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Received: December 25, 2015Accepted: January10, 2018Online First: February 27, 2018
Copyright © 2018 EDAMwww.estp.com.tr
DOI 10.12738/estp.2018.1.0431 February 2018 18(1) 23–45
Research Article
KURAM VE UYGULAMADA EĞİTİM BİLİMLERİ EDUCATIONAL SCIENCES: THEORY & PRACTICE
Citation: Aslan, A., & Zhu, C. (2018). Starting teachers’ integration of ICT into their teaching practices in the lower secondary schools in Turkey. Educational Sciences: Theory & Practice, 18, 23–45. http://dx.doi.org/10.12738/estp.2018.1.0431
* Thisstudywaspreparedusingtheauthor’sdoctoraldissertationtitled“Variablesinfluencingpre-serviceandstartingteachers’integrationofICTintoteachingpracticesintheTurkishcontext”whichwasacceptedbyVrijeUniversiteitBrussel,Facultyof Psychology and Educational Sciences, 2016.
1 Correspondence to: AydınAslan (PhD),Yahyalar Durali Bezci Lower Secondary School,Yenimahalle,Ankara 06210Turkey.Email:[email protected]
2DepartmentofEducationalSciences,Pleinlaan2,1050Brussels,Belgium.Email:[email protected]
AbstractThe objective of this study is to investigate the factors influencing the integration of ICT of starting teachers in lower secondary schools in the Turkish context. Both quantitative and qualitative research was implemented for this objective. The participants were selected according to a stratified two-stage sampling design. That is, they were supposed to have graduated from one of the six state universities which were determined according to the population size of the universities in relation to three highest and lowest numbers of studying pre-service teachers. They were teachers who teach Turkish, social sciences, elementary mathematics and science in the lower secondary schools to represent teachers teaching in both social sciences and science teaching branches. The study showed that perceived competence in ICT integration and pedagogical knowledge are significant predictors for starting teachers’ integration of ICT into their teaching practices. Teachers should have opportunities to access to ICT resources to integrate ICT into their teachings effectively. Besides, changes are necessary in curriculum and assessment systems to enable teachers to facilitate teaching with ICT.
Keywords
Starting teachers • ICT integration • ICT competency • Lower secondary schools • Mixed research method
AydınAslan1
Ministry of National Education of Republic of Turkey
Chang Zhu2
Vrije Universiteit Brussel
Starting Teachers’ Integration of ICT into Their Teaching Practices in the Lower Secondary Schools in Turkey*
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EDUCATIONAL SCIENCES: THEORY & PRACTICE
Theworldischangingrapidly.Modernizationandglobalizationaremostlyacceptedto imposechallenges to individualsandsocieties (Schleicher, 2012).Furthermore,Voogt and Roblin (2012)asserthowwe live,workand learnareconstantlybeingtransformedbytheglobalizationandinternalizationofeconomyaccompanyingwiththe rapid development of ICT.To illustrate, individuals have tomaster changingtechnologiestointerpretalargequantityofavailableinformationinordertomakesenseofandfunctionwellinthisdiverseandinterconnectedworld(OrganizationforEconomicCo-operationDevelopment[OECD],2005).
In the 21st century, effective citizens andworkers are required to have functionalandcriticalthinkingskillssuchasinformationliteracy,medialiteracyandICTliteracy(Partnershipfor 21st century learning, 2015). In this regard, teachers are expected to enable citizens,workers to acquire those functional and critical thinking skills.Thisindicatesthatteachershavetobecompetentintheuseofinformationandcommunicationstechnology(ICT).Theyneedtobepreparedtoprovidetheirstudentswithtechnology-supported learning opportunities to support student learning (UNESCO, 2008). Furthermore,Zhu, Wang, Cai, and Engels (2013)havestatedthatinnovativeteachingisnecessaryforallteacherstomeettheeducationalneedsofthenewgenerations.Theyhavealsofoundoutthatteachers’technologicalcompetencyispositivelyrelatedtotheirinnovativeteachingperformance.Therefore,teachershavetobeproficientinusingICTintheirclassactivitiestoenhanceteachingandlearningprocess.
It is widely acknowledged that the use of technology will make a significantcontribution to enhancing teaching and learning process. Based on thisacknowledgement, it is seen that both developed and developing countries havemadehugeinvestmentsintheemploymentofICTineducation.WhenTurkeywithits limitedbudget in respect to thehuge investments in ICTpolicy including ICTinfrastructure,humanresources,particularly teachers, in theeducationalsystemistakenintoaccount,theemploymentofICTinthetransformationofeducationneedstobeimplementedeffectivelyandrationally.Inthistransformation,teachersundertakeimportantresponsibilities.Inthisrespect,itisimportantforteacherstobecompetentin ICT to facilitate the teaching and learning process. Therefore, teachers’ integration of ICT into teaching practices is a frequently studied topic in the literature.
ResearchresultsindicatethatteachersintegrateICTintoatalowlevelorabasiclevel(e.g.,Aslan&Zhu,2015;Somekh,2008;Tezci,2009). InanandLowther(2010) havestressedoutthatitisnotempiricallysufficienttoclaimthataccesstotechnologyhasimprovedthequalityofinstructiontosupportstudentlearning.Furthermore,mostteachersdonotusetechnologyfortheinstructionaldeliveryanddonotintegrateitintotheircurriculum,either(Afshari,AbuBakar,Luan,AbuSamah,&Fooi,2009).Therefore, the issue of teachers’, particularly starting teachers, integration of ICT
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into their teaching practices needs to be studied in amore inclusiveway to gainadeeperunderstandingthefactorsinfluencingteachers’integrationofICTintheircoursesandreveal theirperceptionsfor thestrengthsandweaknessof the teachertrainingprogramstopreparethemtouseICTforeducationalpurposes.Thisstudyaimstofocusonthefollowingresearchquestions:
- Whatare thestarting teachers’perceptionsof theICT-relatedvariables,namelyperceivedICTcompetence,perceivedcompetenceinICTintegrationineducation,attitudestowardsICT,computeranxietyandexternalbarrierstotheuseofICT,perceptions concerning ICT-related courses, pedagogical knowledge, and priorexperience concerning ICT training? (RQ1)
- To what degree do the starting teachers use ICT in their teaching practices? (RQ2)
- To what degree do the ICT-related variables predict the starting teachers’“integration of ICT into teaching practices”? (RQ3)
- WhatdothestartingteachersperceivetheinfrastructureforICTintegrationintoeducationandtheICT-relatedcoursesinteachertrainingprogram?(RQ4)
- WhatdothestartingteachersperceivetheintegrationofICTintoeducation?(RQ5)
- To what degree do the starting teachers’ perceptions of the use of ICT in education affect their teaching practices with ICT? (RQ6)
