Computer Technology Awareness by Elementary School Teachers: A Case Study from Turkey

Asan, Askin

doi:10.28945/319

Cited by 38 publications

(25 citation statements)

References 5 publications

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“…As a consequence, some training on the use of advanced technology for teachers should be taken into account by the teacher educators, the schools, and even the policy makers. These classroom challenges are aligned with Asan (2003) and Buabeng-Andoh (2012) who found out that teachers' lack of technological competence which involves lack of hardware, lack of knowledge and skills about using computers, lack of training or insufficient training opportunities, lack of teachers' confidence and crowded classrooms were determined as the most important problems faced by the teachers.…”

Section: Pedagogical Implications On Efl Teaching and Learningmentioning

confidence: 59%

“…The limitation was shown due to the fact that, apart from the lesson using a video, the EFL teachers merely deployed Ppt which focused on simple pictures or written explanation with no movement or sounds on the slides during the observation. This is aligned with Asan (2003) who discovered that many teachers lacked a functional computer literacy foundation upon which to build new technology and skills, such as lack of knowledge and skills about using computers and insufficient training opportunities.…”

Section: Correspondence Between Efl Teachers' Cognitions and Their Vomentioning

confidence: 62%

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Reflection of Teacher Cognition in EFL Vocabulary Instructional Practices in Indonesia

Hermagustiana¹,

Hamra²,

Rahman³

et al. 2017

IJEL

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Teachers are highly influenced by their cognitions related to their ideas, to their views of the world, and to their values and conceptions of their environment. The study of teachers' cognitions forms a part of the process of understanding how teachers conceptualize their work (Hassankiadeh, 2012). Therefore, this study attempted to investigate the cognitions the Indonesian EFL teachers hold about vocabulary instruction along with analyzing reflected cognitions in their teaching practices in classroom context. This qualitative study used semi-structured interview and direct classroom observation to obtain the data from four Indonesian EFL teachers of senior high school. It was revealed that the teachers have well-developed cognitions about EFL vocabulary instruction. It is shown from their beliefs, understanding, and perceptions about the role of vocabulary, its importance in EFL teaching and learning including what words are taught and how words are taught. Moreover, some aspects of their cognitions about vocabulary teaching emerge to be in congruence with their vocabulary teaching practices although some inconsistencies have been identified as well.

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Section: Pedagogical Implications On Efl Teaching and Learningmentioning

confidence: 59%

Section: Correspondence Between Efl Teachers' Cognitions and Their Vomentioning

confidence: 62%

Reflection of Teacher Cognition in EFL Vocabulary Instructional Practices in Indonesia

Hermagustiana¹,

Hamra²,

Rahman³

et al. 2017

IJEL

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“…The studies of Velez (1998), Asan (2005) and Markova, et. al (2003) contradict the result of this study because it showed a significant difference on the awareness level of the respondents when classified as to sex.…”

Section: Inferential Data Analysismentioning

confidence: 98%

Peace Education Knowledge, Attitudes, Values and Skills (KAVS) of Pre-Service Teachers

Pendon

2016

IRA-JEMS

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<div><p><em>Pre-service teachers who were acquainted with the schemes of peace education can be an agent of transformation in the global society and must place peace education in their heart as future teachers. A sample of 80 students of WVSU-Janiuay Campus was chosen through stratified sampling. Data were gathered with the aid of peace education awareness questionnaire-checklist adapted from Castro & Galace (2008). </em><em> It utilized the descriptive design to collect, analyze and classify data on the level of awareness of the pre-service teachers on the Knowledge, Attitudes, Values and Skills <strong>(</strong>KAVS) schemas of peace education. The combined scores of pre-service teachers were aware of peace education’s knowledge, attitudes, values and skills areas. When classified as to course, the BEED, were aware while the BSED were very aware. Both male and female were aware. Those with high grade point average were very aware while those with average and low grade point average were aware of the peace education schemas. As an entire group, the attitudes and values scores of the respondents were aware and when grouped according to course, it showed that all respondents were very aware. Both sexes were aware of peace education KAVS.</em></p></div>

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“…Other definitions of computer literacy focus on two areas: "whatever a person needs to know and do with computers in order to function competently in our society" and "a measure of competency to exploit computer technology" (Halaris & Sloan, 1985). The search for computer literacy has its beginning in elementary school (Albee, 2003;Asan, 2003) and continues through high school. In addition, computer literacy has now become a global issue (Asan, 2003;Csapo, 2002).…”

Section: Introductionmentioning

confidence: 99%

“…The search for computer literacy has its beginning in elementary school (Albee, 2003;Asan, 2003) and continues through high school. In addition, computer literacy has now become a global issue (Asan, 2003;Csapo, 2002).…”

Section: Introductionmentioning

confidence: 99%

Improving Computer Literacy of Business Management Majors: A Case Study

Johnson¹,

Bartholomew²,

Miller³

2006

JITE:Research

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Executive SummaryStakeholders, such as future employers, parents, and educators, have raised their expectations of college graduates in the area of computer literacy. Computer skills and understanding are especially critical for business management graduates, who are expected to use computer technology as a tool in every aspect of their career. Business students should be able to show an enhanced understanding of computer literacy as they progress through each year of their college experience. An ideal final assessment should show that these students are able to make use of their computer skills in high-level problem solving situations.At the institution in this study, Utah Valley State College (UVSC), business management majors are required to complete a computer competency requirement early in their program by either taking a comprehensive computer applications course or by passing a state-wide computer proficiency exam. Later in their junior or senior year, these business students take a Management Information Systems (MIS) course where they are again expected to complete targeted business problems using spreadsheet, database, word processing, or presentation applications. These assigned business problems begin to approach the level of problem-solving expected by future employers. Instructors of the MIS course were seeing a lack of preparation and understanding as business management majors attempted to complete the assigned problems.Objective and subjective computer competency evaluations were given to business management students during their freshman, junior, and senior years. The result of these evaluations showed a decrease in students' skill level and confidence level in some of the key computer literacy areas by graduation. When current or future employers were asked what computer literacy skills were most needed in business graduates, they ranked word processing and spreadsheet skills highest. In order to narrow the focus of this case study, spreadsheet use and confidence was singled out because this was the area in which our students seemed to need the most reinforcement and was highly valued by our local employers. At a future time, the participants of this study plan to extend this evaluation into other computer competency areas.

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Computer Technology Awareness by Elementary School Teachers: A Case Study from Turkey

Cited by 38 publications

References 5 publications

Reflection of Teacher Cognition in EFL Vocabulary Instructional Practices in Indonesia

Reflection of Teacher Cognition in EFL Vocabulary Instructional Practices in Indonesia

Peace Education Knowledge, Attitudes, Values and Skills (KAVS) of Pre-Service Teachers

Improving Computer Literacy of Business Management Majors: A Case Study

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