preparing future teachers for the movement to increase ... · these had internet access; these...

Preparing Future Teachers for The Movement to Increase Opportunities and Technology (FATIH) Project Goals

Olgun SadikIndiana University Bloomington

Servet CelikKaradeniz Technical University

Anne Ottenbreit-LeftwichIndiana University

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Introduction

Technology integration has become increasingly important in allaspects of teaching and learning. Educational research hasconsistently shown that digital tools:

Contribute to learner outcomes in the educational process.

Allow students to become competent in the use of technologicalresources – an important issue in today’s technology-driven

society (Akturk, 2008).

© 2017 Dr. Servet ÇELİK All Rights Reserved

What Do We Mean by Technology Integration?

Technology integration has been defined by Inan and Lowther (2010) as any technologicalresource used to aid in teaching and learning, encompassing instructional preparation anddelivery.

In the 21st century, in particular, technology integration implies students’ use of computersto gain knowledge and to apply it in their daily lives (Ertmer & Ottenbreit-Leftwich, 2010).

Examples of computing tools may include:

Interactive white boards (e.g., SMART boards);

Tablet computers;

Classroom computers or computer labs;

Internet resources.


Developing Interest in the Educational Use of Information Technologies

Increasing awareness of the significance of computing technology in various professionshas lead to widespread interest in the educational use of information technologies(Smarkola, 2008).

In 1994, only 59% of public school students in the United States had access to computers, and only 3% ofthese had Internet access; these numbers now stand at 99% and 96%, respectively (NCES, 2010).

This increase in access has been reflected on a global level (Papanastasiou & Angeli, 2008).

The growing availability of digital tools has allowed greater numbers of students to benefitfrom information technology.

However, these does not guarantee effective technology integration.© 2017 Dr. Servet ÇELİK All Rights Reserved

Barriers to Use of Technology in Education

Major barriers to the successful integration of instructional technologies have been identified as follows:

Resources;

Institution;

Subject Culture;

Attitudes and beliefs;

Knowledge and Skills

Assessment (Hew & Brush, 2007).

Availability of technological resources has been a less important obstacle (Ertmer, Ottenbreit-Leftwich, Sadik, Sendurur & Sendurur, 2012; Ertmer & Ottenbreit-Leftwich, 2010; Hixon & Buckenmeyer, 2009; US DOE, 2010)particularly in industrialized nations.

In developing nations, access to digital equipment and Internet resources, as well as training in the use of these technologies, is seen as a significant problem (Al-Kahtani & Al-Haider, 2010; Celik & Aytin, 2013).


Efforts to Implement Technological Resources in the Turkish Educational System

The Turkish Ministry of National Education (MoNE) has adopted measures to improve theavailability of technological resources and to promote the effective classroom use of thesetools by both students and teachers.

The short term goal, Movement to Increase Opportunities and Technology (FATİH) aims toprovide all learners from the 5th grade onward with tablet computers and to equip publicschool classrooms around the country with interactive SMART boards (Uzum, 2011) by theend of 2014 (Turkish Ministry of Education, 2012).


Efforts to Implement Technological Resources in the Turkish Educational System

It is planned with the project to provide about 570,000 interactive smart boards toprimary and secondary level schools, about 11.000.000 tablet PCs to the students,715,000 tablet PCs to teachers and establish the necessary internet infrastructure inabout 620,000 classrooms in order to:

Provide equality of opportunity in education,

Improve technology in schools and use of information technology effectively.

52 pilot schools from 17 cities

EBA (education information network) website to provide online content for teachers andstudents (http://www.eba.gov.tr)

Online professional development workshops (http://uzem.eba.gov.tr )© 2017 Dr. Servet ÇELİK All Rights Reserved

http://www.eba.gov.tr

http://uzem.eba.gov.tr

Rationale for the study

The success of projects such as FATİH rests on the expectation that classroom instructors will be ableto successfully integrate the use of these technologies into their teaching. However, practitionershave expressed doubt about this project because:

1. “Teachers and students in Turkey are not ready for such revolutionary technology in theclassroom” (Uzum, 2011, p.6).