Theoretical BackgroundIntegrationofICTintoeducationplaysanimportantroleinfacilitatingandenhancing
student learning. As Aslan and Zhu (2015)havepointedoutthatteachers’integrationofICTintotheirteachingpracticesisacomplexandchallengingissue.So,itisnecessarytoinvestigatethevariableswhichenableordisableteacherstoutilizeICTforinstructionalpurposes.TheresearchmodelofICTintegration(Figure1)wasformedbasedonteachervariables, training related variables and institutional variables in relation to teachers’integration of ICT into education as a result of the extensive literature review. Thedescriptionsof thevariablesarepresented inTable1. In thecontextwith the teachervariables, teachers’ gender, perceived ICT competence, perceived competence inICT integration, attitudes towards technology, computer anxiety and prior experienceconcerningICTwereselected.UnifiedTheoryofAcceptanceandUseofTechnology(UTAUT),TheoryofPlannedBehavior(TPB),TechnologyAcceptanceModel(TAM)andSocialCognitiveTheory(SCT)weretakenintoaccounttoformthetheoreticalbasisof these variables. Direct determinant variables including performance expectancy,effort expectancy, social influenceand facilitatingconditionsandmoderatorvariablescontaininggender,age,experienceandvoluntarinessareregardedtohaveasignificant
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EDUCATIONAL SCIENCES: THEORY & PRACTICE
roleonuseracceptanceandusagebehavior inUTAUT(Venkatesh,Morris,Davis,&Davis,2003).Themoderatorvariableswereconsideredtoincludegenderandexperiencevariables in the teacher variables in the current study. On the other hand, attitudestowardbehavior, subjectivenormandperceivedbehavior are seen tobe independentdeterminants of intention for behavior (Ajzen, 1991).Besides, people are inclined toperformbehaviorstowardwhichtheyhavepositiveattitudesaccordingtoTAM(Davis,Bagozzi, &Warshaw, 1989).Attitudes toward behavior is seen to be an importantcomponentinTPB,TAMandSCT.Therefore,attitudestowardtechnologyvariablewasdecidedtobeaddedintheteachervariables.Besides,self-efficacy,affectandanxietyareconsideredascoreconstructsforcomputerutilizationinSCT(Venkatesh et al., 2003). WithregardtothesecoreconstructsinSCT,perceivedICTcompetence,andperceivedcompetenceinICTintegrationandcomputeranxietyvariableswereincludedintheteachervariables.Inthecontextwiththetrainingrelatedvariables,theteachers’subjectareas,theuniversitieswheretheystudyintheirteachertrainingprogramandgraduatefrom,ICT-related courses and pedagogical courses in relation to ICT integration in teacher training programwerestudied.ThetheoryofschoolimprovementandtheTPACKframeworkweretakenintoaccounttoconceptualizethetrainingrelatedvariables.Thecontemporaryschoolimprovementisseentodealwithcurriculumandinstructionissues.Curriculumisregardedasaprincipalagentofeducationalreform(Hopkins, 2005). Therefore, the universitieswithrespecttotheteachers’acquisitionofICTcompetenceswereinvestigatedatinstitutionallevel.Thedynamic,transactionalrelationshipamongcontent,pedagogyandtechnologycomponentsintheTPACKframework(Koehler&Mishra,2005) was considered to include ICT-related courses, pedagogical courses in teacher trainingprogramandsubjectdomainsinthetrainingrelatedvariables.Asfarastheinstitutionalvariables are concerned, the external barriers to ICTuse teachers confront in teachertrainingprogramandattheschoolsettingswerestudied.Thesevariablesareconstitutedbased on Ertmer’s(1999)classificationofthebarriersfortechnologyintegration.
Theconceptualmodelof thecurrentstudy isbasedon therelevantresearch in theTurkish context regarding teachers’ integration of ICT into teaching practices (Aslan & Zhu, 2017).To furthervalidate the researchfindings, thepresent study focuseson thestarting teacherswho have been teaching for notmore than three years.As they arenewgraduates,theycanevaluatetheeffectivenessoftheteachertrainingprogramstoacquire and apply ICTcompetence in their teachingpractices.Besides, new teachersaremore inclined to integrate technologycompared tomoreexperiencedpeersgiventheir knowledge or training on technology integration (Inan&Lowther,2010). In this study,startingteachersarehypothesizedtobemorecompetenttointegrateICTintotheirclassroomuses incomparison to theirmoreexperiencedcounterparts.Therefore, it iscrucialtoinvestigatetowhatextenttheyareusingICTintheirinstructionstounderstandand identify the factors affecting teachers to use ICT in their teaching practices.
Aslan, Zhu/StartingTeachers’IntegrationofICTintoTheirTeachingPracticesintheLowerSecondarySchoolsinTurkey
27
Aslan and Zhu (2017) foundout that the subject teachingprograms (e.g.,Turkishlanguage, social sciences, elementarymathematicsand science teaching) significantlyaffect pre-service teachers’ use of ICT in their teaching practices. The current studyinvestigates whether this finding is valid for those graduates of the abovementionedprograms as well. That is, the teachers from the subject domains of Turkish, socialsciences,elementarymathematicsandsciencetorepresentbothsocialscienceandscienceteacherstoinvestigatewhetherthesubjectdomainshavesignificanteffectsonteachers’teaching practices. As those teachers can work in lower secondary schools which are the fouryear compulsoryeducation following the fouryear compulsoryeducation inprimaryeducation(MinistryofNationalEducationofTurkey[MONE],2015), teachers’ integrationofICTintolowersecondaryschoolwasinvestigatedinthepresentstudy.
Perceived ICT
Competence
Perceived Competence
in ICT Integration
Attitudes to Technology
External Barriers to ICT
Use
ICT-Related Courses
Pedagogical Knowledge
Prior Experience Concerning
ICT
Integration of ICT into Teaching
Practices
Gender
Subject
University
Computer Anxiety
Figure 1. Theresearchmodelofthecurrentstudy.
MethodInthisstudy,bothquantitativeandqualitativeresearchwasusedtoinvestigatethe
participants’ integration of ICT into their teaching practices as the research questions aimedatinvestigatingthedifferentdimensionsofICTintegrationintoeducation.Inthisrespect,thequantitativeandqualitativeresearchwereconductedrespectivelytocomprehensivelyunderstandtheissueinmultipledimensions.
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EDUCATIONAL SCIENCES: THEORY & PRACTICE
The Data Collection InstrumentsIn this study, the survey instruments developed and validated byAslan and
Zhu (2017)wereused.TheaimoftheseinstrumentsistoinvestigatethevariablespredictingTurkishpre-service teachers’ integrationof ICTinto teachingpractices.Theinstrumentsconsistoftwoparts,namely“teachers’ICTcompetence”(TIC)andthe“integrationsurvey”(IS).Attheendofthesurvey,openendedquestionsarealsoincludedtogetadeeperandfurtherunderstandingwhatpre-serviceteachersperceivethe use of ICT in their teaching practices.
