Examining Turkish Social Studies Teachers’ Beliefs About Barriers toTechnology Integration

Kilinc, Emin; Tarman, Bülent; Aydın, Hasan

doi:10.1007/s11528-018-0280-y

Cited by 49 publications

(46 citation statements)

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“…This idea of preservice teachers approves other studies that found time as a barrier (Ertmer, 1999;Hachter & Vermette, 2013;Keengwe, Onchwari, & Wachira, 2008) because one of the reasons for poor professional development could be lack of time. Besides, other external barriers, which are poor administrative support (Kilinc, Tarman, & Aydin, 2018;Nikolopoulou & Gialamas, 2015;Sheninger, 2014), lack of access (Ertmer & Ottenbreit-Leftwich, 2013;Goktas, Yildirim, & Yildirim, 2009;Hur, Shannon, & Wolf, 2016;Kilinc, Tarman, & Aydin, 2018;Nikolopoulou & Gialamas, 2015), lack of maintenance (Ertmer & Ottenbreit-Leftwich, 2013;Kilinc, Tarman, & Aydin, 2018;Nikolopoulou & Gialamas, 2015), and reliability of equipment (Hur, Shannon, & Wolf, 2016;Keengwe, Onchwari, & Wachira, 2008) hold significant places in preservice teachers' statements.…”

Section: Discussionmentioning

confidence: 99%

“…The research stated that lack of in-service training, lack of equipment, lack of technology plans, lack of appropriate software, and lack of computer labs are some barriers reported by teacher educators, prospective teachers, and deans (Goktas, Yildirim, & Yildirim, 2009). Kilinc, Tarman, and Aydin (2018) found that according to in-service teachers, lack of technology, lack of access, and lack of administrative and technical support are major barriers to integrate technology. As for professional development in technology use, Blocher, Armfield, Sujo-Montes, Tucker, and Willis (2011) stated that professional development influenced teachers' technology use positively, and studies said that professional development significantly affects technology integration (Bhasin, 2012;Kopcha, 2012;Scott & Mouza, 2007).…”

Section: Technology Integrationmentioning

confidence: 99%

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Prospective Teachers’ Perceptions of Barriers to Technology Integration in Education

Dinç

2019

CONT ED TECHNOLOGY

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This study examined the thoughts of preservice teachers about technology integration and collected their ideas about possible barriers to technology integration in education. With this aim, the participants were asked two key questions which are (1) "What does 'Technology Integration in Education' mean to you?" and (2) "What might be the possible barriers to technology integration in education?". A total of 76 preservice teachers, who took the course "Integrating Technology in Education" during their Elementary Teacher Education program took part in the study. The data were analyzed by using descriptive analysis method in this qualitative study. As a result of the study, it was revealed that preservice teachers have critical perceptions related to technology integration, such as effective use of technology, inclusion of technology in the course curriculum, increasing engagement, visualizing the course content, working with administrators to integrate technology, and being able to teach with technology that cannot be taught beforehand. As for the external and internal barriers, the participants commented that lack of funding/budget, lack of equipment, lack of ability, and time are major barriers to technology integration in education. Unlike the other studies in the relevant literature, preservice teachers stated parents and security as barriers to integrating technology in education.

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Section: Discussionmentioning

confidence: 99%

Section: Technology Integrationmentioning

confidence: 99%

Prospective Teachers’ Perceptions of Barriers to Technology Integration in Education

Dinç

2019

CONT ED TECHNOLOGY

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“…However, integrating technology into instruction is sometimes perceived as additional tasks for teachers in education because they tend to focus more on their daily tasks; managing lesson plans, delivering teaching, doing evaluations, and organizing classrooms (Armstrong, Hensen, & Savage 2009). As a result, technology integration is perceived as an exhausting activity for some teachers (Kilinc, Tarman, & Aydin, 2018) and in many ways makes teachers persistent to use technology in their teaching activities (Ogurlu & Sevim 2017). Due to this reason, studies on teachers' beliefs are important to hold for the betterment of the ICT integration in education.…”

