october 2012 - TOJET the Turkish online journal of educational ...

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TOJET: The Turkish Online Journal of Educational Technology – October 2012, volume 11 Issue 4 Table 1: Administrators’ responses to some items from the questionnaire (means and standard deviations) Statements Χ SD I encourage others to use technology. 4.40 .69 I enjoy talking to my colleagues about technology. 4.18 .85 I enjoy reading publications about technology. 3.77 1.04 I am happy to receive information about technological developments from teachers. 4.25 1.1 I think that technology reduces interactions between people. 3.42 1.03 I think that the use of educational technology increases learning. 4.5 .82 I like informing people about new technological developments. 3.95 .92 I think that technology will take the place of human beings. 2.09 1.04 It makes me happy to see new educational technologies being used in my school. 4.75 .92 I want technology to be widely covered in in-service training programs. 4.65 1.13 I think that using technology is the only way to obtain information. 2.68 1.09 Technology leadership and expectations In the interviews conducted with school administrators, the most frequently referenced topics were leadership and expectations of computer teachers. Findings from the interviews indicated that administrators embraced technology and would like it to be more widely used in their schools. Administrators also clearly stated that while they considered themselves the leaders at their school with regard to technology integration, they felt that it was other teachers, particularly computer teachers, who would realize this integration. In the words of one administrator: “We have every type of technological opportunity, every classroom has a computer and a projector. We even purchased a SMART board using our own resources, and I ask if anyone uses it, but everyone appears to be uneasy about this. As an administrator I do what I can; the rest is up to the teachers.” Indeed administrators had certain expectations of teachers, particularly computer teachers. For example, the views of one administrator were expressed as follows: “We have an information technology classroom and a computer teacher in our school. I want our students to use this classroom. I think this classroom could be used more effectively if our computer teacher worked together with other teachers.” Further referencing expectations of teamwork among teachers, administrators stated that they wanted computer teachers to keep other teachers informed about new technologies and prepare training courses about the use of new technologies in education. As one school principal commented: “I would like it if from time to time the computer teacher at our school organized courses for the other teachers on how to use technology. We have every type of opportunity at our school, but, regrettably, our teachers do not make use of them. Computer teachers should encourage other teachers to use new technological developments in their classes.” Finally, administrators mentioned the need for computer teachers to work with students, encouraging them to use technology in their prepared projects. For example, according to one administrator: “Most of the time students play games in the computer classroom, whereas if the computer teacher would create a project with at least the most talented of the students, it would be very good for them in terms of their personal development.” Computer teachers’ attitudes towards new technology Of the 35 (21 male, 14 female) computer teachers who participated in the study, the majority (n=19, 55%) had been teaching for more than five years and the remainder for less than five years (n=16, 45%). All teachers reported having computers and Internet access at their homes. The majority (n=18, 52%) reported using the computer for more than 10 hours per day, and another significant proportion (n=13, 37%) for between 5-10 hours per day, whereas only four teachers (11%) said they used the computer for less than five hours per day. All of the computer teachers noted they used the computer to prepare material for their lessons, browse the Internet, send and receive emails and chat using Facebook and MSN Messenger, and 15 (43%) stated they used the computer to conduct research outside of class. Moreover, all of the teachers reported being able to use word processing, spreadsheet and desktop publishing programs; 30 (85%) could use web programs like ASP.net; and 23 (65%) could use Flash and Photoshop. Only 12 computer teachers (35%) reported being able to use Web 2.0 Copyright © The Turkish Online Journal of Educational Technology 277
TOJET: The Turkish Online Journal of Educational Technology – October 2012, volume 11 Issue 4 technologies like Blogs, RSS, Wikis, etc., and while computer teachers were found to be aware of and have positive attitudes towards Web 2.0 technologies the mean for the questionnaire addressing this issue was not particularly high ( Χ =3.16, SD=.72). Among those statements with the highest mean scores were, “I think it is a good idea to use Web 2.0 technologies” ( Χ =3.81), and, “I think using Web 2.0 technologies is better than not using them” ( Χ =3.79). In spite of this, some of the lowest mean scores were found for the statements, “I can plan how to use Web 2.0 technologies in the classroom,” and, “Administrators think it is important for me to use Web 2.0 technologies in my classroom” ( Χ =2.7 and Χ =2.68, respectively). Table 2: Teachers’ responses to some questionnaire statements (means and standard deviations) Statements Χ SD I can plan how to use Web 2.0 technologies in the classroom. 2.7 1.08 I am thinking of adding Web 2.0 technologies to my courses next semester. 2.85 1.07 Web 2.0 technologies are useful in teaching. 3.55 1.2 I think using Web 2.0 technologies is better than not using them. 3.79 .98 It is a good idea to use Web 2.0 technologies. 3.81 .93 Using Web 2.0 technologies will increase students’ enjoyment of the class. 3.6 .94 Using Web 2.0 technologies will increase students’ grades in the class. 3.25 .97 Administrators find it important that I use Web 2.0 technologies in my classroom. 2.68 1.13 I am knowledgeable about and capable of using Web 2.0 technologies. 3.5 1.15 Using Web 2.0 technologies fit well with the way I teach 3.15 1.18 Although the overall mean score of male teachers was higher than that of female teachers, the difference between the two was not statistically significant ( Χ male= 3.18, SD =0,96, Χ female= 3.13, SD =0,81, t(33) = 0,71, p>0.05) However, the attitude towards and awareness of new technologies was significantly higher among novice teachers (between 1-5 years’ teaching experience) when compared to more experienced teachers (more than 5 years’ teaching experience) ( Χ 1-5 years’ experience = 3.19, SD =0,86, Χ 5+ years’ experience = 3.11, SD =0,99; t(33) = 0,45, p
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