Thefirstpart (TIC) consistsof49 itemsand four components: “perceived ICTcompetence”, “perceived competence in ICT integration in education”, “attitudestowards ICT” and “anxiety concerning ICT usage in teaching practices.” The second part (IS) involves 40 items andfive components: “barriers related to the teacher-training programs, human and physical conditions”, “perceptions concerningICT-related courses in the teacher-training programs”, “pedagogical knowledgein the teacher-training program, in terms of integration of ICT into education”,“prior experience concerning ICT training” and “integration of ICT into teaching practices.”Five-pointLikert-point scalinghasbeenused inbothTICand IS.ThefollowingLikertmeasurementshavebeenusedforthedifferentscales:forinstance,(1)None,(2)Low,(3)Confident,(4)Highand(5)VeryHighareusedinthescalesfor“perceivedICTcompetence”and“perceivedcompetenceinICTintegrationin
Table 1Description of the Variables in the Conceptual ModelVariables DescriptionGender Teachers’ gendersSubject Teachers’ subject areas (e.g., Turkish Teaching, Science Teaching etc.)University UniversitiesteachersgraduatedfromPerceivedICTcompetence
BasicICTskills(e.g.,usingsearchenginestolookforinformationontheInternet,using presentation programs, using the Internet to communicate, using a wordprocessingprograms,etc.)
Perceivedcompetencein ICT
Integrationof ICTskills (e.g.,usingsimulated tasks todiscover,experienceandexperiment, selecting and evaluating educational software, creating lesson plansthroughICT,havingtheknowledgeandskillsnecessaryforICTintegration,etc.)
Attitudes towards technology
Teachers’ attitude towards the general use of ICT
Computeranxiety Teachers’ perceived anxiety stemming from the specific use of ICT in teachingpractices
External barriers to ICT use
Barriersbeingextrinsictoteachers(e.g.,lackofaccesstocomputersandsoftware,insufficienttimetoplaninstructionsetc.)
ICT-relatedcourses ICT-relatedcoursesinteachereducationprograms.Pedagogical knowledge Pedagogicalcoursesinvolvedinpre-servicetraining,withregardtoICTintegrationPrior experience concerning ICT
ICTcoursesprovidedatsecondaryeducationlevel
Integration of ICT into teaching practices
Teachers’self-ratingoffrequencywithregardtotheir integrationofICTintheirteaching practices
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education”,inTIC.TheLikert-pointscalingusedintheotherscalesinTICandIS,except in the scale for “integration of ICT into teaching practices” as follows: (1) Stronglydisagree,(2)Disagree,(3)Neutral,(4)Agree,and(5)StronglyAgree.(1)TheLeast,to(5)TheMostLikertpointscalingisusedforthelastscaletodeterminehow often teachers use ICT in their teaching practices.
ThefitindexvaluesfortheTICcompetencescalewereasfollows:X2=425;AGFI=.90;NFI=.95;CFI=.96;RMSEA=.039;X2/sd = 1.71; and SRMR = .041. The internalconsistencyreliabilityforTICvariedfrom.85to.91,whileforISitrangedfrom.86to.97.
As opposed to the quantitative research, it was addressed in the open endedquestionsinthequalitativestudywhattheparticipantsperceivedtheinfrastructureof ICT integration into education, the ICT-related courses in the teacher trainingprogramsandtheuseofICTineducation.
UponreceivinginformedconsentfromtheMinistryofNationalEducation(MoNE)andtheparticipants,phoneinterviewswereimplementedwiththemindependently.Ittookabout15-20minutestoconducteachinterviewwiththemonphone.Sometimesadditional questions were posed to make clear what they experienced in theirteachingswithICT.Alltheinterviewswereaudiorecordedfollowingtheirconsent.
TheinterviewquestionswerebasedonthestudyofAslan and Zhu (2015). The questions tried to elicit the participants’ perceptions how the integration of ICT into theteachertrainingprogramsandlowersecondaryschoolscouldbeimprovedandhowICTtransformedtheirteachingsintheschoolsetting.
ParticipantsThe participants were chosen based on a stratified two-stage sampling design.
Atthefirststage,theyshouldgraduatefromoneofthesixstateuniversitieswhichwere determined according to the population size of the universities in relationto three highest and lowest numbers of studying pre-service teachers to identifywhether thepopulationsizeshaveconsiderableeffectson teachers’practices.TheStudent Selection and Placement Centre’s 2012 quotawas used to determine thesamplinguniversitiesinthisstudy(ÖSYM,2012). At the second stage, the teachers fromthesubjectdomainsofTurkish,socialsciences,elementarymathematicsandscience were chosen.TIC and IS were applied to 105 starting teachers who were atmost three year experienced in teachingTurkish, Social Sciences, Science andElementaryMathematicsduringthe2014SpringandAutumnSemestersinTurkey.ThedemographicinformationoftheparticipantsisdisplayedinTable2.
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EDUCATIONAL SCIENCES: THEORY & PRACTICE
Table 2Demographic Characteristics of the Participants (n=105)
N %
Age18–2324–3031–40
216816
2064.815.2
Gender FemaleMale
4362
4159
University
UniversityAUniversityBUniversityCUniversityDUniversityEUniversityF
21142291110
1.910.5409.510.513
Subject Area
ElementaryMathematicsTeachingScience TeachingSocial Sciences TeachingTurkish Teaching
113214121151
18.935.720.225.2
Working Period1 year2 year3 year
312747
29.525.744.8
Inthequalitativestudy,62startingteachersansweredtheopenendedquestionsinthequantitativeresearchofthisstudy.AstheseteachershaveworkedingeographicallydifferentpartsofTurkey,phoneinterviewswereimplementedtoreachthem.Fourteenstarting teachers (eight female and sixmale teachers) participated into the phoneinterviewsinthe2015SpringSemester.Thetotalnumberoftheparticipantsinvolvedinthequalitativepartofthestudywas76.Thenamesoftheuniversitiesfromwhichtheparticipantsgraduated,wereanonymizedbyassigningA,B,C,D,EandFletterstotheuniversities.
Coding and Data AnalysisThemeanscoresofthescalesweretestedagainstthebaselinevalue3.Multiple
regressionanalysisratherthanstructuralequationmodeling(SEM)dataanalysiswasconducted to test the relationshipbetween thepredictingvariablesand integrationof ICT into teaching practices on account of the relatively limited number of thesampling(N=105).Inotherwords,thefitindexvaluesforSEMwereseennottobeatthedesirablelevel.So,multipleregressionanalysiswasdecidedtobeusedinthecurrentstudy.Beforeconductingmultipleregressionanalysis,thevarianceinflationfactor (VIF) and tolerance values were calculated to determine whether there ismulticollinearityamongpredictingvariables.AccordingtoCohen, Cohen, West, and Alken (2003, pp. 423–424),anyVIFof10ormoreandtolerancevaluesof.10orless(equivalenttoaVIFof10)showevidenceofseriousproblemsofmulticollinearityconcerningindependentvariables.WhiletheVIFvalueswereseentovaryfrom1.00to2.18, the tolerancevalues ranged from0.45 to0.99.There results indicate thatmultipleregressionanalysiscanbeconducted.
