Teacher Perception on Educational Informatics Network: A Qualitative Study of a Turkish Anatolian High School

Abstract

FATİH Project carried out by the Turkish government is one of the comprehensive technology integration project in the World. With this project, interactive boards, tablets and multifunctional printers have been distributed to schools and Internet infrastructure of schools improved. EIN (Educational Informatics Network) platform, known as EBA (Eğitim Bilişim Ağı) in Turkey, has been established to access the digital content to be used in conjunction with this technology. In this qualitative study, the process of using EBA was examined by benefiting from teachers' opinions and experiences; and it was aimed at revealing the problems experienced by teachers while using EBA and opinions regarding the alternatives for existing problems. Based on the content analysis of teachers' answers, it was concluded that problematic conditions as insufficient systematic structure and content of EBA, inappropriate content for students' needs and grade level, incompatibility with the changes in instructional programs, central exams pressure, and students' concentration on teacher-oriented approach had negative impacts on teachers unwilling and/or insufficient EBA use. Therefore, a model was presented to include teachers' recommendations which are composed of three strategies for the solution of the problems they experienced while using EBA.

Digital Gaps Influencing the Online Learning of Rural Students in Secondary Education: A Systematic Review

“…Another aspect is digital literacy. It is verified that teachers and students had to improvise with the means they had at their disposal for the teaching-learning process, with insufficient mastery in digital skills, poor understanding of educational applications, learning networks, and online collaborative work [6], [15], [26]- [28]. In addition to considering the existence of emotional situations that prevent the promotion of digital skills and abilities such as motivation, stress levels, disconnection, integration, and trust with the digital world [29]- [32]; and the emphasis that institutional support plays an important role in forming competencies focused on the use of ICT, seeking the training, quality, and quantity of digital content [17], [33], [34].…”

“…At the level of teachers, studies have a positive description due to the contingency in digital training programs [3], [4], [6], [19], [34], [41]. But they also show a deficient level due to the unwillingness of teachers to be able to carry out training in electronic content, as well as the fear of using technologies for online teaching, [21], [23], [26], [33] according to Table V. As for the students, the knowledge acquired is through self-instruction, their skills are used in social networks and network games, insufficient in the elaboration of their tasks, such as sophisticated presentations and complex searches, on the other hand, a positive advance of studies that show that the students have been duly trained by organizations of agreement and by the educational administration of their country [3], [17], [29], [42], according to Table VI.…”

“…DIGITAL GAPS THAT INFLUENCE ONLINE LEARNING ArticlesQuantity Appearance 3,4,6,17,19,21,22,23,24,25,26,27,28,29,30,31,32,33,34,41,42 …”