2. Pre-service teacher education is the time to prepare future teachers for effective technologyintegration (Anderson, 2007) but they don’t get the training specifically preparing them for this projectgoals (Uzum, 2011).


Rationale for the study

The success of projects such as FATİH rests on the expectation that classroom instructors will be ableto successfully integrate the use of these technologies into their teaching. However, practitionershave expressed doubt about this project because:

1. “Teachers and students in Turkey are not ready for such revolutionary technology in theclassroom” (Uzum, 2011, p.6).

2. Pre-service teacher education is the time to prepare future teachers for effective technologyintegration (Anderson, 2007) but they don’t get the training specifically preparing them for theFatih Project goals (Uzum, 2011).

The researchers felt that an investigation of Turkish pre-service teachers’ attitudes, and perceptionsconcerning technology integration and Fatih Project is needed to provide further insights in terms ofwhether they will be able to successfully employ technology in their teaching.


Research Questions

1) How do pre-service teachers’ beliefs, self-efficacy and intentions interact with regards to technology integration in education?

2) What kinds of concerns do these pre-service teachers have with regards to technology integration and Fatih Project?


Methodology: Setting & Participants

• Participants: Approximately over 100 teacher education students, all of whom had completed their student teaching during their fourth undergraduate year at a Turkish university, were invited to participate in the study;

• A total of 43 students completed the surveys. Majority of the participants were females (65% females 35% males)

• Informed Consent: The students were fully informed of the purpose and procedures of the study; in addition, they were advised that that completion of the survey signified their consent to participate in the project


Research framework: Data Collection & Analysis

Survey Instrument: The data were collected via a 5-point scale questionnaire consisting of 40 close-ended and 1 open-ended questions relating to the student teachers’ beliefs, concerns, self-efficacy,and intentions concerning technology integration, and specifically with respect to the recenttechnological changes in Turkish K-12 schools with the Fatih Project.

Content validity: To confirm the content validity of the questionnaire items, scholars in survey researchwere consulted and their input was used in question revision and redesign. Pilot tests of the survey wereconducted using think-aloud protocols with five pre-service teachers. Survey questions were translatedto Turkish with the help of a Turkish Language Education professor who has completed his graduatedegrees in the US.

Data analysis: The responses from the questionnaires were analyzed using SPSS software. In order topresent the numerical data in a manageable form, descriptive statistics were employed (Fraenkel &Wallen, 2008).


RESULTS: Demographics

5 Middle School Science Education

5 High School Chemistry

9 Math

12 Early Education

6 Counseling and Educational Psychology

3 Elementary Education

3 Special Education

Age Intervals %

18-20 4%

21-25 84%

26-30 10%

31+ 2%


RESULTS: Beliefs

Question Strongly Disagree

Disagree Neutral Agree Strongly Agree

I believe that I will be a better educator when I incorporate technology into my teaching

2.33% 2.33% 0.00% 39.53% 55.81%

I believe that my colleagues will be more effective teachers if they use technology (e.g., online resources, presentation tools, animations or similar) in their classroom.

0.00% 2.33% 4.65% 46.51% 46.51%


RESULTS: Self-efficacy

How confident are you in your ability to use the following types of software in your teaching?