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Theparticipants’responsestotheopenendedquestionsinthesurveyandinterviewdatawereanalyzedwithqualitativedataanalysis.Theresponsesandall interviewdataweretranscribedandanumberwasassignedtoeachcasefortheopenendedquestionsinthesurvey(S)andinterview(I)inthequalitativedata.Thematiccodingwas implementedfor theanalysisof thedata involving theunitofanalysiswhichtookintoaccountunitsofmeaning.Thethemeswereformedthroughopencodingandthesub-themeswereconnectedtotherelatedthemesthroughaxialcoding.Asaresultofopencoding,threemainthemeswereformulated.Theyare“conditionsforICT integration in education”, “starting teachers’ perceptions of ICT integration”, and“theperceivedimpactofICTonstartingteachers’teachingpractices”.
Thecodingofthedataandtheconstructionofthethemesandsub-themeswereconductedbythefirstauthorandtwootherindependentresearchers.Theirresultswerecomparedafterwards.Cohen’sKappacoefficientshadbeencalculatedtodeterminewhetherthecodingprocedurewasreliable.Thecoefficientsforthethemesandsub-themeswereseentovaryfrom0.62to1.00.Basedontheseresults,itwasdecidedthatthecodingprocedurewasreliable.Furthermore,theresearchersdiscussedthosesub-themesthathadalowerreliabilitytoreachaconsensus.
Results
Descriptive Results of Key Variables on ICT Integration of Starting Teachers (RQ1)ThemeanscoresandstandarddeviationforTICaresummarizedinTable3.Based
onthedatainTable3,itappearsthatthestartingteachers’perceivedICTcompetencelevelisrelativelyhigh(M=3.82;SD=.74,p <.001).Theyarealmostallconfident,butnotnecessarilycompetent,about integratingICTintotheir lessons(M=2.85;SD=.74,p <.001).TheirattitudestowardsICTarepositive(M=3.82;SD=.64, p < .001). It can be inferred that they are anxious for ICT usages in their teaching practicestosomeextent(M=2.54;SD=.89,p < .001).
ThemeanscoresandstandarddeviationforISaresummarizedinTable3.Thestarting teachers reported that they encountered external barriers to ICT integration (M =3.59;SD=.67,p <.001),andthattheirperceptionswithregardtotheeffectivenessof the ICT-related courses were moderately effective (M = 3.53; SD = .90, p < .001). In this regard, theyalsoperceived theeffectivenessofpedagogical courses(M= 3.33; SD= .98,p < .001) and prior experience concerning ICT training at secondaryeducationleveltobemoderately(M=3.37;SD=1.44,p <.001)effectiveatdevelopingtheirICTcompetence.
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Table 3Descriptive Statistics and Reliability Coefficient for Tic and is for Starting Teachers (n=105)Subscale Numberofitems Mean SD αPerceivedICTcompetences 8 3.82 .74 .88PerceivedcompetenceinintegratingICTintolessons 13 2.85 .74 .89Attitudes towards ICT 21 3.82 .64 .94Anxiety concerning ICT usages in teaching practices 7 2.54 .89 .81Barriersrelatedtotheteacher-trainingprograms,humanandphysicalconditions
10 3.59 .67 .85
Prior experience concerning ICT training 3 3.37 1.44 .97PerceptionsconcerningICT-relatedcourses 3 3.53 .90 .87Pedagogical knowledge 12 3.33 .98 .94Integration of ICT into teaching practice 12 3.10 .72 .87
Integration of ICT into the Teaching Practices of Starting Teachers (RQ2)The results show that the starting teachers use ICT in their teaching practices to a
moderateextent(M=3.10;SD=.72,p < .001). The results indicate that the starting teachersheavilyusesearchenginestolookforinformationontheInternet(M=4.26;SD=1.02,p <.001),creatinginstructionalmaterials(M=3.72;SD=.94,p < .001), evaluatinginformationontheInternetintermsofsocial,legalandethicalissues(M=3.67;SD=.97,p <.001),andcreatinglessonplansusingICT(M=3.27;SD=.96,p < .001), respectively.Theydonotfrequentlyuseanoverheadprojector(OHP)topresentsubjectmatter(M=2.20;SD=1.22, p <.001),simulatedtasksforexperiment(M=2.50;SD= 1.15, p <.001),simulatedtasksfordiscovery(M=2.53;SD=1.20,p < .001) and simulatedtasksforexperience(M=2.57;SD=1.14,p <.001),respectively.Itisseenthattheydonotusesimulationandanimationprogramsintheirteachingpracticesextensively.
Table 4Starting Teachers’ Use of ICT in Teaching Practices
Competences Least%
Less%
Moderate%
More %
Most % Mean SD
Usingsearchengines(e.g.,Google,Yahoo,etc.)tolookforinformationontheInternet
3.8 2.9 10.5 28.6 54.3 4.26 1.02
EvaluatinginformationontheInternetintermsofsocial, legal and ethical issues
3.8 5.7 28.6 42.9 19 3.67 .97
Creatinginstructionalmaterials(e.g.,handouts,tests,etc.) using ICT
1.9 6.7 30.5 39 21.9 3.72 .94
Creating lesson plans using ICT 1.9 19 40 27.6 11.4 3.27 .96UsinganOHPtopresentsubjectmatter 39 23.8 20 12.4 4.8 2.20 1.22Usingdata-showprojectorstopresentsubjectmatter 9.5 22.9 31.4 20 16.2 3.10 1.20Usingpresentationprograms(e.g.,PowerPoint,etc.)to present subjects
11.4 13.3 34.3 25.7 15.2 3.20 1.19
Preparingvisualeffectstoenhancelearningconceptsthrough ICT
7.6 14.3 36.2 29.5 12.4 3.24 1.09
Preparing sound effects to enhance learning concepts through ICT
15.2 17.1 37.1 23.8 6.7 2.89 1.13
Usingsimulatedtasksforexperiment 24.8 23.8 32.4 14.3 4.8 2.50 1.15Usingsimulatedtasksfordiscovery 25.7 22.9 29.5 16.2 5.7 2.53 1.20Usingsimulatedtasksforexperience 21.9 24.8 32.4 16.2 4.8 2.57 1.14
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The Relationship between the Predicting Variables and Integration of ICT into Teaching Practices (RQ3)HierarchicalmultipleregressionwasimplementedtotesttowhatdegreetheICT-
related variables predict the starting teachers’ integration of ICT into their classactivities.TheindependentvariableswereexaminedintermsofModelA,BandC.InModelA,thecategoricalvariablessuchasgender,subjectanduniversityvariableswere tested toexaminewhether thesevariableshavea significant impacton theirintegrationofICTintoeducation.InModelB,theteachervariables,trainingrelatedvariablesandinstitutionalvariableswereaddedtotesttowhatextenttheypredictthedependentvariable.ThevariablesinModelAandModelBwerecollectedinModelC to test to what extent they predict the integration of ICT into teaching practices. TheresultsaredisplayedinTable5.ThevariablesinModelAdonotsignificantlypredict thedependentvariable (R2 = .01)andgender isnegativelyassociatedwiththe integrationofICT(β=-.08, t =-.89; p =.37).UnlikeModelA, thevariablesinModel B appear to account for 51% of the integration of ICT into education.Besides,“perceivedcompetenceinICTintegration”(β=.42,t = 4.75, p < .001)and pedagogicalknowledge(β=.29,t = 3.10, p <.001)variablessignificantlypredicttheintegrationofICTintoteachingpractices.TheresultsindicatedthatthevariablesinModelCexplain52%ofthedependentvariable.Itwasalsoconfirmedthatgender,subjectanduniversityvariablesdonothaveamajorimpactonteachers’integrationofICTintegrationintotheirlessons.ItwasseenthatjustperceivedcompetenceinICTintegration(β=.43,t = 4.81, p <.001)andpedagogicalknowledge(β=.29,t = 3.06, p <.001)haveapredictivevalueforthedependentvariable.
