Turkish primary school teachers’ perceptions of school culture regarding ICT integration

Tezci, Erdoğan

doi:10.1007/s11423-011-9205-6

Cited by 66 publications

(45 citation statements)

References 71 publications

(71 reference statements)

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“…Well-designed programs build bridges among home, school, and the community and create a sustained school culture and positive school climate to increase students' achievement (Epstein, 2001;Tezci, 2011). Also important are home, school, and community advocacy efforts that encourage school health programs in states, districts, schools, and classrooms nationwide (Michael et al, 2007).…”

Section: Int J Res Educ Scimentioning

confidence: 99%

Parents’ Perceptions of Their Involvement in Schooling

Erdener

Knoeppel²

2018

International Journal of Research in Education and Science

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Section: Int J Res Educ Scimentioning

confidence: 99%

Parents’ Perceptions of Their Involvement in Schooling

Erdener

Knoeppel²

2018

International Journal of Research in Education and Science

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“…Kara (2011) da kendisine ait bilgisayarı olan öğretmenlerin bilgi ve iletişim teknolojilerini kullanma yeterliliklerinin bilgisayarı olmayan öğretmenlere göre daha yüksek olduğunu saptanmıştır. Tezci (2011) de bilgisayar sahibi olmayan sınıf öğretmenlerinin teknoloji entegrasyonuna ilişkin okul kültürü algılarının daha olumsuz olduğunu bulmuştur. Diğer taraftan Baki ve arkadaşları (2008) ise bilgisayara sahip olup olmama durumu açısından matematik öğretmen adaylarının bilgisayar destekli eğitim özyeterlilik algıları arasında anlamlı bir farka rastlanmamışlardır.…”

Section: Sonuç Ve Tartışmaunclassified

Senior Preservice Teachers’ Senses of Efficacy on their Technological Pedagogical Content Knowledge (TPACK)

Şad¹,

Açıkgül²,

Delican³

2015

Journal of Theoretical Educational Science

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This research investigates the preservice teachers' senses of efficacy about their technological pedagogical content knowledge (TPACK) in terms of some variables, and the association between their perceived efficacy and frequency of computer use. It was designed based on a baseline descriptive survey method, followed by associational models of casual-comparison and correlation. The research group comprised 365 senior preservice teachers. The data were collected using TPACK survey developed by Şahin (2011). Results suggested that participants had favorable perceptions of efficacy in terms of TPACK and its domains. While no statistical differences were observed for gender, significant differences were established with regard to department and computer possession variables. Low-to-medium level of positive significant correlations were found between preservice teachers' frequency of computer use and perceived efficacy of TPACK. Finally, Pedagogical Content Knowledge, Technological Pedagogical Knowledge, Technological Content Knowledge, and Pedagogical knowledge were found to be the significant predictors of TPACK.

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“…In spite of these progressive shifts in education, some scholars and educational theorists have raised concerns about maximization, efficiency and effectiveness of ICT resources in the context of teachers' beliefs, their proficiency levels and how prepared they are for the use of ICT-based instructional technologies in their classroom instruction (Tezci, 2011;Otten-Leftwich, Glazewski, Newby & Ertmer, 2010). They argue that not enough is known about the extent to which teachers are using ICTs in their classrooms, and if they are in fact using it, what are the specific ways in which teachers are using the technology to enhance teaching.…”

Section: Introductionmentioning

confidence: 99%