Examining Information and Communication Technologies Preservice Teachers’ Views On Technology Integration and Their Roles In This Process


Demiraslan Çevik Y., Dağhan G., Barın S., Savran Kiziltepe R.

Journal of Theory and Practice in Education, vol.11, no.4, pp.1143-1166, 2015 (Peer-Reviewed Journal)

  • Publication Type: Article / Article
  • Volume: 11 Issue: 4
  • Publication Date: 2015
  • Journal Name: Journal of Theory and Practice in Education
  • Journal Indexes: EBSCO Education Source, Educational research abstracts (ERA)
  • Page Numbers: pp.1143-1166
  • Karadeniz Technical University Affiliated: Yes

Abstract

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.