Table 5The ANOVA Results and Standardized Regression Coefficients (Β) and Significances of the Independent Variables With Regard To “Integration of ICT into Teaching Practices”
Model A ModelB Model CFSig. F Sig. F Sig.
ANOVA results .46.70 12.66 .001* 9.34 .001*Β T P Β T P B T P
Gender -.08 -.89 .37 - - - -.58 -.77 .43Subject .06 .59 .55 - - - .033 .42 .67University .05 .51 .61 - - - .086 1.17 .24PerceivedICTcompetence - - - .16 1.56 .12 .16 1.58 .11PerceivedcompetenceinICTintegration - - - .42 4.75 .001* .436 4.81 .001*Attitudes towards technology - - - .10 1.03 .30 .08 .75 .45Computeranxiety - - - -.05 -.69 .48 -.06 -.76 .44External barriers to ICT use - - - .087 1.07 .28 .07 .93 .35ICT-relatedcourses - - - -.10 -1.09 .27 -.09 -.96 .33Pedagogical knowledge - - - .29 3.10 .001* .29 3.06 .001*Prior experience concerning ICT - - - .04 .61 .53 .04 .49 .62R2 “integration of ICT into teaching practices” .01 .51 .52*p < .05.
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EDUCATIONAL SCIENCES: THEORY & PRACTICE
Starting Teachers’ Perceived Conditions for ICT Integration in Education (RQ4)Infrastructure. According to the results of axial coding, “Infrastructure” was
constructedasamain themewith regard to the“conditions for ICT integration ineducation”.Thethemeconsistedofthefoursub-components“infrastructureforICTintegration”,“ICTresources”,“accesstoICT”and“investmentinICT”(Figure2).
Overcrowded ClassesInfrastructure for
ICT Integration
ICT Resources
Access To ICT
Investment In ICT
Physical Setting
Software
Hardware
ICT Labs
Computer At School
Means To Access To ICT Resources
Difficult To Access To ICT Resources
Not Difficult To Access To ICT Resources
Necessary
Not Necessary
Tablet
My Own Computer
Telephone
How It Is Conducted
Internet
Anxious For Being Misused
Figure 2. Thethemesandsub-themesforinfrastructurebasedonqualitativedataanalysis.
Thesub-components“overcrowdedclasses”and“physicalsettings”wereconnectedtothesub-theme“infrastructureforICTintegration”.About3%oftheteachersindicatedthattheirclasseswereovercrowded.Ontheotherhand,nearly20%oftheteachersinthesurveystressedoutthatthephysicalsettingoughttobereconstructedtomakeuseofICTeffectivelyintermsofaudiovisualaspects,lightingetc.Toillustrate,afemaleTurkishteacherfromUniversityF(S101)suggestedthat“Classrooms ought to be conveniently reorganized for ICT use. Classrooms ought to be spacious, lighting systems ought to be sufficient.”
The sub-theme “ICT resources” incorporates the sub-components “software”,“hardware” and “ICT labs”. While 5% of the teachers indicated that they need appropriatesoftwareprogramsintheircourses,50%ofthempointedoutthattheyneedmorehardwareresourcessuchascomputers,projectorsandsoforthtointegrateICTintotheirclassactivitiesmoreeffectively.
Thesub-theme“accesstoICTresources”dealswithwhethertheteachersconfrontanybarrierstoaccesstoICTresourcesattheirschools.Itwasunderstoodfromtheirresponsesthatahighnumberoftheparticipants(almost50%)encounteredbarriers
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to access to ICT resources at the schools as opposed to the other teachers (24%) who reached the sources without facing any barriers.
The sub-theme “investment in ICT” includes the sub-components “investmentnecessary”,“investmentnotnecessary”,“howitisconducted”and“anxiousfornotbeingused properly”.Majority of the interviewees stated that investments should bemadefortheintegrationofICTintoeducation.28%oftheintervieweesstressedoutthattheinvestmentsshouldbeconductedrationallynotjustforthesakeoftheinvestments.Toexemplify,afemalescienceteacherfromUniversityA(I4)pointedoutthat“Definitely, investment needs to be made in ICT. However, before initiating such ICT related projects, infrastructure for ICT should be set up well. For instance, there are teachers who lack of the competence to use smartboard. Although there are smartboards in the classrooms, they cannot be used effectively because of physical settings such as overcrowded classes etc.…”14%oftheintervieweesstatedthattheyareanxiousthatICTrelatedresourceswillnotbeusedproperly.Forinstance,afemalescienceteacherfromUniversityB(I2)claimedthat“The fact that tablets are distributed to students may not encourage them to lessons. Students will not use them for educational purposes…”
Integration of ICT-related Courses in Teacher Training ProgramAnother main theme titled “integration of ICT-related courses in teacher training
program”was constructed in the contextwith the “conditions for ICT integration ineducation”.Thethemeinvolvesthethreesub-components“ICTintegration”,“ComputerIandII”and“Instructionaltechnologiesandmaterialdevelopment”(seeFigure3).
Increasing ICT Course Hours
ICT Integration
Computer I & IICourses
Instructional Technologies
&Material
Development
Extending ICT Throughout The Program
More DetailedIntegration ICT Into Other
Courses
Develop ICT Plan
More Practice
Sufficient
More Emphasis On Instructional Technologies
Updating The Contents Of The Course
Updating The Contents Of The Course
More Practice
Learning How To Use Smartboards
More Practice
More Detailed
More emphasis For ICT In The Program
Training ICT For Subject Area
Insufficient
Somewhat Sufficient
Necessary
Suggestions For The Course
Sufficient
Insufficient
Somewhat Sufficient
Necessary
Suggestions For The Course
More Detailed
Figure 3. Thethemesandsub-themesforICT-relatedcoursesbasedonqualitativedataanalysis.