Not at all confident

Not very confident

Neutral Confident Very Confident

Don’t know how to use the tool or the

software

Internet search engines 0.00% 0.00% 2.78% 36.11% 58.33% 2.78%

Presentation software 0.00% 0.00% 0.00% 47.22% 47.22% 5.56%

Word processing software 0.00% 0.00% 0.00% 47.22% 50.00% 2.78%

Movie editing software 0.00% 0.00% 13.89% 44.44% 38.89% 2.78%

Spreadsheet software 0.00% 5.56% 19.44% 47.22% 25.00% 2.78%

Wiki page development software

8.33% 22.22% 16.67% 11.11% 13.89% 27.78%

Blog page development software

8.33% 25.00% 11.11% 22.22% 13.89% 19.44%

Web development software 11.11% 25.00% 13.89% 25.00% 16.67% 8.33%© 2017 Dr. Servet ÇELİK All Rights Reserved

RESULTS: Intentions

Not at all To a small extent

To some extent

To a moderate extent

To a great extent

Don’t know how to use the tool or the

software

Internet search engines 0.00% 2.86% 11.43% 20.00% 62.86% 2.86%

Presentation software 0.00% 0.00% 17.14% 34.29% 48.57% 0.00%

Word processing software 2.86% 8.57% 8.57% 37.14% 42.86% 0.00%

Movie editing software 0.00% 11.43% 14.29% 31.43% 40.00% 2.86%

Spreadsheet software 2.86% 11.43% 25.71% 31.43% 28.57% 0.00%

Wiki page development software

28.57% 8.57% 25.71% 8.57% 8.57% 20.00%

Blog page development software

25.71% 14.29% 22.86% 14.29% 5.71% 17.14%

Web development software 22.86% 17.14% 31.43% 11.43% 11.43% 5.71%

To what extent would you use the following tools in your first year of teaching?


RESULTS: Beliefs (Fatih Project)

As a future teacher, please indicate your level of agreement with the following statements.

Question Strongly Disagree

Disagree Neutral Agree Strongly Agree

I believe that Smart Boards enhance students’ engagement in the classroom.

0.00% 9.52% 14.29% 50.00% 26.19%

I believe that Smart Boards support student’s learning experience (e.g., make the content more interactive and visual)

0.00% 4.65% 9.30% 55.81% 30.23%

I believe that the teachers in my school and I will be more effective teachers if we use Smart Boards in our classroom.

0.00% 2.33% 13.95% 55.81% 27.91%

I believe that having a tablet computer supports student’s learning experience (e.g., provides additional resources, makes the content more interactive and visual).

0.00% 11.63% 18.60% 58.14% 11.63%

I believe that the teachers in my school and I will be more effectiveteachers if we use tablet computers in our classroom.

2.33% 2.33% 25.58% 53.49% 16.28%

I believe tablet computers can be an alternative to books 4.65% 13.95% 16.28% 53.49% 11.63%


RESULTS: Self-efficacy (Fatih Project)

How confident are you in your ability to use the following types of software in your teaching?

Question Not at all confident Not very confident

Neutral Confident Very Confident

Don’t know how to use the tool or

the software

Smart BOARD (e.g., the software or the programs installed on it):

2.86% 2.86% 17.14% 37.14% 37.14% 2.86%

Tablet computer (e.g., the operating system and programs installed on it):

5.71% 5.71% 22.86% 37.14% 28.57% 0.00%


RESULTS: Intentions (Fatih Project)

To what extent would you use the following tools in your first year of teaching?

Question Not at all To a small extent

To some extent To a moderate

extent

To a great extent

Don’t know how to use the tool or

the software

Smart BOARD (e.g., the software or the programs installed on it):

2.78% 11.11% 19.44% 25.00% 30.56% 11.11%

Tablet computer (e.g., the operating system and programs installed on it):

0.00% 2.78% 13.89% 36.11% 33.33% 13.89%


RESULTS: Concerns

Pre-service teachers are often concerned that there will be barriers to the use of technology in their

future classrooms. To what extent are you concerned about the following?

