Analysis of computer teachers’ online discussion forum messages about their occupational problems

Deryakulu, Deniz

doi:10.1501/0003617

Cited by 18 publications

(20 citation statements)

References 36 publications

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“…These studies emphasize that women receive less support than men in being guided towards professions related with computers and in working with technological tools. This may be considered as another reason why women avoid technology more than men do (Namlu and Ceyhan, 2002;Deryakulu and Olkun, 2007). The research also reveals that male teachers score higher than women in the anxiety sub-dimension of computer anxiety scale and they are more anxious in learning how to use computers.…”

Section: Discussionmentioning

confidence: 94%

Music teachers computer anxiety and self-efficacy

Kiliç¹

2015

Educ. Res. Rev.

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This study aims to examine the computer anxiety and self-efficacy of music teachers in terms of different variables. The research is implemented on 124 music teachers. A personal information form and scales of Computer Anxiety and Self Efficacy are implemented on 124 music teachers. Data are analyzed with one way analysis of variance (ANOVA) and Pearson correlation coefficient. The results of the research show that gender creates a significant discrepancy in the perception of both computer anxiety (the computer anxiety of female teachers is higher) and self-efficacy (computer self-efficacy of male teachers is higher). The variables of occupational seniority, computer use frequency and having a computer of own do not create a significant difference for computer anxiety and its sub-factors "anxiety of harming the computer and the job", "learning anxiety" and computer self efficiacy. In addition, the variable of computer anxiety has been shown to make a significant difference for computer self-efficacy with computer anxiety and its sub-factors. In addition, it is seen that the music teachers who have their own computers, who use computers frequently and who have more experience in using computers have less computer anxiety and higher self-efficacy. Another finding of the study indicates that there is a high level of negative significant relationship between computer self-efficacy and computer anxiety. This reveals that those who have higher computer self-efficacy have less computer anxiety.

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Section: Discussionmentioning

confidence: 94%

Music teachers computer anxiety and self-efficacy

Kiliç¹

2015

Educ. Res. Rev.

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“…Furthermore, similar to online chat rooms, online forums may serve the function of giving and receiving support (Morrow, 2006) in a variety of domains, such as occupational problems (Deryakulu & Olkun, 2007), and providing professional advice to those struggling with their physical and/or mental health (Smithson et al, 2011;Welz et al, 2011). As with online chat rooms, online forums may be a substitute for real life contacts, and engagement with them could lead to excess, as suggested by the results of this study.…”

Section: Discussionmentioning

confidence: 99%

Internet addiction in students: Prevalence and risk factors

Kuss

Griffiths

Binder

2013

Computers in Human Behavior

429

256

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The last decade has witnessed a large increase in research on the newly emerging mental health problem of Internet addiction. Rather than looking at Internet addiction per se, this study focused on particular activities on the Internet that might be potentially addictive and linked them to personality traits that might predispose individuals to Internet addiction. The aims of this study were (i) to assess the prevalence of clinically significant levels of Internet addiction, and to (ii) discern the interplay between personality traits and specific Internet uses in increasing the risk for Internet addiction. This cross-sectional online survey used data from 2,257 students of an English university. Results indicated that 3.2% of the students were classified as being addicted to the Internet. The included personality traits and uses of online activities explained 21.5% of the variance in Internet addiction. A combination of online shopping and neuroticism decreased the risk for Internet addiction, whereas a combination of online gaming and openness to experience increased it. In addition to this, frequent usage of online shopping and social online activities, high neuroticism and low agreeableness significantly increased the chances of being addicted to the Internet. Findings and their implications are discussed.

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“…Professional and environmental characteristics influence ICT teachers' performance Individual and contextual factors affect the professional satisfaction of the teachers (Deryakulu & Olkun, 2007;Kagan, 1992) Teacher salaries and employment opportunities are important factors in the job-satisfaction of ICT teachers…”

Section: Discussionmentioning

confidence: 99%

“…For example, a study by Deryakulu and Olkun (2007) analyzed ICT teachers' online discussion messages with regard to job satisfaction and found the most frequently mentioned problems to be uncertainty about the role of the ICT ICT Teachers' Professional Growth teacher, lack of technological infrastructure, an outdated curriculum and inadequate educational policies. Similarly, a study by Kagan (1992) that investigated the individual and contextual factors influencing the professional satisfaction of teachers who have graduated or are about to graduate from a teacher-education program found teacher satisfaction to be affected by the amount of information they possessed about their students and by their previous opinions and perceptions regarding teaching and their ability to readjust these opinions and perceptions to their new environment.…”

Section: Discussionmentioning

confidence: 99%

ICT Teachers’ Professional Growth Viewed in terms of Perceptions about Teaching and Competencies

Çakır

Yıldırım

2013

JITE:IIP

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Executive SummaryTechnology integration into the classroom has a major role in creating rich learning and teaching environments. It is obvious that the success of the effective use of technology in classrooms highly depends on Information and Communication Technology (ICT) teachers who are responsible for integrating technology and mentoring other teachers in using it successfully. However, it is unclear how ICT teachers play a role for the achievement of the integration process and what challenges they experience during this process. The purpose of this study is, therefore, to portray the professional growth of ICT teachers in terms of their perceptions of teaching and their competencies in the Turkish elementary education system. Data was obtained from 104 (55 female, 49 male) ICT teachers. The quantitative data analysis was supplemented with a qualitative analysis to get a better understanding of the professional growth among in-service ICT teachers. Results showed that despite their positive self-perceptions of competence, ICT teachers faced difficulties such as classroom management, number of students, and hardware-software issues regarding the effective use of technology, especially cutting edge technology, in the classroom. According to teachers, the ability to integrate technology in the classroom was negatively affected by time limitations, poor design of Information Technology (IT) class, lack of flexibility in their roles as teachers, overcrowded classes, and classroom management issues. Finally, this study looked at ICT teachers' opinions regarding factors that encourage/discourage them from working in schools. The results of this study also shed light on the awareness of the significance of integrating technology into their teaching and learning activities.

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Analysis of computer teachers’ online discussion forum messages about their occupational problems

Cited by 18 publications

References 36 publications

Music teachers computer anxiety and self-efficacy

Music teachers computer anxiety and self-efficacy

Internet addiction in students: Prevalence and risk factors

ICT Teachers’ Professional Growth Viewed in terms of Perceptions about Teaching and Competencies

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