Elementary school teachers' ICT use in the classroom and their motivators for using ICT

Abstract

Teachers play a significant role in integrating information and communication technology (ICT) in schools, and motivated teachers reflect higher levels of ICT use in their classroom. In this study, we used semistructured interviews to investigate elementary school teachers' ICT use and their motivators for doing so. The participants consisted of 101 elementary school teachers from 24 elementary schools located in the Turkish capital. We discuss and analyze our findings in order to understand the current state of teachers' ICT use and their motivations for using ICT. An overall conclusion from the results is that more concrete encouragement, support and opportunities must be developed to increase teachers' motivation to improve the level and quality of ICT use in classrooms.

The relationship among pre-service teachers' computer competence, attitude towards computer-assisted education, and intention of technology acceptance

“…As the theory indicates, four main elements might influence the spread of these technological innovations in educational settings: the innovation, communication channels, time, and the social system. As aforementioned encouragement, support and opportunities are significant factors to increase teachers' motivation for improving the level and quality of ICT use in classrooms (Uluyol and Şahin, 2014), whereas, techno-phobia is another intrinsic barrier hindering technology adoption (Cuban, 2009). …”

The effect of locus of control on learners' sense of community and academic success in the context of online learning communities

“…The rapid developments in technology and especially in computer science have provided an opportunity for the design of an efficient individualand student-centered teaching. It is important that such learning environments directly target the individual and present rich activities and multimedia tools (Uluyol & Şahin, 2014), and that the quality of the teaching and the form of implementing it can be easily changed (Uysal & Yalın, 2012;Ke, 2014). A review of studies about adaptable learning environments shows that the individual characteristics of the students are taken into consideration in a limited number of studies, and that most such studies focus on learning styles (Çakır, 2006;Liegle, 1999;Kılıç, 2002).…”

Incremental impact of time on students' use of E‐learning via Facebook

“…Many information systems (IS) researchers have investigated technology adoption and usage in different contexts (Safford & Stinton, ; Uluyol & Sahin, ). The extant theories and models include the technology acceptance model, unified theory of acceptance and use of technology (UTAUT), and UTAUT2.…”