Research Information System
Journal of Theory and Practice in Education, vol.11, no.4, pp.1143-1166, 2015 (Peer-Reviewed Journal)
Integrating technology into teaching-learning is a complex process including a number of elements such as
teacher, student, school administration, infrastructure, and curriculum. Information and Communication
Technology (ICT) teachers’ perceptions regarding the nature of integration process and their roles in this
process are of great importance. This study examines how prospective ICT teachers perceive technology
integration process and their roles and responsibilities in this process. The participants (n=51) included 4th
grade preservice teachers attending in the course named Technology Planning and Coordination in Schools
during 2014-2015 Fall semester in the Department of Computer Education and Instructional Technology in a
large university in Ankara. Students were asked to create an infographic on how they perceive either
technology integration process or their roles in this process. Students’ infographics were analyzed
individually by the four researchers. The results revealed that students designed 4 different types of
infographics related to the technology integration process. These included the components of technology
integration, technology integration models, technology integration as a process, and mixed infographics on
technology integration. Additionally, the infographics that students designed about ICT teachers’ roles in the
technology integration process were categorized under 3 groups which were namely the required
competencies of ICT teachers, ICT teachers’ roles from the perspectives of different actors, and ICT
teachers’ roles in terms of grouping. Recommendations regarding with how to develop prospective teachers’
perceptions on technology integration and their roles in this process were proposed based on the research
results.