Yasemin KOCAK USLUEL, H.Tugba DOGAN, Ayse ATASAYAR, Ibrahim KASALAK, Ozkan MISIRLI

Usluel, Dogan,Atasayar, Kasalak & Misirli SITE Texas

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Yasemin KOCAK USLUEL, H.Tugba DOGAN, Ayse ATASAYAR, Ibrahim KASALAK, Ozkan MISIRLI

Faculty of EducationFaculty of EducationComputer Education & Instructional TechnologyComputer Education & Instructional Technology

Hacettepe University, Ankara, TurkeyHacettepe University, Ankara, Turkey

ICT AdoptionICT Adoption:: The Teachers’ The Teachers’

Stages at the Innovation Stages at the Innovation Decision ProcessDecision Process

Usluel, Dogan,Atasayar, Kasalak & Misirli SITE Texas 2

IntroductionIntroduction

Diffusion, is the process in which an innovation is communicated through certain channels over time among the members of social system.

( Rogers, 2003)

(….Use of information technology is a diffusion process….)

Innovation: “Any idea practice or object that is perceived as new by an individual or other unit of adoption”.


Therotical FrameworkTherotical Framework

Innovation Decision ProcessInnovation Decision Process IDP is the process through which an individual (or other decision-

making unit) passes from gaining initial knowledge of an innovation, to forming an attitude toward the innovation, to making a decision to adopt or reject, to implementation of the new idea, and to confirmation of this decision. (Rogers 2003)


ProblemProblem

In this study, the teachers’ stages in the IDP about ICT usage related to teaching tasks were investigated with their satisfaction and importance level about ICT facilities.


MethodMethod

The data were analyzed qualitatively and quantitatively.

Content analysis. , f, %


Study Group

3 Public Schools, 92 teachers20 teachers were interviewedA questioneer was conducted with 72

teachers


Study Group

Age 24.29 % are between 21 – 30

22.86 % are between 31 – 35

24, 29 % are between 36 – 40

28.57 % are between 41 – 55

Gender61.97 % are female

38.03 % are male

Class/subject 47.89 % class teachers

52.11% subject matter teachers


Study GroupStudy Group

Duration of ICT usage

Computer12.68 % teachers do not use computer, 36.62 % teachers have used computers for 1 – 3 years, 32.39 % for 4 – 6 years, 15.46 % for 7 – 10 years 2.82 % for more than 11 years

Internet22.54 % teachers have not used internet yet, 49.30 % teachers have used internet for 1 – 3 years, 23.94 % for 4 – 6 years and 4.23 % for more than 7 years.


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FINDINGSFINDINGS


The teachers’ stages about ICT usage The teachers’ stages about ICT usage in their course in the IDPin their course in the IDP

Knowledge Persuasion Decision Implementation

I know I do not use but it would be

better to use

I want to use and make

effort for it.

I use

F % F % F % F %

Using ICT in annual – daily lesson plans

12 16,90 11 15,49 8 11,27 40 56,34

Preparing work sheets9 13,04 14 20,29 12 17,39 34 49,28

Presentation during lectures7 10,14 31 44,93 17 24,64 13 18,84

Preparing questions for exam5 7,35 14 20,59 9 13,24 40 58,82

Communicating with colleagues11 16,18 21 30,88 9 13,24 37 54,41


FindingsFindings

Most of the teachers :

“I don’t use; but it would be better to use”.


Some States from Teachers…Some States from Teachers…

“Computers are very useful tools for preparing annual-daily lesson plans. It is more systematic than hand written plans.”

“I don’t use but it would be better to use”, “ “I review and use work sheets (prepared

through computers) on my lectures but because there isn’t any ICT facilities in the classrooms, I can’t use them.”


Teachers’ importance and satisfaction level concerning Teachers’ importance and satisfaction level concerning support for ICT usage given to themsupport for ICT usage given to them

Importance Satisfaction

N Mean Sd N Mean Sd

Dedicated teachers ICT facilities 71 4,08 1,0 65 2,57 1,31

Quality software 71 4,20 1,05 65 2,25 1,25

Availability of printers 70 4,07 1,05 64 2,58 1,42

Access to data projectors 71 4,01 1,11 62 2,35 1,35

Internet speed 70 4,14 1,13 63 2,79 1,22

Access to computer labs 71 4,34 1,01 64 2,86 1,39

Technical support 70 4,30 ,98 62 2,45 1,30

Administrative support 70 4,37 ,96 64 2,83 1,40

Peer support 69 4,13 1,01 63 3,00 1,30

Response time for repairs 71 4,15 ,98 64 2,72 1,31

Opportunities for technology professional development

70 4,24 1,06 64 2,50 1,27

Supports for integrating technology into curriculum

70 4,23 ,98 64 2,14 1,18


ResultResult

The importance level is very high

Satisfaction level is low.


ResultResult

Managerial tasks- Implementation stage

Instructional tasks- Persuasion stage


Diffusion process is in two dimensionsManagarial task is fasterInstructional task is slower

(The reason of this can be studied )


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THANK YOU. . .THANK YOU. . .

[email protected]@hacettepe.edu.tr

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Yasemin KOCAK USLUEL, H.Tugba DOGAN, Ayse ATASAYAR, Ibrahim KASALAK, Ozkan MISIRLI