Araştırma Makalesi
BibTex RIS Kaynak Göster

ATTITUDES OF ENGLISH TEACHER CANDIDATES TOWARD ICT

Yıl 2011, Cilt: 2 Sayı: 2, 17 - 29, 20.06.2011

Öz

The purpose of this study was to investigate the attitudes of English teacher candidates at formal and distance higher education contexts toward ICT and reveal whether there was a significant difference between these two groups in terms of their attitudes toward ICT. The sample of the study consisted of 175 prospective English teachers at two different higher education contexts. The participants were randomly selected among forth-year students at the ELT departments of Euopean University of Lefke (EUL) in North Cyprus and Anadolu University (AU) Open Education Faculty in Turkey during 2009- 2010 Academic Year. Due to differences between the educational context and instructional method, the nine item questionnaire developed by the researchers was administered to the prospective teachers at EUL (N=92) and AU (N=120) to collect data. The return rate from AU prospective English teachers was 70.8% (N=85), while the response percentage from EUL prospective English teachers was 97.8% (N=90). Data were analyzed using frequencies, percentages, mean and standard deviation and independent samples t-test. While the general ICT attitudes of prospective EFL teachers at the formal higher education context were positive with an overall mean score of 4. 29 (SD= 0.69), a great number of prospective EFL teachers at distance higher education context exhibited less positive attitude toward ICT integration in education with a mean score of 2.77 (SD= 0.19). The results also indicated that there was a significant difference between the attitudes of prospective EFL teachers at formal higher education contexts and the attitudes of prospective EFL teachers at distance higher education contexts toward ICT integration (p < 0.05). The ELT curriculum should be reconsidered to provide real ICT experiences for prospective teachers. Furthermore, the number of courses as to ICT use in education should be increased. More opportunities should be presented to allow the prospective EFL teachers to attain valuable experiences and gain self-efficacy in the use of ICT in their future teaching.