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Accordingtothe59teachers’validresponsesincludedintheopenendedquestionsandinterviewconcerningthesub-component“ICTintegration”,20%oftheteacherssuggestedthatthenumberofthehoursforICT-relatedcoursesbeincreased.Nearly15%oftheteachersreportedthatICT-relatedcoursesoughttobetaughtduringthewholeof the trainingprogramextensively. In this regard, a female social scienceteacher fromUniversityC(S11)demanded“ICT-related courses be taught in such a way that pre-service teachers can practice what they have learnt throughout the training program.”Almost24%oftheparticipantsemphasizedthatmoreimportanceshouldbegiven in teacher trainingprogram.To illustrate, amaleTurkish teacherfrom University B (S51) indicated “…the number of ICT-related courses or issues concerning ICT in the program should be increased…”Almost36%of theintervieweesmentionedthatICTtrainingshouldbegiventakingintoaccountpre-serviceteachers’subjectareas.Forinstance,afemalescienceteacherfromUniversityB(I2)emphasizedthat“…as my subject area is science education, more training on ICT should have been given…”Nearly 30% of the teachers stressed out that ICT shouldalsobeincorporatedintothecurriculumoftheothercoursesintheprogram.Toexemplify,amalemathematicsteacherfromUniversityD(S100)pointedoutthat“ICT-related courses should be embedded into other courses.” In this context, it is stated thatmorepracticeandmoredetailed informationshouldbeprovidedwhileembeddingICTintoothercourses.AfemalesocialscienceteacherfromUniversityC(I12) indicated that “Technology plan including long term technology visions should be developed in teacher training program.”
Thesub-themes“ComputerIandII”and“Instructionaltechnologiesandmaterialdevelopment”coursesmainlydealtwithexploringtheteachers’perceptionsforthecoursestoenablethemtoacquireICTcompetency.Dependingonthe44teachers’valid responses in the qualitative data, almost 16% of the teachers perceived the“ComputerIandII”sufficientwhereas77%oftheteachersfoundtheminsufficient.To illustrate, a female science teacher from University D (S73) indicated that““ComputerIandII”coursescould be satisfactory for basic computer knowledge. However, they did not have any contribution to integrating ICT into education.” Likewise, a female Turkish teacher from University D (S102) pointed out that“These courses did not sufficiently enable me to use ICT in my courses.” 59%oftheteachersputforwardsomesuggestionsinrelationto“ComputerIandII”tomakepre-service and in-service teachers more proficient in using ICT for educationalpurposes.Theysuggested: thecoursesshouldbegiven inmoredetail (7%); thesecoursesshouldbebasedonmorepractice(41%);thecontentsofthecoursesshouldbeupdated(11%).AfemalescienceteacherfromUniversityD(S55)saidthat“…In my opinion in these courses, we are trained with the outdated programs. The contents of the courses should be updated with the developing technologies.”In the contextwith“Instructionaltechnologiesandmaterialdevelopment”course,almost
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30%oftheteachersfoundthecoursesufficient,while59%oftheteachersperceiveditinsufficient.Forinstance,afemalesocialscienceteacherfromUniversityF(S70)emphasizedthat“This was the first course which taught me how to use a projector, power point and overhead projector while teaching…” Ontheotherhand,afemalescienceteacherfromUniversityE(S39)suggestedthat“The content of the course should have been more intensive.”About 80% of the teachers suggested a few solutionstomakethecoursemoreeffective.Thesuggestionsasfollows:thecourseshould bemore detailed (7%);more practice should put into effect in the course(41%);moreinstructionaltechnologiesshouldbeusedtodevelopmaterials(23%);usingsmartboardineducationshouldbetaught(23%).
Starting Teachers’ Perceived Factors Influencing ICT Integration (RQ5)Thetheme“startingteachers’perceivedfactorsinfluencingICTintegration”explored
thefactorsinfluencingtheintegrationofICTintoeducationwithregardtostaffissueandteacherrelatedvariables.Thethemeincludesseveralsub-themes(seeFigure4).
Thequalitativedataconfirmthestudy’sresearchmodelofICTintegrationindicatingthat starting teachers’ attitude towards ICT is high; their anxiety for ICT is low; their prior experience concerning ICT use is positive; they perceive that pedagogicalknowledgeiscrucialforteacherstouseICTintheirteachingpracticeseffectively;theysignificantlyencounterexternalbarriersforintegrationofICTintoeducation.
ThequalitativedatagivesadditionalinformationwithregardstoICTintegrationintoeducation.Outof27teachers’validresponsesinthequalitativedata,about26%oftheteacherspointedoutthatacademicmembershavetobecompetentusersoftechnologyintheircourses.56%oftheteachersemphasizedthatteachers,particularlymoreexperiencedones,needtoattendtoin-servicetrainingprogramstoincreaseandupdatetheirknowledgeconcerningtheirICTskills.Furthermore,11%oftheteachersstressedthatteachershavetobecompetent inusing ICT ineducation.On theotherhand, they facebarriers forintegrationofICTbecauseofexamsandintensiveteachingprogramsinadditiontolackofexperienceandskills in theusageof ICT, lackof ICTresourcesandovercrowdedclasses.Outof47teachers’validresponsestoopenendedquestionsandinterviewsdata,4%oftheteachersstressedoutthattheydonothavetimetoallocateusingtechnologyintheirclassesduetointensiveteachingprograms.Forinstance,afemaleTurkishteacherfromUniversityD(S102)saidthat“I cannot find time due to heavy curriculum.”28% oftheintervieweesemphasizedthattheentranceexamfortheuppersecondaryschoolpreventthemfromutilizingtechnologyintheirclasseseffectively.Toillustrate,afemalescienceteacherfromUniversityA(I4)citedthat“…there is an exam students need to prepare for. The exam could limit teachers’ use of ICT in their classes.”Anothermalescience teacher fromUniversityD(I3) indicated that“We focus on solving questions because of competitions among schools rather than teaching subjects in detail…”
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Available Personnel
Academic Members’ Being More Competent In ICT
Awareness Concernig The Importance of
ICT
ICT Competence For The ICT
Competence
ICT Competence & Pedagogical Knowledge
Barriers In Integration ICT
Attitude To ICT
Prior Experience Concerning ICT
Use
Role Of ICT In Teacing &
Learning Process
Interest To Develop ICT
Skils & Knowledge
Through ICT Teachrs’
Responsibilities
ICT Anxiety
Through ICTTeachers’
Role
Technical Support
Teachers’ Being More Competent In ICT
Administrators’ Attitude
Encouraging using ICT
Teachers’ Attendance To In-service Training Program
Increasing Motivation To Use ICT
Just ICT Competence
Pedagogical Knowledge Necessary As Well
Being Aware Of Using ICT
Overcoming The Prejudice Against ICT
Pedagogical Knowledge Absolutely Necessary
Pedagogical Knowledge Not Necessary
Pedagogical Knowledge Prerequisite
Lack Of Experience
Lack Of ICT Skills
Lack Of ICT Resources
Difficulty In Learning ICT
Intensive Teaching Program
Overcrowded Classes
Exams
Visually
Saving Time
Permanent Learning
Effective
Increase Motivation To Join Lesson
Multiple Intelligence
Easy Access To Information
Necessary
Useful
Using ICT In Every Area Of Life
Facilitate Teaching
Change To Some Extent
Change Definitely
Facilitate
Positive Effect
Not Actively Involvement In Lesson
Being Misused
Giving More Importance To ICT
Not Permanent Learning
No Need to Search
Work Oriented
Certainly
To Some Extent
Obligation
Increase
Decrease
Facilitate
Increase
Facilitate
Decrease
Figure 4.The themes and sub-themes for starting teachers’ factors influencing ICT integration based onqualitativedataanalysis.
