Science Teachers’ ICT Use Frequency and the Barriers They Were Exposed
Journal Title: International Journal of Assessment Tools in Education - Year 2014, Vol 1, Issue 1
Abstract
Developments in ICTs effect construct and function of educational initiatives and institutions and in the same time, change the expectations of several sectors (e.g. economy, industry and communication) from educational institutions. Educational institutions are expected persons who are able to use technology. According to these expectations, teachers are required to have basic ICT skills and ability in order to achieve high yields of advantages of ICT applications in the teaching learning process. The aim of this study is to determine the teachers’ frequency of ICT use and the barriers for technology use in science courses by these teachers. Participants of this research which is adopted descriptive survey methodology were 215 science teachers from Denizli province in 2011-2012 academic year. In this research, “Teachers’ Technology Use Frequency Survey” and “Barriers for Technology Use Survey” which developed by Hastings (2009) were translated and validated by researchers and used together. Results were investigated by the some variables (e.g., age, gender, location of their school, being public or private school they work, taking any course about ICT) to find out whether there is any differences between the means or not. According to results, in average, teachers use ICTs a few times in a semester and teachers consider the barriers as no more important for technology use.
Authors and Affiliations
Fatma TAŞKIN EKİCİ, Seçil DEMİRHAN, Izzet Kara, Erhan Ekici
Keywords
Related Articles
- EP ID EP174050
- DOI -
- Views 105
- Downloads 0
Assessing Metacognition: Theory and Practices
Many researchers in education emphasized students’ metacognition should be fostered for academic development and achievement. However, to support students’ metacognitive development and adequacy appropriately, their meta...
Is This Reliable Enough? Examining Classification Consistency and Accuracy in a Criterion-Referenced Test
One important step for assessing the quality of a test is to examine the reliability of test score interpretation. Which aspect of reliability is the most relevant depends on what type of test it is and how the scores ar...
Multi-Trait Multi-Method Matrices for the Validation of Creativity and Critical Thinking Assessments for Secondary School Students in England and Greece
The aim of this paper is the validation of measurement tools which assess critical thinking and creativity as general constructs instead of subject specific skills. Specifically, this research examined whether there is c...
The Validity and Reliability Study of Revised School Climate Teacher Survey’s Turkish Version
It is aimed to adapt Revised School Climate Teacher Survey (RSCTS) which is developed with a character education perspective to Turkish and assess its psychometrics properties in this study. This study is an instrument a...
Prospective Teachers’ Tendencies to Utilize From the Facilities of Contemporary Educational Technology
In terms of effectiveness and efficiency, it is important to determine the views of prospective teachers related to taking advantage of the facilities of contemporary educational technology. This study which aims to iden...