Kaynakça

  • Albion, P.R. (1999). Self-Efficacy beliefs as an indicator of teachers‟ preparedness for teaching with technology, Computers in the Social Studies,7 (4).
  • Albirini, A. (2006). Teachers‟ attitudes towards information and communication technologies: The case of Syrian EFL teachers, Computers & Education 47: 373–398.
  • Barton, R., & Haydn, T. (2004). Trainee teachers and „impact‟ learning: A study of trainees‟ views on what helps them to use ICT effectively in their subject teaching. Final Report for BECTa research bursary. [Internet-05.09.2010] http://www.becta.org.uk/research/research. cfm?section=1&id=4821.
  • Baylor, A.L & D. Ritchie. (2002). What factors facilitate teacher skill, teacher morale, and perceived student learning in technology-using classrooms?, Computers & Education 39(1): 395–414.
  • Becker, H. J. (1999). Teaching, learning and computing: Study methodology. [Internet-15.10.2010]. http://www.crito.uci.edu/tlc/html/methodology/html.
  • Becker, H.J. (2000). Access to classroom computers, Communications of the ACM, 43(6): 24–25.
  • Becker, H.J. (2001, March). How are teachers using computers for instruction? Paper presented at the 2001 annual meeting of the American educational research association, Seattle.
  • Becker, H., & Riel, M. (2000). Teacher professional engagement and constructivist compatible computer use. Irvine: University of California, Centre for Research on Information Technologies and Organizations.
  • Becta (British Educational Communications and Technology Agency). (2004). A review of the research literature on barriers to the uptake of ICT by teachers. [Internet-14.08.2010]. http://www.becta.org.uk.
  • Beins, B.C. (2004). Research Methods: A Tool for Life. Boston, MA: Pearson.
  • Brandl, K. (2002). Integrating Internet based reading materials into the foreign language curriculum: From teacher- to student-centered approaches. Language Learning & Technology, 6(3): 87–107.
  • Bruce, B. & J. Levin. (2001). Roles for new technologies in language arts: inquiry, communication, construction, and expression. In: J. Jenson, J. Flood, D. Lapp and J. Squire, (Eds.), The handbook for research on teaching the language arts (536-541). New York: Macmillan.
  • Bullock, D. (2004). Moving from theory to practice: An examination of the factors that preservice teachers encounter as they attempt to gain experience teaching with technology during field placement experiences. Journal of Technology and Teacher Education, 12: 211–237.
  • Chapelle, C. A. (2001). Computer applications in second language acquisition: Foundations for teaching, testing, and research. Cambridge: Cambridge University Press.
  • Cochrane, P. (1995). Quoted in Times Educational Supplement. 23 June. Clark, R. (1983). Reconsidering research on learning from media, Review of Educational Research 53(4): 445–459.
  • Cooper, B. & Brna, P. (2002). Supporting high quality interaction and motivation in the classroom using ICT; the social and emotional learning and engagement in the NIMIS project. Education, Communication and Information, 2(2/3): 113–138.
  • Cuban, L. (1993). How teachers taught: Constancy and change in American classrooms: 1890–1990 (2nd edition). New York: Teachers College Press.
  • Demetriadis, S., A. Barbas, A. Molohides, G. Palaigeorgiou, D. Psillos and I. Vlahavas et al.(2003). “Cultures in negotiation”: Teachers‟ acceptance/resistance attitudes considering the infusion of technology into schools. Computers & Education, 41:19–37.
  • Dudeney, G.& Hockly, N. (2007). How to teach English with technology. Essex: Pearson Longman.
  • Ertmer, P.E.A. (1999). Examining teachers‟ beliefs about the role of technology in the elementary classroom. Journal of Research on Computing in Education, 32:54–72.
  • Ertmer, P.A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration?. Educational Technology Research and Development, 53(4): 25–39.
  • Gay, L.R. & P. Airasian. (2000). Educational research: Competencies for analysis and application (6th ed.). New Jersey: Prentice-Hall, Inc.
  • Godfrey, C. (2001). Computers in school: Changing technologies. Australian Educational Computing, 16 (2): 14–17.
  • Harper, D.O. (1987). The creation and development of educational computer technology. In: R.M. Thomas and V.N. Kobayashi (Eds.), Educational technology – its creation, development and cross-cultural transfer. (35–64). Oxford: Pergamon Press.
  • Heiman, G.W. (2001). Understanding Research Methods and Statistics: An Integrated Introduction for Psychology. 2nd edition. Boston, MA: Houghton Mifflin
  • Hermans, R., J. Tondeur, J. van Braak & M. Valcke. (2008). The impact of primary school teachers‟ educational beliefs on the classroom use of computers. Computers & Education, 51 (4):1499– 1509.
  • Higher Education Planning, Evaluation, Accrediation and Coordination Council (YÖDAK). [Internet- 20.11.2010]. http://www.ncyodak.eu.
  • Huang, H.M. & S.S. Liaw. (2005). Exploring users‟ attitudes and intentions toward the Web as a survey tool. Computers in Human Behavior, 21 (5):729–743.
  • Huang, J. S., & Kapur, M. (2007). Diffusion of pedagogical innovations as a complex adaptive process – Agent-based modeling as research method. In T. Hirahima & S. S. C. Young (Eds.), Supporting learning flow through interactive technologies – Frontiers in artificial intelligence and applications. Japan: IOS Press.
  • Isleem, M. (2003). Relationships of selected factors and the level of computer use for instructional purposes by technology education teachers in Ohio public schools: a statewide survey.
