Problematic Internet Usage of ICT Teachers (original) (raw)
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Technology has taken place in all areas of life. Educational environment is equipped with the technology to educate individuals with the skills to meet the needs of the day. It is expected that teachers use information and communication technologies and transfer this skill to the educational environment in the information age. When the use of ICT addressed in the context of the specific area the advantages and problems can be clearly evident. The purpose of this research is to identify barriers to the integration of ICT in Turkish teaching. Qualitative research method was adopted in the research. Participants were determined by criteria sampling method. 14 Turkish teachers who work in public schools in Bartın city center have participated in the research. The interview form was used as data collection tool. The data obtained from the interviews was conducted content analysis. Eight themes that prevent Turkish teachers from using ICT in Turkish lessons were identified. These themes are "inadequacy of technology infrastructure of the school, ICT inadequacy of the teacher, not directing the program to ICT, not being suitable for Turkish lessons, habit, loss of time, inadequacy of course materials for Turkish lesson, and ICT inadequacy of students". The participants' solution suggestions are based on the following themes: developing the ICT infrastructure of the school, practical training for the use of ICT in Turkish lessons, directing the program to ICT, developing the ICT information and equipment of the student.
Internet Usage by the Teachers Working in Higher Secondary Schools and in Colleges
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Information and Communications Technology (ICT) is changing processes of teaching and learning by adding elements of vitality to learning environments including virtual environments for the purpose. ICT is that of providing a new framework that can foster a revision and an improvement of teaching and learning practices. Internet is a multi-dimensional medium, which facilitate its users for different purposes. The basic objective of this research article is to find out the major uses of internet, by the teachers working in higher secondary schools and in collages. The major objectives were to identify and to find out the internet usage for the 1. Seminar presentation 2. e-mail 3. Preparing regular class lectures and for 4. chatting and other re-creational purposes by the teachers working in higher secondary schools and in collages and. To find out the differences of any, among these teachers on the usage of internet. As there was no ready-made tool available the investigator construc...
Primary school teachers’ training in ICT
Teachers‟ training and their active participation in their introduction to innovation, combined with the encouragement of reflection on teaching practice, are important tools for the change of their perceptions. Teachers need continuous training to renew their cognitive skills and cope with new requirements. The present work is a wider research that aimed to explore both ICT application to the Primary schools on the island of Lesvos and their impact upon pupils‟ teaching, learning and cognitive process and behavioural adaptation - according to the opinions of primary school teachers and pupils who work and study at (public) primary schools. In this work, teachers‟ opinions on their training in ICT are presented. There were 118 primary school teachers from the island of Lesvos who took part in that research. 36 teachers were men (30.5%) and 82 were women (69.5%). 37.61% of the teachers had not participated in such training seminars before, while 62.39% had. Teachers‟ questionnaire about ICT used in the present work consists of seven thematic units and includes closed questions. The first thematic unit refers to the usefulness and the use of ICT in the Greek educational system. The second thematic unit refers to teacher‟s role in the modern Greek school. The third thematic unit consists of questions about pupils‟ acquisition of basic IT skills. The fourth unit refers to the factors that impede ICT application to the primary school. The fifth unit deals with issues related to teachers‟ knowledge of educational legislation, guidelines and circulars governing educational practice and the introduction of ICT to the Greek primary school. The sixth thematic unit raises some issues in Greek teachers‟ training in ICT. In the seventh thematic unit, sociological questions, such as the positioning of the school in modern society, are asked. From the analysis of the finds, it seems that most teachers on Lesvos believe from “little” to “enough” that the training in ICT they underwent during their professional career (mainly basic learning skills) was successful or appropriate. Furthermore, teachers stress that their training should be continuous and systematic, and it should not be implemented during the school operation. There is also an important percentage of teachers - from “enough” (42.61%) to “very much” (29.57%) - who believes that teachers have not been informed about and trained sufficiently in what possibilities ICT provides to teaching. Teachers may make use mainly of the Internet Explorer and software packages, such as Microsoft Office Word and “Painting”, but they do not use almost at all the educational software package “Logo”. 63.64% of the teachers can hardly use the electronic mail, something that impedes the communication between educational and school units. It is, of course, remarkable that teachers‟ majority is informed about educational issues electronically through the official website of Ministry of Education and Religious Affairs (YPEPTH in Greek) and its various sub-divisions.