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The Perceived Impact of ICT on Starting Teachers’ Teaching Practices (RQ6)Thetheme“theperceivedimpactofICTonstartingteachers’teachingpractices”
involvedthesub-components“presentation”,“basiclevel”and“facilitatingteaching”(See Figure 5). Out of the 14 interviewed teachers, seven teachers reported thattheyutilize technologyfordemonstrativepurposes in theirclasses.Besides,seventeachersindicatedthattheyintegratetechnologyintotheirclasseswithabasiclevel.Forinstance,afemaleTurkishteacherfromUniversityD(I8)statedthat“Prior to lesson, I search on the Internet, find lesson documents, print out, copy and bring them to my class.”4 teachers indicated that they facilitate their teaching practices throughICT.Toillustrate,amaleTurkishteacherfromUniversityB(I7)expressedthat “I created an account for my students on the Internet. There they ask questions with regard to lessons, share videos they like. Recently, my students have learnt to use camera during one of our experiments in the science laboratory. We watched together what we did in the experiment through the projector in our class.”
Impact Of ICT On Starting Teachers’ Teachnig
Practices
Presentation
Basic Level
Facilitate Teaching
Figure 5.Thethemesandsub-themesfortheperceivedimpactofICTonstartingteachers’teachingpracticesbasedonqualitativedataanalysis.
DiscussionBothquantitativeandqualitativeresearchwasusedinthisresearchtoaddresssix
researchquestions.Whilethequantitativepartfocusedoninvestigatingthevariablespredicting the integration of starting teachers in lower secondary schools in Turkey, thequalitativepartdwelledonidentifyingtheirperceptionsinrelationtotheuseofICTineducation.Thefindingsarediscussedinthefollowingsixaspects.
Key Variables of Starting Teachers for ICT IntegrationThestudyindicatedthatstartingteachersarecompetenttousebasicskills(e.g.,
presentationskills,wordprocessors,etc.).Yet, theyarenotnecessarilycompetenttouseintegratedICTskills(e.g.,usingsimulatedtaskstodiscover,experimentandexperience,etc.).ThesefindingsaresupportedbyAslan and Zhu (2017). The authors indicatedthatTurkishpre-serviceteachersarecompetenttousebasicICTskillsasopposedtointegratedICTskills.Thequalitativepartofthisstudyemphasizesthatteachersmostlydealtwith thebasicICTskills rather than integratedICTskills intheirteachertrainingprograms.ThisisalsosupportedbySchaffer and Richardson
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(2004) indicated that teaching about technology rather than teaching with technology isemphasizedinteacherpreparationinmostcolleges.
Thestudyshowedthatstartingteachers’attitudestowardstechnologyarepositive.Their anxiety level for ICTusage in their teachingpractices is low.These resultsdemonstratethatteachersare,ingeneralsense,infavorofintegratingICTintheirinstructions. However, both the quantitative and qualitative results of the studyindicate that they facesignificantexternalbarriers for ICT integration.This resultis confirmed byGoktas,Gedik, andBaydas (2013) indicating that the significantbarriersprimaryschoolteachersfaceintheirintegrationofICTasof2011arelackofhardware,lackofsoftwareandlimitationsofthehardware.Thefindingssuggestthatnecessaryfinancialresourcesshouldbeallocatedtocopewiththesebarriers.
Startingteachers’perceptionsforICT-relatedcoursesaremoderatelyeffective,whichissupportedthroughthequalitativeanalysisofthestudy.Likewise,theyperceivetheeffectivenessofpedagogicalcoursesandpriorexperienceconcerningICTtrainingatsecondaryeducationtobemoderatelyeffectiveatdevelopingtheirICTcompetence.
Starting Teachers’ Integration of ICT into EducationThis study explored starting teachers’ integration of ICT into their instructions. It
indicatedthattheyuseICTineducationtoamoderateextent.TheymostlyusebasicICTskills(e.g.,usingsearchenginestolookforinformationontheInternet,creatinginstructionalmaterials,evaluatinginformationontheInternetintermsofsocial,legalandethicalissuesetc.)ratherthanutilizingintegratedICTskills(e.g.,usingsimulatedtaskstoexperiment,discoverandexperienceetc.)Thefindingisalsoinparallelwiththe related literature (e.g., Aslan&Zhu,2015;Tezci,2009;Usluel&Aşkar,2015). UsluelandAşkar(2015,p.34)pointoutthatteachershavemadeuseofICTintheirlives,preparedandutilizeditmostlyforadministrativepurposes(e.g.,unitandlessonplans, studymaterials,officialwriting, students’notesand reportsetc.).However,theyhavenotusedICTforinstructionalpurposes.AccordingtoAlmerich,Orellana,Suárez-Rodríguez,andDíaz-García(2016)teachersmastertechnologicalresourcestoalimitedextentandnotthatcompetentwithadvancedoptions.TheycanusebasiccomputerapplicationsandICT.Theirknowledgeinthemultimediaapplicationsandpresentationsismoderatelybasic.Forinstance,teachers’useofinteractiveboardinclassroomsismostlylimitedwiththedemonstrativepurposes(Pamuk,Çakır,Ergun,Yılmaz,&Ayas,2013).Previousstudieshaveargued that theeffectivenessof theintegrationofICTininstructiondependsonitsfullandcomprehensiveuse(Baek,Jung,&Kim, 2008).Therefore, teachers shouldhave the integrated ICT skills tomakeuseofICTineducationfully.
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The Relationship between the Predicting Variables and Integration of ICT into Teaching PracticesHierarchicalmultiple regressionwas carried out to what extent the independent
variablespredictandaccountforteachers’integrationofICTintotheirinstruction.Theindependentvariablesaccountedfor52%ofthedependentvariable.Besides,“perceivedcompetenceinICTintegration”and“pedagogicalknowledge”weresignificantlyseentopredictthedependentvariable,respectively.Thefindingsshowthatteachersshouldbecompetent touse integratedICTskills toenhanceteachingandlearningprocess.Besides,theirpedagogicalknowledgeplaysanimportantroleinintegratingICTintoteaching practices, which is supported with the study by Aslan and Zhu (2017). As Limand Chai (2008)indicatedthataslongasteachersdonottransformtheirpedagogicalbeliefs,theymaynotchangethewaytheyteachwithcomputersinclassrooms.