  • Unpublished Doctoral dissertation, the Ohio State University, Ohio. Jones, T. & Clarke, V.A. (1994). A computer attitude scale for secondary students. Computers Education, 22 (4):315–318.
  • Kersaint, G., B. Horton, H. Stohl & J. Garofalo. (2003). Technology beliefs and practices of mathematics education faculty. Journal of Technology and Teacher Education, 11 (4):549–577.
  • Kumpulainen, K. (2007). (ed.). Educational technology: Opportunities and challenges. Oulu: University of Oulu, Finland.
  • Lafford, P.A. & B.A. Lafford. (1997). Learning language and culture with Internet technologies. In: M. Bush and R.M. Terry, Editors, Technology-enhanced language learning. (215–262). National textbook Company, Lincolnwood, IL..
  • Le, T., & Le, Q. (1999). A web-based study of students‟ attitudes towards the web. In Proceedings of EDMEDIA, Seattle, Washington, USA (pp. 747–752).
  • Li, N. and G. Kirkup. (2008). Gender and cultural differences in Internet use: A study of China and the UK. Computers and Education, 48:301–317.
  • Mehlinger, H.D. and S.M. Powers. (2002).Technology & teacher education: A guide for educators and policymakers. Boston: Houghton Mifflin company.
  • Meyer, K. (2003). Face-to-face versus threaded discussions: The role of time and higher-order thinking. JALN, 7 (3):55–65.
  • Mizikaci, F. (2006). Higher Education in Turkey. Bucharest: UNESCO- CEPES Monographs on Higher Education. [Internet-17.09.2010]. http://www.cepes.ro/publications/pdf/turkey.pdf.
  • Myers, J.M. & Halpin, R. (2002). Teachers‟ attitudes and use of multimedia technology in the classroom: Constructivist-based professional development training for school districts. Journal of Computing in Teacher Education, 18 (4):133–140.
  • Parker, R. (1997). Increasing faculty use of technology in teaching and teacher education. Journal of Technology and Teacher Education, 5 (2/3):105–115.
  • Pelgrum, W.J. (2001). Obstacles to the integration of ICT in education: results from a worldwide educational assessment. Computers and Education, 37:163–178.
  • Robertson, S., J. Calder, P. Fung, A. Jones and T. O‟Shea. (1995). Computer attitudes in an English secondary school. Computers & Education, 24:73–81.
  • Rogers, M.E. (1995). Diffusion of Innovations (4th ed.). New York: The Free Press. Schrum, L. (1995). Educators and the internet: a case study of professional development. Computers & Education, 23 (3):221–228.
  • Straub, D., M. Keil & W. Brenner. (1997). Testing the technology acceptance model across cultures: A three country study. Information & Management, 33:1–11.
  • Schrum, L. (1999). Technology professional development for teachers. Educational Technology Research and Development, 47 (4):83–90.
  • Shapka, J.D & M. Ferrari. (2003). Computer-related attitudes and actions of teacher candidates. Computers in Human Behavior, 19:319–334.
  • Sooknanan, P. (2002). Attitudes and perceptions of teachers toward computers: the implication of an educational innovation in Trinidad and Tobago. (Doctoral dissertation), Bowling Green University
  • Strudler, N. & Wetzel, K. (1999). Lessons from exemplary colleges of education: factors affecting technology integration in preservice programs. Educational Technology Research and Development, 47 (4):63–81.
  • Teo, T. (2008). Pre-service teachers‟ attitudes towards computer use: A Singapore survey. Australasian Journal of Educational Technology, 24(4):413–424.
  • Tondeur, J., H. van Keer, J. van Braak & M. Valcke. (2008). ICT integration in the classroom: Challenging the potential of a school policy, Computers & Education, 51:212–223.
  • Toprakçı, E. (2006). Obstacles in Integration of the Schools into Information and Communication Technologies According to the Opinions of the Teachers and Principles of Primary and Secondary Schools in Turkey. The e-Journal of Instructional Science and Technology (e-JIST), 9(1),
  • Toprakçı, E. (2007). The Profiles of the Use of the Internet for Study Purposes among University Students. The Turkish Online Journal of Educational Technology, 6(3):129-145.
  • Turkish Higher Education Council (YÖK). Regulations of Universities Student Councils. [Internet- 12.09.2010]. http://www.yok.gov.tr.
  • Usluel, Y.K., P. Aşkar & T. Baş. (2008). A structural equation model for ICT usage in higher education. Educational Technology & Society, 11:262–273.
  • Volman, M., E. van Eck, I. Heemskerk & E. Kuiper. (2005). New technologies, new differences. Gender and etnic differences in pupils‟ use of ICT in primary and secondary education, Computers & Education, 45:35–55
  • Wang, L., A.P. Ertmer & J.T. Newby. (2004). Increasing preservice teachers‟ self-efficacy beliefs for technology integration. Journal of Research on Technology in Education, 36 (3):231–250.
  • Watson, D.M. (1998). Blame the technocentric artifact! What research tells us about problems inhibiting teacher use of IT. In: G. Marshall and M. Ruohonen, Editors. Capacity building for IT in education in developing countries. (185-192). Chapman & Hall, London.
  • William, D., L. Coles, K. Wilson, A. Richardson & J. Tuson. (2000). Teachers and ICT: Current use and future needs. British Journal of Educational Technology, 31:307–320.
  • Willis, J., A. Thompson & W. Sadera. (1999). Research on technology and teacher education: current status and future directions. Educational Technology Research and Development, 47 (4):29–45.
  • Zhao, Y., Pugh, K., Sheldon, S., & Byers, J. (2002). Conditions for classroom technology innovations. Teachers College Record, 104 (3):482–515.
  • Zhao, Y., & Frank, K. (2003). Factors affecting technology use in schools: An ecological perspective. American Educational Research Journal, 40(1):807–840.

