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 EXAMINING FRESHMEN BELIEVE CONCERNING ICT USAGE IN K-12 AND UNIVERSITY SETTINGS Mübin KIYICI a,* , Fatime BALKAN KIYICI a , Teresa FRANKLIN b a Sakarya Üniversitesi, SAÜ Eğitim Fakültesi, 54300, Hendek, Sakarya, Turkey b Ohio University, College of Education, 45701, Athens, OH, USA ABSTRACT Information and communication technology usage in school settings has increased significantly. Most of the teacher education colleges realized this situation and change their education programs and give technology and educational technology classes to their students. In this research it is aimed to reveal pre-service teacher believe concerning ICT usage in K-12 and university settings. Results show that gender, internet connection and compute usage do not affect ICT usage believe. Keywords: ICT usage, freshmen, believe,K-12; 1. INTRODUCTION New millennium learners communicate, collaborate and learn in different ways. Dede (2005) state contemporary learning style contain studying with multimedia, appreciating different communication styles, working, analyzing and synthesizing data from multiple resources, active participation to learning process. As can be understood from the definition of new learners learning style, new learner learn in different ways and they are different from elder person. Thereby teachers, who educate new millennium learners, should educate as teachers that know how to use new technologies and that use these technologies in productive ways. Today’s educational system was intended to teach in the era, which was not appearing, and generation has changed but educational system did not (Prensky, 2001). Goverments realized this need and they have changed the quantities and amount of educational investment. Prensky (2001) state new learner characteristics as they can work multitasking, they prefer multimedia than text, they can process information rapidly and they name technology as friend not evil. If teachers, who educate digital natives, know the digital native abilities, educational process becomes productive. To educate sufficiently pre-service teachers, who are also digital native, regarding technology, pre-service teachers opinion and idea should be comprehended and interpreted, in addition to digital native’s characteristics. Information and Communication Technologies (ICT) is the main part of the new society (Meng & Li, 2002). Humans lives have affected from ICT transform and humans started to use ICT in almost every action. People have brought ICT and computer technology in the center of their life (Mills, 2006). Electronic devices, internet and computer has become pervasive and transformed humans daily actions and habits (Littlejohn, Margaryan & Vojt, 2010). While people’s social environment changes, it transforms school environments and computer and other technological tools has integrated to school environments. Schools either private or public provide technological tools, computer and various software and students can interact with computer and use different software and so they can learn how to use these technologies (King, 2002). Similar other schools, education colleges offer some courses related computer and software and offer some other courses how to use technology in classroom. By this way pre-service teachers can learn skills, which are required in their professional life. ICTs are believed as tools which shape teaching and learning activities and can enhance their teaching activities (Keser & Özcan, 2011). To use technological devices in effective way require educating teachers trained how to use technological tools and how to use them in educational settings. Increasing in the use of ICT and other technological tools in learning environments has caused to change in inservice teacher education, colleges and universities offer more courses related ICT, technology and educational technology (Sang, Valcke, Braak & Tondeur, 2010). The easiest way to form upcoming generations is educating pre-service teachers (Huanga, Lubinb & Gec, 2011). Gender difference in technology usage has become an attractive issue recently. Li & Kirkup (2007) investigate both culture and gender difference on using technology and they found male Chinese students use more internet than female Chinese students and men reported more confidence in using internet. Vekiri & Chronaki (2008) state that computer and other technologies are dominant activities for most boys’ acitivites and male students have more self-efficacy concerning computers. Meelissen & Drent (2008) state that boys reported more positive judge regarding self-efficacy in ICT usage. Imhof, Vollmeyer & Beierlein (2007) reported male students chat more than female students, they play more online games, the shop online more often, they share more files and they do more internet research. Copyright © The Turkish Online Journal of Educational Technology 427
TOJET: The Turkish Online Journal of Educational Technology – October 2012, volume 11 Issue 4 2. METHOD This study seeks to define is there any difference freshmen’s belief’s concerning ICT usage in K-12 and university settings by gender, ownership of connection to internet at home and freshmen’s computer usage status in their high school settings. Study population was all freshmen’s who attend one of the Turkish college of education. In order to obtain research data a survey was developed by researchers. Survey contains two main sections. First section of survey consists of nine questions concerning demographic characteristics of the participants. The second section questions are concerning freshmen’s beliefs usage ICT in K-12 and college settings. Paper survey administered voluntarily and after explaining the aim of the research freshmen were asked whether they would like to participate to study or not. Freshmen, who stated would like to participate, were given survey and one week was provided to complete survey. After one week, 425 freshmen returned to survey. To analyze freshmen’s demographic data frequency analyze was done, and to analyze differences freshmen’s belief’s concerning ICT usage in K-12 and university settings by gender, ownership of connection to internet at home and freshmen’s computer usage status in their high school settings independent samples t-test was run. 3. FINDINGS In this section participants demographic data and t-test results regarding difference freshmen’s belief’s concerning ICT usage in K-12 and university settings by gender, ownership of connection to internet at home and freshmen’s computer usage status in their high school settings. Participants demographic data can be seen in table 1. And gender differences freshmen’s belief’s concerning ICT usage in K-12 and university settings in can be seen in table 2, ownership of connection to internet difference can be seen in table 3 and freshmen’s computer usage status differences can be seen in table 4. Table 1 Participants demographic characteristics (N=425) Female Male Where do you come from? Rural Area Urban Area 14.5% 85.5% 28.1% 71.9% 0 - 100 $ 54.2% 54.7% 101 - 200 $ 29.5% 28.8% Personal Monthly Income 201 - 300 $ 7.6% 10.8% 301 - 400 $ 4.0% 3.6% 401$ and more 4.8% 2.2% Do you own a laptop? Yes No 43.9% 56.1% 39.4% 60.6% Do you own a cell phone? Yes No 98.2% 1.8% 99.3% 0.7% Do you own data plan for your cell phone? Yes No 55.9% 44.1% 53.5% 46.5% Do you own Internet access at home? Yes No 72.8% 27.2% 50.0% 50.0% Did you use computer in your high school classroom? Yes No 63.7% 36.3% 56.3% 43.7% As can be seen in table 1, most of female participants (85.5%) and most of the male participants (71.9%) came from urban area, most of the female participants (83.7%) and most of the male participants (83.5%) have monthly income less than $200. When looked at the laptop ownership 43.9% of the female and 39.4% of male participants have their own laptop. Almost all of the male and female participants have their own cell phone, but just 55.9% of the female and 53.5% of the male participants have data plan for their cell phone. When we look at the internet access at home status almost one third of the female participants have internet access at home just half of the male participants have internet access at home. And 63.7% of the female participants used computer during their high school education and 56.3% of the male participants used computer during their high school education. Copyright © The Turkish Online Journal of Educational Technology 428
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