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TOJET: The Turkish Online Journal of Educational Technology – October 2012, volume 11 Issue 4 Online teaching and learning support were examined by calculating the use of education-related web sites. The monthly numbers for using online learning materials and video materials were also examined. Average family income was collected, and Average teacher education level was measured. Teachers’ education improvement efforts were measured by summing the annual participation numbers for class demonstrations, peer tutors teaching observations, teaching improvement committees, teaching consulting clinic services, and teacher community participation. Teachers’ creative teaching effort was measured with two items that asked teachers’ perception about the teaching environment, whether it was a good atmosphere for student creativity or an unpleasant atmosphere. Principal leadership was measured using three items that examined teachers’ perceptions about whether principals were willing to share the school's visions with the teacher, allow teachers to participate in decision making processes, and properly conduct teacher evaluations. Mathematic achievement was measured using data from the 2010 National Test Scores. RESULTS The explanations of ICT effect on mathematic achievements for elementary schools, middle schools, and high schools are presented in Tables 2, 3, and 4, respectively. Table 2: The impacts of ICT on mathematics achievements at elementary schools Fixed effects Basic model Research model 1 Research model 2 Initial value 73.15 (0.61) * 73.56 (0.58) * 77.33 (0.65) * Student level ICT ICT Use Frequency ICT Literacy Information collection -0.72 (0.20) * 0.07 (0.33) Information processing 0.31 (0.16) -0.84 (0.26) * Information communication -0.94 (0.21) * -0.66 (0.34) Information collection 1.20 (0.18) * 1.00 (0.35) * Information processing -0.21 (0.23) -0.27 (0.37) Information communication 0.14 (0.22) 0.11 (0.35) * Student (Student background) EBS viewing hours -0.71 (0.20) Gender -1.59 (0.96) Parent education level 0.88 (0.16) * Private tutoring expenditure 1.41 (0.62) * Parent education support Student (Student process) 0.03 (0.12) Learning attitude 1.44 (0.16) * Hourly average study time 0.10 (0.12) Self-directed learning attitude School (ICT Use) -0.05 (0.06) Online teaching-learning support system use -0.11 (0.12) -0.16 (0.10) Computer Internet use School (School background) 0.17 (0.22) -0.03 (0.14) EBS use frequency 1.19 (0.35) * Average teacher education level -2.28 (0.80) * Average family income 8.10 (1.86) * School(School process) Teaching improvement efforts -0.01 (0.07) Principals leadership -0.12 (0.13) Teachers creative teaching 0.21 (0.28) efforts Random effect(Per.) Student level 316.26 (90.88) 305.03 (91.64) 227.85 (98.91) School level 31.73 (9.12) 27.84 (8.36) 2.52 (1.09) Additional explanation per.(%) Copyright © The Turkish Online Journal of Educational Technology 135
TOJET: The Turkish Online Journal of Educational Technology – October 2012, volume 11 Issue 4 Student level 3.55 25.30 School level 12.26 90.95 * p
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THE TURKISH ONLINE JOURNAL OF EDUCA
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Dear Colleagues, TOJET: The Turkish
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