Investigation of the Computer Experiences and Attitudes of Preservice Mathematics Teachers: New Evidence from Turkey

Birgin, Osman; Çatlıoğlu, Hakan; Gürbüz, Ramazan; Aydın, Serhat

doi:10.1089/cyber.2009.0345

Cited by 9 publications

(6 citation statements)

References 15 publications

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“…According to the results of the gender-related meta-analysis study by Whitley (1997), gender differences in computer-related behaviors are small. Likewise, Birgin, C ¸atlıo glu, G€ urb€ uz, and Aydın (2010) claim that the gap between genders is narrowing, on account of increasing computer ownership and more pre-service mathematics teachers' using computers regardless of gender. However, Yuen and Ma (2002) found that there are significant gender differences in computer acceptance.…”

Section: Discussionmentioning

confidence: 99%

Investigating variables predicting Turkish pre‐service teachers’ integration of ICT into teaching practices

Aslan¹,

Zhu

2016

Brit J Educational Tech

144

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Pre-service teachers need to acquire information and communications technology (ICT) competency in order to integrate ICT into their teaching practices. This research was conducted to investigate to what extent ICT-related variables-such as perceived ICT competence, perceived competence in ICT integration, attitudes toward ICT, anxiety around ICT usage, external barriers to ICT integration, ICT-related courses, pedagogical knowledge, and prior experience concerning the use of ICT-predict the dependent variable "integration of ICT into teaching practices" for pre-service teachers. Data were gathered from 599 pre-service teachers from the subject areas of Turkish language, social sciences, elementary mathematics, and science in their fourth year of training programs. The study indicated that pedagogical knowledge, ICT-related courses, and perceived ICT competence significantly predicted integration of ICT into teaching practice. These three variables predicted and accounted for 17% of the integration of ICT into teaching practices. The findings of this study showed that pre-service teachertraining programs, especially pedagogical knowledge and ICT-related courses, have a significant effect in enabling pre-service teachers to use ICT in their teaching practices. IntroductionTeachers facilitate student learning, creativity and innovation by using their knowledge of the subject matter, teaching and learning, and technology (ISTE, 2008). In this regard, information and communications technology (ICT) plays an important role in enabling teachers and students to teach and learn more effectively. The integration of ICT into education necessitates teachers to be competent in the use of ICT. In other words, teachers are required to have adequate ICT competencies to make use of ICT for education (Goktaş, Yildirim, & Yildirim, 2009). Thomas and Knezek (2008) point out that, teachers in both real and virtual schools and classrooms must be equipped with technology resources and skills to provide learning experiences effectively. These teachers will have the ability to develop innovative ways of using technology to enhance the learning environment, and to promote technology literacy, knowledge deepening, and knowledge creation (UNESCO, 2011a). The effective integration of ICT into education can be thought to enable effective citizens and workers to acquire functional and critical thinking skills such as information literacy, media literacy, and ICT literacy in the 21st century (Partnership, 2015). For that reason, one of the goals of the schools systems in many countries is to ensure that students

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Section: Discussionmentioning

confidence: 99%

Investigating variables predicting Turkish pre‐service teachers’ integration of ICT into teaching practices

Aslan¹,

Zhu

2016

Brit J Educational Tech

144

View full text Add to dashboard Cite

show abstract

“…Indeed, some of the results of studies conducted at different period of time and disciplines supported the assumption that it is difficult to change the cognitive characteristics of individuals such as attitude, interest, and level of concern in a short period of time (Gönen, Kocakaya, & İnan, 2006). However, long-term CAI implementations (Baki & Çakıroğlu, 2011;Birgin et al, 2010;Erbaş & Yenmez, 2011;Güven, 2002;Helvacı, 2010;Pilli & Aksu, 2013;Seo & Bryant, 2009;Ubuz et al, 2009;Yıldız, 2009) have proved to be positively influential on students' attitudes and views toward mathematics and geometry.…”

Section: Discussionmentioning

confidence: 99%

The Effect of Computer-Assisted Instruction on 7th Grade Students’ Achievement and Attitudes toward Mathematics: The Case of the Topic “Vertical Circular Cylinder” / Utjecaj nastave uz pomoć računala na postignuća i stavove učenika sedmog razreda prema ma

Birgin

Bozkurt

Gürel

et al. 2015

Croatian Journal of Education

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The purpose of this study was to investigate the effect of computer-assisted instruction (CAI) regarding concepts of "surface area and volume of vertical circular cylinder" on seventh grade students' achievement and attitudes toward mathematics. A pre-test and post-test control group with quasi-experimental study design was used. This research was carried out with 49 seventh grade Turkish students (24 students in the experimental group, and 25 students in the control group). The students in the experimental group were taught with CAI, while the students in the control group were taught in the traditional way (textbookbased direct instruction). The "Mathematics Achievement Test (MAT)" and the "Mathematics Attitude Scale (MAS)" were administered to both groups as a pretest and a post-test. The data were analyzed with multivariate analysis of variance (MANCOVA). The results indicated that CAI significantly improved students' mathematics achievement compared to the results achieved through traditional instruction. However, it was found that short-term CAI implementation did not make a significant difference on students' attitudes toward mathematics.

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“…A study of Birgin, Çatlıoglu, Gürbüz, and Aydın (2010) investigated the relationship between experiences of pre-service mathematics teachers with computers and attitudes towards them. They concluded that ''teachers' attitudes towards computers differ according to their years of study, computer ownership, level of computer competency, frequency of computer use, computer experience, and whether they had attended a computer-aided instruction course'' (p. 512), thus supporting the relationship and its direction suggested by IMBP.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

What stimulates teachers to integrate ICT in their pedagogical practices? The use of digital learning materials in education

Kreijns

Acker

Vermeulen³

et al. 2013

Computers in Human Behavior

194

113

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Investigation of the Computer Experiences and Attitudes of Preservice Mathematics Teachers: New Evidence from Turkey

Cited by 9 publications

References 15 publications

Investigating variables predicting Turkish pre‐service teachers’ integration of ICT into teaching practices

Investigating variables predicting Turkish pre‐service teachers’ integration of ICT into teaching practices

The Effect of Computer-Assisted Instruction on 7th Grade Students’ Achievement and Attitudes toward Mathematics: The Case of the Topic “Vertical Circular Cylinder” / Utjecaj nastave uz pomoć računala na postignuća i stavove učenika sedmog razreda prema ma

What stimulates teachers to integrate ICT in their pedagogical practices? The use of digital learning materials in education

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