Starting Teachers' Integration of ICT into Their Teaching Practices in the Lower Secondary Schools in Turkey

Autor/inn/en	Aslan, Aydin; Zhu, Chang
Titel	Starting Teachers' Integration of ICT into Their Teaching Practices in the Lower Secondary Schools in Turkey
Quelle	In: Educational Sciences: Theory and Practice, 18 (2018) 1, S.23-45 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1303-0485
Schlagwörter	Foreign Countries; Information Technology; Technology Integration; Secondary School Teachers; Beginning Teachers; Mixed Methods Research; Social Sciences; Science Teachers; Teacher Competencies; Pedagogical Content Knowledge; Predictor Variables; Curriculum Development; Educational Change; Coding; Data Analysis; Teacher Education Programs; Multiple Regression Analysis; Interviews; Likert Scales; Surveys; Preservice Teachers; Turkey + Suchen Sie Ihr Suchwort? Ausland; Informationstechnologie; Junior teacher; Junglehrer; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrkunst; Pädagogische Kompetenz; Prädiktor; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; Codierung; Programmierung; Auswertung; Interviewing; Interviewtechnik; Likert-Skala; Survey; Umfrage; Befragung; Türkei
Abstract	The 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. (As Provided).
Anmerkungen	Educational Consultancy, Ltd (EDAM). Kisikli Mh. Alemdag Cd. Yan Yol Sk., SBK Is Merkezi No:5 Kat:1, Uskudar-Istanbul, 34692 Turkey. Tel: +90-216-481-30-23; Fax: +90-216-481-31-36; e-mail: editor@edam.com.tr; Web site: http://www.estp.com.tr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01