Investigation of Teachers' Reflections on Countrywide Tablet PC and Interactive White Board Initiative in Turkish Schools

Autor/in	Pamuk, Sonmez
Titel	Investigation of Teachers' Reflections on Countrywide Tablet PC and Interactive White Board Initiative in Turkish Schools
Quelle	In: Participatory Educational Research, 9 (2022) 1, S.22-40 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Pamuk, Sonmez)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-6123
Schlagwörter	Foreign Countries; Educational Technology; Technology Uses in Education; Handheld Devices; Interactive Video; Elementary Secondary Education; Access to Computers; Internet; Teacher Attitudes; Pedagogical Content Knowledge; Technological Literacy; Technology Integration; Barriers; Program Effectiveness; Turkey + Suchen Sie Ihr Suchwort? Ausland; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Interaktives Video; Lehrerverhalten; Pädagogische Kompetenz; Technisches Wissen; Türkei
Abstract	The Turkish government made a significant decision in 2012 to transform its educational system and improve educational outcomes through technology. For this purpose, a consortium among different ministries initiated the "Movement of Enhancing Opportunities and Improving Technology" (FATIH) project with the aim of providing each K-12 student with a Tablet PC and every classroom with an Interactive Board using a high-speed Internet connection. Therefore, this study was designed to investigate teachers' reflections on this countrywide technology integration initiative. In 2012 a pilot study in 52 public schools in 17 cities in Turkey was initiated. Participants consisted of 54 teachers in 11 of the pilot schools. Details from teachers' reflections on technology use in teaching and learning as well as issues and problems they faced during the pilot study are provided. Participatory observations, structured interviews, and focus group meetings were held to collect data to answer the research questions. These data were analyzed using content analysis principles. Concerns-Based Adoption Model (CBAM), Technological Pedagogical Content Knowledge (TPACK), and Technology Acceptance Model (TAM) were used as the guiding framework to interpret this study's results. Based on the principles of these three conceptual frameworks, results indicated several factors affected teachers' effective use of technology. These factors can be categorized as teachers' concerns, pedagogical issues, and attitudes toward technology use. Based on these results, in-service teacher training programs, including technological and pedagogical aspects on Tablet PC and interactive board use, are offered for teachers to improve their knowledge and embrace new technology. These results also provided important insights for policy-makers about the dynamics of countrywide technology integration projects. (As Provided).
Anmerkungen	Participatory Education Research. Amasya University, Technology Faculty, Yagmurkoy Orad, Amasya 05100, Turkey. Web site: https://www.perjournal.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01