İNGİLİZCE ÖĞRETMEN ADAYLARININ BİLGİ VE İLETİŞİM TEKNOLOJİLERİNE YÖNELİK TUTUMLARI

Yıl 2011, Cilt: 2 Sayı: 2, 17 - 29, 20.06.2011

Öz

Problem: Bu çalışmanın amacı, örgün ve uzaktan yüksek öğretim ortamlarındaki İngilizce öğretmen adaylarının bilgi ve iletişim teknolojilerine yönelik tutumlarını anlamak ve bu tutumlarla ilgili olarak her iki grup arasında anlamlı bir farkın olup olmadığını ortaya çıkarmaktır.
Yöntem:Araştırmanın çalışma grubunu iki farklı yüksek öğretim ortamındaki 175 İngilizce öğretmen adayı oluşturmaktadır. Denekler 2009-2010 Akademik Yılında Kuzey Kıbrıs Türk Cumhuriyeti'ndeki Lefke Avrupa Üniversitesi (LAU) ve Türkiye'deki Anadolu Üniversitesi Açık Öğretim Fakültesi (AÖF) İngilizce Öğretmenliği 4. sınıf öğrencileri arasından rastlantısal olarak seçilmişlerdir. Araştırmacılar tarafından geliştirilen dokuz maddelik anketi iki eğitim teknolojisi profesörü, iki anadili İngilizce olan uzman ve iki anadili İngilizce olmayan İngilizce öğretmeni içeriksel ve yüzeysel geçerlilik açısından kontrol etmiş ve anketin çalışmanın bağlamı için uygun ve kapsamlı olduğunu belirtmişlerdir. Anketin güvenirliğini kontrol etmek için ise anketin güvenirlik katsayısı hesaplanmış ve anketin yüksek güvenirlik seviyesine sahip olduğu (α = 0. 90) bulunmuştur. LAU (N=92) ve AÖF (N=120) İngilizce öğretmen adayına dağıtılmıştır. AÜ (AÖF) İngilizce Öğretmen adaylarının % 70.8'i (N=85) ve LAÜ İngilizce öğretmen adaylarının ise % 97.8'i (N=90) anketi doldurmuşlardır. Veriler frekans, yüzde, ortalama, standard sapma ve bağımsız iki örneklem t-testi kullanılarak çözümlenmiştir.
Sonuçlar: Örgün yüksek öğretim ortamındaki İngilizce öğretmen adaylarının bilgi ve iletişim teknolojilerinin kullanımına yönelik tutumları genel olarak olumlu olmasına rağmen (X= 4.29; SD= 0.69), uzaktan yüksek öğretim ortamındaki İngilizce öğretmen adayları bilgi ve iletişim teknolojilerinin kullanımına yönelik genel olarak daha az olumlu tutum sergilemişlerdir. Örgün yüksek öğretim ortamındaki İngilizce öğretmen adaylarının pek çoğu (%82.9) bilgi ve iletişim teknolojilerinin eğitimde kullanılmasında olumlu (%23.7) ya da çok olumlu (%59.2) tutuma sahip olduklarını bildirmişlerdir. Araştırma sonuçları örgün yüksek öğretim ortamındaki İngilizce öğretmen adaylarının bilgi ve iletişim teknolojilerinin kullanımına yönelik tutumları ve uzaktan yüksek öğretim ortamındaki İngilizce öğretmen adaylarının bilgi ve iletişim teknolojilerinin kullanımına yönelik tutumları arasında örgün yükseköğretime devam edenler lehine anlamlı bir farkın olduğunu da göstermiştir (p < 0.05)
Öneriler: İngilizce öğretmen adaylarına bilgi ve iletişim teknolojileri ile ilgili tecrübe sağlanması için İngilizce Öğretmenliği ders programı tekrar gözden geçirilmelidir. Üstelik eğitimde bilgi ve iletişim teknolojilerinin kullanımı ile ilgili derslerin sayısı artırılmalıdır. İngilizce öğretmen adaylarına gelecekteki öğretmenlik mesleklerinde bilgi ve iletişim teknolojilerini kullanmaları için değerli tecrübeler ve öz-etkililik kazanmalarını sağlayabilecek daha fazla imkanın sunulması gerekmektedir.

