ICT integration processes in Turkish schools: Using activity theory to study issues and contradictions

Demiraslan, Yasemin; Usluel, Yasemin Koçak

doi:10.14742/ajet.1204

Cited by 48 publications

(43 citation statements)

References 16 publications

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“…These findings are consistent with those of Demiraslan and Usluel (2008) who found limited collaboration between teachers, students, teachers in the field, and the school administration.…”

Section: Research Question 4 Is There a Relationship Between Collabosupporting

confidence: 91%

“…Some of these obstacles may include limited knowledge in choosing worthwhile tasks, a lack of time to integrate ICT in their lessons due to strict curriculum requirements, a lack of confidence using ICT tools, unfamiliar ICT curriculum, a lack of support from school leadership, a lack of technical support, a lack of elaborate ICT infrastructure (e.g. (Demiraslan and Usluel, 2008;Divaharan and Ping, 2010)) and so on.…”

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confidence: 99%

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2016

International Journal of Education and Practice

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This study investigated the factors that influence mathematics teachers' perceptions of ICT in mathematics teaching Contribution/ OriginalityThis study is one of very few studies which have investigated teachers' perceptions of Information Communication and Technology (ICT) in mathematics education. Limited studies have investigated this research problem in the African context. The study used the Chi-square statistics as a lens of identifying the variables in the study.

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“…These findings are consistent with those of Demiraslan and Usluel (2008) who found limited collaboration between teachers, students, teachers in the field, and the school administration.…”

Section: Research Question 4 Is There a Relationship Between Collabosupporting

confidence: 91%

mentioning

confidence: 99%

Untitled

2016

International Journal of Education and Practice

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“…The education sector has been an important area of inquiry for many digital divide researchers, as they strive to inform government initiatives on strategies to address issues prevalent here. When information and communication technologies (ICTs) are introduced into learning environments, they can give rise to innovative curricula changes, inform on novel learning activities and assessment methods, and provide valuable knowledge resources to enhance learners' academic and social development (Demiraslan & Usluel, 2008). Consequently, a number of research studies have emphasised the integration of digital technologies into existing pedagogies to transform (Anderson, 2009;Prestridge, 2007).…”

Section: Digital Divides In the Learningmentioning

confidence: 99%

“…This is an indication that individuals and societies with Recent trends in formal education emphasise the integration of digital learning media into existing pedagogies to transform teaching and learning (Anderson, 2009;Prestridge, 2007). Introducing ICT provides potentially valuable resources for learners' academic and social development, and introduces more visual stimulants in the learning environment (Demiraslan & Usluel, 2008;Mardis & Everhart, 2013). However, to realise that outcome, it is essential that every learner in the class or school be equipped with personal digital learning devices as a starting point, to enable learners to participate in technology enabled teaching and learning activities.…”

Section: Access To Digital Technologiesmentioning

confidence: 99%

A Longitudinal Journey with BYOD Classrooms: Issues of Access, Capability and Outcome Divides

Adhikari

Mathrani

Scogings

2017

AJIS

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Bring Your Own Devices (BYOD) classrooms is the latest addition to the ongoing quest for transforming pedagogical practices and driving educational development outcomes. Governments and policymakers around the world are embracing the idea of integrating digital learning technologies into educational settings backed by research on the benefits offered like the lifelong development of individual learners. While technological interventions open up unlimited possibilities for accessing information and improving collaboration, thereby engaging learners with more interactive learning activities, a new type of gap between individuals could also take shape as the penetration of technologies and adoption stages advance. Results from past projects of similar nature within educational settings have indicated the possible rise in the gap among individuals based on digital access (i.e., equity in access/ownership of digital learning technologies), digital capability (i.e., equity in digital/information literacy skills and usage) and digital outcome (i.e., equity in knowledge acquisition and progression).Therefore, we have conducted a longitudinal study to investigate a BYOD initiative by a New Zealand School. This study shares rich insights in the context of technology-mediated pedagogies and specifically BYOD classroom, as to how digital divides moved beyond access and skills to ensure inclusive learning outcomes. As a part of the five-year study of the technology-mediated teaching and learning initiative, we have been able to explain some of the unanswered questions around the issue of digital divides in the learning process. We investigated issues pertaining to digital divide in the context of BYOD classrooms to make the following revelations. First, the BYOD classroom initiative did not end up accentuating existing gaps in access to digital tools and technologies, despite earlier studies indicating towards increase in gaps. Second, our analysis strongly indicated the changing nature of digital divides with the presence of gaps in terms of information literacy and critical thinking ability, as the BYOD classroom progressed to mature stage. This was eventually bridged in the later stage, as students slowly adjusted to the classroom curricular structures in the BYOD classroom. Third, learner self-efficacy has been identified as a determinant of learning outcomes. In the earlier phase of ICT adoption, learner self-efficacy is influenced by a combination of information literacy, critical thinking ability, and positive motivation; however subsequently, self-efficacy influences affordances in various aspects of social cognitive abilities related to individual's learning activities affecting how learners engage and apply technology to achieve learning outcomes.

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“…The attempts have been made include in teacher training, courseware and educational material development and training of computer coordinators (Demiraslan& Usluel, 2008). Especially after 2000, in order to effectively integration of instructional technology in education, MONE has started vocational programs to train ICT coordinator for schools.…”

Section: Introductionmentioning

confidence: 99%

Development and Validation of Information Technology Mentor Teacher Attitude Scale: A Pilot Study

Saltan¹

2015

PER

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The aim of this study development and validation of a teacher attitude scale toward Information Technology Mentor Teachers (ITMT). ITMTs give technological support to other teachers for integration of technology in their lessons. In the literature, many instruments have been developed to measure teachers' attitudes towards the technological tools and instructional technology but almost none proposed to collect information about their attitudes towards ICT coordinators. Perception of teachers is very important because ICT support can play a crucial role in developing positive teacher attitudes toward technology and also successful implementation of technology in curricula. Most of the schools have expensive technological equipment but many teachers have been frustrated by lack of support in integrating these technologies into their classroom. In this regard, in order to evaluate teachers' attitudes toward information technology mentor teachers, an attitude scale with 21 items was prepared by considering related literature, expert opinions and interview results. The scale was administered to 40 teachers form a public elementary school. Based upon the factor and reliability analysis, teacher attitude scale toward ITMT has been developed with 17 items and three factors. Coefficient alpha values belong to each subscales, confidence, willingness and efficacy were .88, .80 and .87 respectively.

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ICT integration processes in Turkish schools: Using activity theory to study issues and contradictions

Cited by 48 publications

References 16 publications

Untitled

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A Longitudinal Journey with BYOD Classrooms: Issues of Access, Capability and Outcome Divides

Development and Validation of Information Technology Mentor Teacher Attitude Scale: A Pilot Study

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