Starting Teachers’ Perceived Conditions for ICT Integration in EducationICT infrastructure is one of the conditions for teachers to use technology in their classes
effectively.Thefinding isalsoconfirmedbyTondeur,Krug,Bill,Smulders, andZhu(2015).TheauthorsstressoutthatteachershavelittleopportunitytousethetechnologyintheirteachingpracticeswithoutadequateICTresources.Inthisregard,“MovementofEnhancingOpportunitiesandImprovingTechnology(knownasFATIH)”projectwhichaimsatprovidingtabletsandLCDInteractiveBoardinall42.000schooland570.000classes in the pre-school education, the primary education and secondary educationaround Turkey (http://fatihprojesi.meb.gov.tr/tr/index.php) is thought tomake it easierandmoreconvenientforteacherstoaccesstoICTresourcesatschools.
Another condition for ICT integration in education is concerned with the integration of ICT-relatedcoursesintheteachertrainingprograms.Thestudyindicatesthatimprovementsshould be conducted in ICT-related courses tomake teachersmore competent in ICTintegration.Thestudyshowssimilaritieswiththepreviousseveralstudiesaswell(Aslan & Zhu, 2015, 2017). According to Gülbahar (2008), teacher trainingprogramsarenoteffective toprovide instructional technologiesandcomputers facilities for instructionalpurposes.Theimprovements(e.g.,increasingICTcoursehours,extendingICTthroughoutthe program, more emphasis for ICT in the program, training ICT for subject area,integrating ICT into other courses, developing ICTplan, providingmore practice anddetailedinformationinICT-relatedcourses,updatingthecontentsofICT-relatedcourses,andlearninghowtousesmartboardsineducation)shouldbemadeinteachertrainingprogramforteacherstointegrateICTintotheirteachingpracticeseffectively.
Starting Teachers’ Perceived Factors Influencing ICT Integration ThequalitativedataprovidescomplementaryfindingswithregardtoICTintegrations
in addition to confirming the researchmodel of the study.The study indicated that
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academicmembershavetobecompetentusersoftechnologyineducation,whichissupported by Aslan and Zhu (2015).TheauthorsstressthattheircompetencyinICTinfluenceshowtheydesign,planandteachtheircourses.Inthisregard,theirmodelingplaysanimportantroleforteachershowtouseICTforinstructionalpurposes.Anotherfinding is that teachers should be involved in professional development programsto increase and update their ICT skills. In this regard, continuous professional developmentactivitiesinvolvinginstructionalICTusecanhelpteachersincreasetheirknowledge regarding teaching-learning methods, learning communities, e-learningand e-interaction (Akbulut, Odabaşı, & Kuzu, 2011). Önal (2014) indicates in his PhDdissertationthatteachersarereluctanttoattendthoseprofessionaldevelopmentprogramsduetothefactthattrainingsarenotprovidedbycompetenttrainersinICT.Asincaseforacademicmembers’beingcompetentinICT,trainershavetobecompetentinthisissuetoenableteacherstojointheprograms.
SometeachershavestressedoutthattheydonothaveICTskillsandexperience.Thisfindingalsosupportsthefactthatteachertrainingprogramsarenotsoeffectivetofacilitateteacherstointegratetechnologyintoeducation.Besides,itindicatedthatprofessional development courses are necessary to develop and integrate their ICTskillsintoeducation.ThestudyyieldedaninterestingpointshowingthatsometeacherscannotintegrateICTintotheircourseseffectivelybecauseoftheheavycurriculumtheyshouldcoverandtheexamstheyshouldpreparestudentsforuppersecondaryschools.This point is also supported by Kaleli-Yilmaz (2015, p. 145) revealing that “busycurriculum schedule, insufficient course time interval and examination system” areimportantfactorsforteachers’integrationofICT.Theauthorsuggestedthat“…itcanbeusefuleithertoreducethesubjectsinthecurriculumorbyhavingadditionalcoursesfor technologicassistedmathematicslessons.”Inthiscontext,LimandChai(2008) foundout that the curriculumbasedon stipulated schedules toprepare students forexaminationsisthemainbarrierforteacherstoengageinmoreconstructiveteaching.Theauthorssuggested thatchanges inassessmentsystemshave tobeaddressedforteacherstoshifttheirteachingpracticesfromtraditionalapproachtoconstructiveone.
The Perceived Impact of ICT on Starting Teachers’ Teaching PracticesThestudyindicatedthatteachersmostlyuseICTintheircoursesfordemonstrative
purposes rather than facilitating teaching and learning, which shows parallel with the literature (e.g., Aslan & Zhu, 2015, 2017). As Baeketal.(2008)suggested that teacher educationprogramsmustraiseteachers’awarenesstothefactthattechnologyisusedtoenhanceteachingandlearningnotonlyfordemonstrativepurposes.Forthatreason,itisnecessaryforthemtohaveintegratedskillstofacilitatetheirteachingpractices.
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Limitations and ImplicationsThisstudyislimitedto119startingteacherswhoareatmostthreeyearexperienced
in teachingTurkish, Social Sciences, Science and ElementaryMathematics in lowersecondaryschools.Togaindeeperunderstandingofthefactorsinfluencingteachers’useofICTforinstructionalpurposesinfuturestudies,populationsizescouldbeextendedto teachers, administrators and students in K-12,the variety of subject domains andthenumberof theuniversitiescouldbe increased. In this respect,hierarchical clustersampling method rather than a stratified two-stage probability sampling could beimplementedowingtotheheterogeneousnatureofthepopulationintheTurkishcontext.Infuturestudies,multi-levelanalysisinquantitativedatacouldbeconductedtoidentifywhetherthedataare“nested”inteachertrainingfacultiesattheinstitutionallevel(Aslan, 2016).Besides,startingteachers’perceptionsfortheuseofICTineducationshouldbetriangulatedwiththeacademicmembersineducationfacultiesaswell.
ConclusionThisstudymadeacontributionbyinvestigatingthefactorsinfluencingtheintegration
of ICT of starting teachers in lower secondary schools in the Turkish context. Of the variables,perceivedcompetenceinICTintegrationandpedagogicalknowledgewereidentifiedtobesignificantpredictorsforstartingteachers’integrationofICTintotheirteachingpractices.TeachersneedtobecompetentinintegratedICTskillstofacilitateteachingandlearning.Theresultsshowedthatitisimportantforstartingteacherstoacquireandapply integrated ICTskills in their subjectcoursesextensively togetherwith transforming their teaching beliefs regarding the use of ICT for instructionalpurposes inpedagogicalcoursesduring teacher trainingprograms.In thisway, theycouldbemoreefficientusersofICTatschools.PrecautionssuchasinvestmentinICTinfrastructureshouldbetakentomaketeachersaccesstoICTresourcesatschoolstouseICTintheirteachingseffectively.Besides,changesarenecessaryincurriculumandassessmentsystemtoenableteacherstofacilitateteachingwithICT.
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