and to explore the possibilities of integrating ICT into current educational system, a Curriculum Laboratory Schools (CLS) model was adopted as an experimental platform. Selected 208 primary and secondary schools throughout the country were provided with funding and standard technological equipment. In order to train teachers in technology skills (operational and educational), around 70 teachers called City Formator Teachers (CFTs) were trained and sent to schools to promote change, provide training and assistance to teachers in their efforts to integrate ICT into daily educational activities.This study focuses on the CLS teachers? strategies of adoption of technology and attempts to reveal practitioners? perceptions about challenges and influential factors in the process of implementation.In this study qualitative research methodology was adopted and the principal means of data collection was interviews with teachers, head-teachers and CFTs in selected CLS schools. A preliminary questionnaire for CFTs was used as one of the sources of data collection and to identify the research sample. The analysis of data revealed that although the CLS model was developed for all schools, in terms of CFTs?1 working styles there were two different implementation strategies in practice termed as centralised and distributed. The findings suggest that although there is an indication of increasing use of technology, the majority of teachers are at the early stages of technology adoption and pedagogical integration of ICT in classrooms is yet to be achieved. Despite the fact that practitioners identified various factors, the most influential one amongst them was 3`overlooked roles of CFTs? by teachers. It was evident that CFTs? roles were perceived as `technical assistants? by most of teachers, which raises the issue of pedagogical training of these teacher trainers. Based on findings of this study some recommendations are made that technology experts (e.g. ICT co-ordinators) should provide assistance to teachers in not only improving technical skills but also pedagogical skills in use of technology. It was clear from the study that teachers needed pedagogical advisers as well as technical assistants in technology integration.
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