Kaynakça

  • Albion, P.R. (1999). Self-Efficacy beliefs as an indicator of teachers‟ preparedness for teaching with technology, Computers in the Social Studies,7 (4).
  • Albirini, A. (2006). Teachers‟ attitudes towards information and communication technologies: The case of Syrian EFL teachers, Computers & Education 47: 373–398.
  • Barton, R., & Haydn, T. (2004). Trainee teachers and „impact‟ learning: A study of trainees‟ views on what helps them to use ICT effectively in their subject teaching. Final Report for BECTa research bursary. [Internet-05.09.2010] http://www.becta.org.uk/research/research. cfm?section=1&id=4821.
  • Baylor, A.L & D. Ritchie. (2002). What factors facilitate teacher skill, teacher morale, and perceived student learning in technology-using classrooms?, Computers & Education 39(1): 395–414.
  • Becker, H. J. (1999). Teaching, learning and computing: Study methodology. [Internet-15.10.2010]. http://www.crito.uci.edu/tlc/html/methodology/html.
  • Becker, H.J. (2000). Access to classroom computers, Communications of the ACM, 43(6): 24–25.
  • Becker, H.J. (2001, March). How are teachers using computers for instruction? Paper presented at the 2001 annual meeting of the American educational research association, Seattle.
  • Becker, H., & Riel, M. (2000). Teacher professional engagement and constructivist compatible computer use. Irvine: University of California, Centre for Research on Information Technologies and Organizations.
  • Becta (British Educational Communications and Technology Agency). (2004). A review of the research literature on barriers to the uptake of ICT by teachers. [Internet-14.08.2010]. http://www.becta.org.uk.
  • Beins, B.C. (2004). Research Methods: A Tool for Life. Boston, MA: Pearson.
  • Brandl, K. (2002). Integrating Internet based reading materials into the foreign language curriculum: From teacher- to student-centered approaches. Language Learning & Technology, 6(3): 87–107.
  • Bruce, B. & J. Levin. (2001). Roles for new technologies in language arts: inquiry, communication, construction, and expression. In: J. Jenson, J. Flood, D. Lapp and J. Squire, (Eds.), The handbook for research on teaching the language arts (536-541). New York: Macmillan.
  • Bullock, D. (2004). Moving from theory to practice: An examination of the factors that preservice teachers encounter as they attempt to gain experience teaching with technology during field placement experiences. Journal of Technology and Teacher Education, 12: 211–237.
  • Chapelle, C. A. (2001). Computer applications in second language acquisition: Foundations for teaching, testing, and research. Cambridge: Cambridge University Press.
  • Cochrane, P. (1995). Quoted in Times Educational Supplement. 23 June. Clark, R. (1983). Reconsidering research on learning from media, Review of Educational Research 53(4): 445–459.
  • Cooper, B. & Brna, P. (2002). Supporting high quality interaction and motivation in the classroom using ICT; the social and emotional learning and engagement in the NIMIS project. Education, Communication and Information, 2(2/3): 113–138.
  • Cuban, L. (1993). How teachers taught: Constancy and change in American classrooms: 1890–1990 (2nd edition). New York: Teachers College Press.
  • Demetriadis, S., A. Barbas, A. Molohides, G. Palaigeorgiou, D. Psillos and I. Vlahavas et al.(2003). “Cultures in negotiation”: Teachers‟ acceptance/resistance attitudes considering the infusion of technology into schools. Computers & Education, 41:19–37.
  • Dudeney, G.& Hockly, N. (2007). How to teach English with technology. Essex: Pearson Longman.
  • Ertmer, P.E.A. (1999). Examining teachers‟ beliefs about the role of technology in the elementary classroom. Journal of Research on Computing in Education, 32:54–72.
  • Ertmer, P.A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration?. Educational Technology Research and Development, 53(4): 25–39.
