International Teacher Education Conference 2014 1

International Teacher Education Conference 2014
Observations were done during lectures within classes, behaviors if teacher and students, technical infrastructure,
class conditions are considered while filling forms. Aim of using observation technique is to make observations
from first hand during lectures and making evaluations by an expert. According to the observations, problems of
teachers are gathered under four main pillars.
First pillar is about basic infrastructure needs. Technical infrastructureis comprised of; number of
computers in schools, number of students per computer, architecture of schools, and class structures.
Observations put forward the need for computers and infrastructure in classes, and continuation of current
system. For instance, it is determined that two computers are not working in the Gazimagusa Turk Maarif Koleji
10th class in informatics lecture and although school administration is aware of this condition, the problem is not
solved yet. Therefore, two students had to share a computer with their classmates. It is also determined that
informatics teacher tried to solve the problem but due to lack of hardware parts, the problem is not solved.
Another case is that some equipments that are used in classes are out of date and problems are stemming as a
result of these lacks. Teachers and students are having serious problems during lectures due to technical
problems related to infrastructure and computers. At this point, individual and institutional inadequacies are
seen, and even easy problems are solved in long time periods. Also, lack of computers in classes when compared
to number of students is another problem. For example, Chemistry teacher at 19 Mayis Turk Maarif Koleji
wanted to show some reactions on computer by using CD but due to lack of computer in class and the lack of
capacity in the laboratory, teacher had to keep teaching through books. Lack of computers in classes results in
students’ not being able to concentrate and having educated in effective ways. Bored students finds lectures
inattractive due to these reasons.
Another interesting case is that internet and computer are major mass media instruments. For example,
10th year students in Guzelyurt Turk Maarif Koleji are advised to learn more through internet in their geography
class, and this application is well responsed by the students. Students remarked to their teacher that they
individually searched through search engines and they made researches. Both teachers and students are
determined for generally using computer and internet, and not using radio, tv etc. It is understood that Office
programs are being used in computers. For example, in Girne 19 Mayis Turk Maarif Koleji informatics class, it
is determined that students mostly use excel, word, and powerpoint programs. Also, it is determined that
newspapers, and journals are preminent in minimum levels. During informatics classes in Gazimagusa Turk
Maarif Koleji and 19 Mayis Turk Maarif Koleji, students are advised to learn more through information
technologies journals but schools are seen not to have such journals available for students. Third main pillar is
the effect of teachers on mass media tools. It is observed that tools are generally used during informatics class,
and in other lectures they are used in minimum levels. In three schools, it is observed that excpet informatics
lectures, computers are not used in other lectures, but in normal classes projection is used for presentations,
therefore, this situation is considered as not providing minimum levels of benefits for students. Computer
laboratories are not being used if not necessary, and lectures are depended on books in all three schools. As the
fourth case, communication between student, teacher and admininstration is not effective, and due to usage of
mass media tools by students out of school, and the lack of teachers knowledge for students’ problems in this
fields are observed to be stemming from the lack of communication between teacher and administration in
planning and application. For example, students complained due to usage of 2003 office programs at school,
while they are using 2007 office programs at their houses and the need for updated versions, and teacher
mentioned that they informed the administration but they could not get an answer yet.
INTERVIEWS
According to the semi structured interview analysis results, main research subjects that are coded by
questions, it is determined that three main themes are chosen. In this respect, below mentioned observations are
summarized.
1. Theme – Administration and infrastructure: Teachers mentioned that mass media tool usage is the
responsibility of school administration, and in terms of planning and investment, they are dependent on school
administrations. A teacher (G:G(ogt 2)) in Girne 19 Mayis Turk Maarif Koleji answered as “school principal is
responsible for all lack of computers in the school” to the question of mostly faced problems. It understood from
this answer that teachers find school administration responsible for infrastructure needs of their school.
Nonexecution of annual investment planning in schools and leaving these terms to the ministry is problematic. A
teacher (G:M (ogt 5)) answered to the question of suggestions for solving problems, as “ministry is not making
enough investments to schools”, while a teacher (G:Y(ogt 1)) answered as “we should be contented with
investments of our ministry”. In this respect, being totally dependent on investments of ministry, and the fact that
investments shares are less than expected, mass media tool investments and recruitment applications are delayed.
A teacher in Gazimagusa Turk Maarif Koleji (G:M (ogt 4)) mentioned that “each year we are preparing needs
for recruitment but there is no results”, and said that school administrations are not doing their part of work in
949