Very

Concerned

Quite

Concerned

Fairly

Concerned

Slightly

concerned

Not at all

concerned

Adequacy of the available computer equipment (functioning and up-to-date computer hardware and software)

0.00% 21.62% 27.03% 48.65% 2.70%

Teachers’ knowledge and ability to manage the classroom while using technology 2.70% 2.70% 27.03% 43.24% 24.32%

Preparation time needed to create technology-supported educational activities 2.70% 8.11% 48.65% 29.73% 10.81%

Availability of technology (e.g., computers, tablet computers, projectors, Smart Boards, Internet connectivity):

2.70% 13.51% 35.14% 45.95% 2.70%

Support from colleagues (e.g., other teachers share examples of effective technology implementation) 2.70% 5.41% 35.14% 40.54% 16.22%

Teachers’ knowledge and ability to use technology in the classroom 2.78% 0.00% 19.44% 36.11% 41.67%

Teachers’ pedagogical knowledge and ability to use technology in the classroom 2.78% 0.00% 25.00% 44.44% 27.78%

Access to technology resources (e.g., scheduling computer labs, reserving equipment) 5.41% 16.22% 35.14% 37.84% 5.41%

Availability of technical support staff in the school when technical problems occur 5.41% 29.73% 37.84% 21.62% 5.41%

Availability of technology training for teachers (e.g., professional development workshops, seminars, resources)

8.11% 8.11% 51.35% 29.73% 2.70%

Support from administrators (e.g., the principal supports teachers who plan to use technology) 8.11% 5.41% 43.24% 35.14% 8.11%

District support (e.g., the superintendent supports schools who plan to use technology) 8.11% 8.11% 48.65% 24.32% 10.81%© 2017 Dr. Servet ÇELİK All Rights Reserved

RESULTS: Summary of Concerns

In terms of concerns relating to technology use, the participants indicated little apprehension abouttheir knowledge to use technology in the classroom and support from teachers and administrators .

On the other hand, they indicated a high level of concern about: availability of technical support staff,

access to technology resources,

adequacy of the available technology,

availability of in-service training,

time.

OPEN ENDED QUESTION (What other concerns do you have that are not listed here?

In an open-ended question, one participant shared this concern about the lack of training: “There istoo much money spent on SMART Boards and tablets; however, they will be useless due to lack ofexperience and training for us.”


Discussion

As long as resources are available, pre-service teachers report having knowledge and skillsnecessary to use instructional technology (Celik and Aytin, 2013).

Pre-service teachers’ self-efficacy and intentions had a strong alignment with regards to integratingtechnology in their classroom (Anderson, 2007)

Although pre-service teachers were generally positive, they indicated a variety of concerns.(Zhao,2007; Hew and Brush, 2007; Al-Kahtani and Al-Haider, 2010; & Celik and Aytin, 2013).

Pre-service teachers did not express confidence in their ability to use learning resources such asteacher websites (Friedman, 2006), classroom Wiki pages (Sheehy, 2008) or blog page developmenttools (Wang & Hsua, 2008).


Discussion

In spite of the push to equip classrooms with SMART boards and provide learners with tabletcomputers, pre-service teacher did not express a highly positive intent to use these tools in theirteaching.

Pre-service teachers may not be prepared to take full advantage of the technological tools at theirdisposal without intervention.

Pre-service teachers need to have familiarity and experience with the technology tools they areexpected to use.


Impact

Necessary to build positive knowledge, beliefs, and intentions before entering teaching (Abott & Faris, 2000; Anderson & Maninger, 2007; Hazzan, 2003; Smarkola, 2008)

Even though pre-service teachers have confidence to use technology, they expect continuous technical support and training opportunities in their schools.


Limitations of the study & Recommendations

Due to the limited scale of the study, the results are not generalizable and may not reflect the attitude of thetarget population at large. Furthermore, it is not possible to draw definitive conclusions from descriptivestatistics alone.

Additional research may be useful in pinpointing the areas of greatest concern and in guiding thedevelopment of pre-service and in-service teacher training programs related to the use of modern teachingtools.


For Questions, comments & feedback:

Please contact:

[email protected]


mailto:[email protected]

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