  • Gay, L.R. & P. Airasian. (2000). Educational research: Competencies for analysis and application (6th ed.). New Jersey: Prentice-Hall, Inc.
  • Godfrey, C. (2001). Computers in school: Changing technologies. Australian Educational Computing, 16 (2): 14–17.
  • Harper, D.O. (1987). The creation and development of educational computer technology. In: R.M. Thomas and V.N. Kobayashi (Eds.), Educational technology – its creation, development and cross-cultural transfer. (35–64). Oxford: Pergamon Press.
  • Heiman, G.W. (2001). Understanding Research Methods and Statistics: An Integrated Introduction for Psychology. 2nd edition. Boston, MA: Houghton Mifflin
  • Hermans, R., J. Tondeur, J. van Braak & M. Valcke. (2008). The impact of primary school teachers‟ educational beliefs on the classroom use of computers. Computers & Education, 51 (4):1499– 1509.
  • Higher Education Planning, Evaluation, Accrediation and Coordination Council (YÖDAK). [Internet- 20.11.2010]. http://www.ncyodak.eu.
  • Huang, H.M. & S.S. Liaw. (2005). Exploring users‟ attitudes and intentions toward the Web as a survey tool. Computers in Human Behavior, 21 (5):729–743.
  • Huang, J. S., & Kapur, M. (2007). Diffusion of pedagogical innovations as a complex adaptive process – Agent-based modeling as research method. In T. Hirahima & S. S. C. Young (Eds.), Supporting learning flow through interactive technologies – Frontiers in artificial intelligence and applications. Japan: IOS Press.
  • Isleem, M. (2003). Relationships of selected factors and the level of computer use for instructional purposes by technology education teachers in Ohio public schools: a statewide survey.
  • Unpublished Doctoral dissertation, the Ohio State University, Ohio. Jones, T. & Clarke, V.A. (1994). A computer attitude scale for secondary students. Computers Education, 22 (4):315–318.
  • Kersaint, G., B. Horton, H. Stohl & J. Garofalo. (2003). Technology beliefs and practices of mathematics education faculty. Journal of Technology and Teacher Education, 11 (4):549–577.
  • Kumpulainen, K. (2007). (ed.). Educational technology: Opportunities and challenges. Oulu: University of Oulu, Finland.
  • Lafford, P.A. & B.A. Lafford. (1997). Learning language and culture with Internet technologies. In: M. Bush and R.M. Terry, Editors, Technology-enhanced language learning. (215–262). National textbook Company, Lincolnwood, IL..
  • Le, T., & Le, Q. (1999). A web-based study of students‟ attitudes towards the web. In Proceedings of EDMEDIA, Seattle, Washington, USA (pp. 747–752).
  • Li, N. and G. Kirkup. (2008). Gender and cultural differences in Internet use: A study of China and the UK. Computers and Education, 48:301–317.
  • Mehlinger, H.D. and S.M. Powers. (2002).Technology & teacher education: A guide for educators and policymakers. Boston: Houghton Mifflin company.
  • Meyer, K. (2003). Face-to-face versus threaded discussions: The role of time and higher-order thinking. JALN, 7 (3):55–65.
  • Mizikaci, F. (2006). Higher Education in Turkey. Bucharest: UNESCO- CEPES Monographs on Higher Education. [Internet-17.09.2010]. http://www.cepes.ro/publications/pdf/turkey.pdf.
  • Myers, J.M. & Halpin, R. (2002). Teachers‟ attitudes and use of multimedia technology in the classroom: Constructivist-based professional development training for school districts. Journal of Computing in Teacher Education, 18 (4):133–140.
  • Parker, R. (1997). Increasing faculty use of technology in teaching and teacher education. Journal of Technology and Teacher Education, 5 (2/3):105–115.
  • Pelgrum, W.J. (2001). Obstacles to the integration of ICT in education: results from a worldwide educational assessment. Computers and Education, 37:163–178.
  • Robertson, S., J. Calder, P. Fung, A. Jones and T. O‟Shea. (1995). Computer attitudes in an English secondary school. Computers & Education, 24:73–81.
  • Rogers, M.E. (1995). Diffusion of Innovations (4th ed.). New York: The Free Press. Schrum, L. (1995). Educators and the internet: a case study of professional development. Computers & Education, 23 (3):221–228.