Section: Introductionmentioning

confidence: 99%

“…ICT represents the main theme which can support the way the educational systems work around the world to improve students' learning performance (Abdulrasool & Mishra, 2009;Alseddiqi, Mishra, & Abdulrasool, 2010;Kilinc et al, 2018;Peeraer & Van Petegem, 2011;Ramadan et al, 2018;Shamim & Raihan, 2016;Yang, 2014). For example, (Kilinc et al, 2018) explained that teachers will improve information if the environments of the classes have been established for integrating ICT. Factors leading to the success of ICT integration in education are technological infrastructure development, accessible equipment, institution vision, technical support, human resource skills and users' beliefs on ICT integration benefits (Tsai & Chai, 2012).…”

Section: Introductionmentioning

confidence: 99%

Vocational Technical High School Teachers’ Beliefs Towards Ict for the 21st Century Education: Indonesian Context

Mukminin

Habibi

Muhaimin

et al. 2019

PEC

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To facilitate educational staff, especially teachers with adequate information and communication technology (ICT) tools and its integration, has been one of the main agendas in vocational high schools around the world. One of the key factors of the ICT integration success in education is teachers’ beliefs. To understand the phenomenon, this mix method study aimed at elaborating Vocational Technical High School (VTHS) teachers’ beliefs on the ICT and its integration in education and differences of the teachers’ beliefs between demographic information. Quantitatively, a survey was addressed to 765 respondents; the analysis was descriptive using mean, percentage, and standard deviation, as well as t-test and analysis of variance (ANOVA) for a difference between the demographic information namely genders, ages, and teaching experiences. Following the quantitative phase, interview was conducted with 10 teachers to get in-depth information through a thematic process. Findings suggest that the VTHS teacher’s beliefs on ICT and its integration in education mainly focused on 1) student engagement and effective learning, varied use of ICT regarding grades and content (behavioral beliefs); 2) needs of digital-age students and expectations of authorities, administrators, and colleagues (normative beliefs); 3) varied self-efficacy for using ICT in VTHSs, access to learning, access to ICT and human resource support (control beliefs). Keywords: beliefs, ICT, mix method, vocational technical education.

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“…It is no coincidence that Frischmuth gives the main character of the work the name Byokin, because stubbornness is a distinguishing feature of Byokin's nature (Kilinc et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

The Animalistic Genre in the Works of Barbara Frischmuth

Trofimova

Barova

2019

SACI

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The purpose of the article is to consider the originality of the art world of the contemporary Austrian writer Barbara Frischmuth who created in the novel Mistress of the Animals a unique "animalistic context". Frischmuth explores human nature through the images of the animal world, in connection with which the author of the article adheres to the term "human-animal studies". "Human-animal studies" in the works of the writer have a mythological nature, with the help of which Frischmuth illustrates the modern world. The relevance of the study is dictated by the inadequate exploration in homeland literary studies of the Austrian writer B. Frischmuth. Hence, considering the work of the Austrian writer in this context, this research is an attempt to pastose the generalised characteristic of "animalier art". The undertaken study considers the understudied topical problems of modernity, given the literary experience of Barbara Frischmuth. In the animal work Frishmuths"anthropological" and "zoological" are transformed in a specific synthesis; this duality characterises animal characters in her works, and would become a hallmark of her work.

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Examining Turkish Social Studies Teachers’ Beliefs About Barriers toTechnology Integration

Cited by 49 publications

References 10 publications

Prospective Teachers’ Perceptions of Barriers to Technology Integration in Education

Prospective Teachers’ Perceptions of Barriers to Technology Integration in Education

Vocational Technical High School Teachers’ Beliefs Towards Ict for the 21st Century Education: Indonesian Context

The Animalistic Genre in the Works of Barbara Frischmuth

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