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Prof. Dr. Yüksel Göktaş
Makale

The keys for ICT integration in K-12: Teachers perceptions and usage

.Goktas, Y., Yildirim, Z., & Yildirim, S. (2008). The keys for ICT integration in K-12: Teachers perceptions and usage. Hacettepe University Journal of Education, 34, 127-139.

Özet
The keys for ICT integration in K-12: Teachers perceptions and usage

The purpose of this study is to investigate the current status of K-12 teachers’ Information and Communication Technologies (ICT) perceptions and ICT usage in their courses. The researchers used both quantitative and qualitative research approaches within data collection and analysis section. Quantitative data were collected with a questionnaire from 1429 K-12 teachers in 92 K-12 schools at 35 provinces of 12 different regions in Turkey through a representative convenience sampling method. Qualitative data were collected, through open-ended items in the questionnaire from the same participants and through interviews with 6 K-12 teachers. The results provided some evidence that there are positive perceptions about the integration of ICT into K-12 schools. The results also showed that at least one-fourth of the K-12 teachers used computer laboratories and integrated ICT into their courses. The remaining teachers either do not integrate ICT into their courses or they lack of sufficient ICT facilities.

Makale

ICT Integration in Primary Education and Teacher Education Programs in Turkey and in EU Countries

Yildirim, Z., & Goktas, Y. (2007). ICT integration in primary education and teacher education programs in Turkey and in EU countries. Education & Science, 32(143), 55-67. 

Özet
ICT Integration in Primary Education and Teacher Education Programs in Turkey and in EU Countries

The main purpose of this study is to investigate the differences and similarities between the EU countries’ and Turkey’s integration of information and communication technologies (ICT) into primary education curricula and teacher education programs. Fifteen EU countries which became members before 2004 and Turkey are included in the study. The data for the study were gathered from official documents and related resources. The results show that the importance of ICT in education is increasing both in Turkey and in the EU countries. Learning about ICT has become an integral part of the compulsory curriculum in most EU countries. However, in Turkey, ICT is not included in the compulsory curriculum in primary education. Even though ICT was compulsory in more than half of the EU countries’ preservice teacher education programs, there was no minimum standard related with this issue. In Turkey, two ICT related courses were compulsory in preservice teacher education programs.