  • Straub, D., M. Keil & W. Brenner. (1997). Testing the technology acceptance model across cultures: A three country study. Information & Management, 33:1–11.
  • Schrum, L. (1999). Technology professional development for teachers. Educational Technology Research and Development, 47 (4):83–90.
  • Shapka, J.D & M. Ferrari. (2003). Computer-related attitudes and actions of teacher candidates. Computers in Human Behavior, 19:319–334.
  • Sooknanan, P. (2002). Attitudes and perceptions of teachers toward computers: the implication of an educational innovation in Trinidad and Tobago. (Doctoral dissertation), Bowling Green University
  • Strudler, N. & Wetzel, K. (1999). Lessons from exemplary colleges of education: factors affecting technology integration in preservice programs. Educational Technology Research and Development, 47 (4):63–81.
  • Teo, T. (2008). Pre-service teachers‟ attitudes towards computer use: A Singapore survey. Australasian Journal of Educational Technology, 24(4):413–424.
  • Tondeur, J., H. van Keer, J. van Braak & M. Valcke. (2008). ICT integration in the classroom: Challenging the potential of a school policy, Computers & Education, 51:212–223.
  • Toprakçı, E. (2006). Obstacles in Integration of the Schools into Information and Communication Technologies According to the Opinions of the Teachers and Principles of Primary and Secondary Schools in Turkey. The e-Journal of Instructional Science and Technology (e-JIST), 9(1),
  • Toprakçı, E. (2007). The Profiles of the Use of the Internet for Study Purposes among University Students. The Turkish Online Journal of Educational Technology, 6(3):129-145.
  • Turkish Higher Education Council (YÖK). Regulations of Universities Student Councils. [Internet- 12.09.2010]. http://www.yok.gov.tr.
  • Usluel, Y.K., P. Aşkar & T. Baş. (2008). A structural equation model for ICT usage in higher education. Educational Technology & Society, 11:262–273.
  • Volman, M., E. van Eck, I. Heemskerk & E. Kuiper. (2005). New technologies, new differences. Gender and etnic differences in pupils‟ use of ICT in primary and secondary education, Computers & Education, 45:35–55
  • Wang, L., A.P. Ertmer & J.T. Newby. (2004). Increasing preservice teachers‟ self-efficacy beliefs for technology integration. Journal of Research on Technology in Education, 36 (3):231–250.
  • Watson, D.M. (1998). Blame the technocentric artifact! What research tells us about problems inhibiting teacher use of IT. In: G. Marshall and M. Ruohonen, Editors. Capacity building for IT in education in developing countries. (185-192). Chapman & Hall, London.
  • William, D., L. Coles, K. Wilson, A. Richardson & J. Tuson. (2000). Teachers and ICT: Current use and future needs. British Journal of Educational Technology, 31:307–320.
  • Willis, J., A. Thompson & W. Sadera. (1999). Research on technology and teacher education: current status and future directions. Educational Technology Research and Development, 47 (4):29–45.
  • Zhao, Y., Pugh, K., Sheldon, S., & Byers, J. (2002). Conditions for classroom technology innovations. Teachers College Record, 104 (3):482–515.
  • Zhao, Y., & Frank, K. (2003). Factors affecting technology use in schools: An ecological perspective. American Educational Research Journal, 40(1):807–840.
Toplam 62 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Eğitim Bilimleri ve Alan Eğitimi Bilimleri
Yazarlar

Murat Hismanoglu

Sibel Hismanoglu

Murat Hismanoglu

Sibel Hismanoglu

Yayımlanma Tarihi 20 Haziran 2011
Yayımlandığı Sayı Yıl 2011Cilt: 2 Sayı: 2

Kaynak Göster

APA Hismanoglu, M., Hismanoglu, S., Hismanoglu, M., Hismanoglu, S. (2011). ATTITUDES OF ENGLISH TEACHER CANDIDATES TOWARD ICT. E-Uluslararası Eğitim Araştırmaları Dergisi, 2(2), 17-29.

Creative Commons Lisansı
Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)


[email protected]        http://www.e-ijer.com       Adres: Ege Üniversitesi Eğitim Fakültesi  Bornova/İzmir