A classroom observation-based evaluation of elementary teachers use of technology in the classrooms in Turkey

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1 Educational Research and Reviews Vol. 6 (4), pp , April 2011 Available online at ISSN Academic Journals Full Length Research Paper A classroom observation-based evaluation of elementary teachers use of in the classrooms in Turkey Ali Bozkurt Department of Primary Education, Faculty of Gaziantep Education, Gaziantep University, Turkey. alibozkurt@gantep.edu.tr. Fax: Accepted 09th February 2011 Intensive studies have been carried out in relation to the teacher s role and expectations of the integration of into education. In this framework, this study investigates the reason why teachers integrate into their lessons, the type of they use and how they integrate it into their lessons. Furthermore, this study aims to determine the indicators of use and the special conditions for certain applications. The data relating to teacher s integrations into their lessons were obtained from classroom observations according to criteria determined after in-service training had been received. The sampling of the study comprised 32 elementary school teachers. During the observations, the observation form prepared within the scope of the project was used. Frequency tables were used to analyse the data. As a result, it was observed that the teachers who had received in service training purposefully integrated into their lessons and they generally understood how to select an appropriate for their particular teaching purpose. It was also observed that teachers new to the use of in the classrooms used conventional methods to integrate in their teaching. Key words: Technology integration, teacher education, in-service training. INTRODUCTION Teachers have an important part to play in the factors shaping classroom applications, because, education is a field of application composed of the interaction of many information structure rather than a single simple structure (Koehler and Mishra, 2009). Therefore, education requires teachers being able to present complex information structures in different circumstances and combinations of structures (Mishra and Koehler, 2006). The framework of Pedagogical Content Knowledge presented by Shulman (1986) allows the evaluation of a teacher s ability to apply their knowledge and skills in a classroom environment where there is a changing structure. This model requires profound field knowledge and pedagogy knowledge in order to present content at hand in an effective way. According to Anderson (2008), use is among the most important basic skills that should be had by teachers in our day. Recently, intensive studies have been carried out in relation to what teachers should know about for an effective education (Koehler et al., 2007). Earle (2002) discussed the question of whether way the is used in education in relation to the content and the effectiveness of its application is more important than which is used. The basic issue in the relationship between and education is under which circumstances used in the classroom increases learning (Zhao et al., 2002). Successful integration focuses on the mission of developing education for all students. In this study, the term integration is employed in the sense of the use of in instructional settings for the purpose of teaching a subject to the students. Instruction does not have a feature of being transformable by itself, it cannot have such a feature; therefore, it is necessary that teachers are able to integrate into the programme and use it to support students self development (Kumar et al., 2008). The knowledge structures that should be available to teachers for integration are seen as valuable

2 368 Educ. Res. Rev. Figure 1. Principles of integration. in terms of the effective use of in education. At this point, the teacher s knowledge of the kind of technological tools that exist in the field in question and his/her competency in relation to their use are connected to the knowledge of teacher. However, many researchers have found that teachers do not have sufficient knowledge and are lack of competence in integrating into their classroom teaching (man, 2002; Niess and Garofalo, 2005; Bozkurt et al., 2010). There are many views about the role of teacher in relation to integration. For example, the Turkish Ministry of Education states: Teachers provide the learning environment appropriate for students having different experiences, features and skills by also using information and communication technologies (MEB, 2008). In addition, one of the indicators of competency determined is related to teachers being able to employ effectively in the learning process. Furthermore, teachers are expected to be a model for students in terms of the use of. Prensky (2001) defines students as natives of the digital world, while defining teachers as immigrants of the digital world. In order for the immigrants of the digital world (teachers) to make a good connection with the natives (students), they should make changes in their pedagogy and the subjects they teach (Prensky, 2001). The teacher s answer to the question of how can I achieve the best teaching by using the present? has an important place in this process. Some basic topics in inservice training these are detailed below together with the reasons why they should be considered by teachers when integrating into their lessons (Figure 1). Technology Integration Technology There are four fundamental dimensions to a teacher s knowledge and ability to use correctly. These four dimensions have a different importance in themselves. However, the knowledge of all four as a whole is required to integrate appropriately in an educational setting: Technical knowledge of : Teacher s needs to understand the technical details of the and know how to use it effectively. In addition, teachers need to know how to solve lower level technical problems that can occur in relation to that. A teacher also needs to have a basic understanding of the language and terms (even in a foreign language) used in the application. Awareness of the opportunities provided by : One of the basic reasons for using is to eliminate the hard-to-overcome procedures with the help of technological facilities. Knowing the opportunities provided by is necessary to use it effectively (Akıncı and Seferolu, 2010). For example, in past; it was necessary for students to be in classroom in order to follow lessons. The fact that with a smart board a teacher can save what is written on the board and record his voice means that students who were unable to attend that lesson can have access to the information presented in the lesson. For the teacher drawing a y = ax 2 +bx+c function graphic on a board with many a, b and c variables takes time and for the students, it can be difficult to determine the relationships between these graphics as the variables change. However, with the use of graphic analysis tools, for example geogebra, this graphic can be created instantly and clearly. Knowing the limitations of : It is as important to be aware of the limitations of as knowing its opportunities. Technology is brought to class environment by only considering its opportunities and left idle after a while by giving importance to its limitations. For example, the fact that lighting in the classroom being dimmed when using overhead projection results in a decrease in the attention span of the students is one of the limitations of. This does not mean that should not be used, rather that the teacher needs to consider what should be done for compensating

3 Bozkurt 369 these limitations (Demir, et al., 2010). Knowing the pedagogy of : This is necessary for the appropriate use of for particular student groups. In this framework, teacher is expected to know which pedagogical approaches can be supported by (Mishra and Koehler, 2006). One of the reasons why much instruction given through technological intervention is unsuccessful is because the teacher does not know what kind of pedagogy is integrated with (Harris et al., 2007). For example, a teacher can assess his students performance using electronic portfolios or form a continuous interaction with students outside class using and forums. However, to achieve this, teacher needs to know how to use the instruction process. In addition, teacher should be able to determine which is appropriate to use at each stage by considering the level of the student group he is teaching (Çoklar et al., 2007). Planning Teachers need to make decision about many factors when planning lessons that will use. Firstly, teachers should determine what kind of role that is going to play in their instructions. Three classifications can be used in determining the role (Hughes, 2005) of aided instruction: Technology functioning as replacement This means the is used for the same objective and acquisition. In this situation, has a different role within the environment. For example, in the case of a teacher preparing a maths problem as a power point presentation instead of writing is assigned to a renovation role. Technology functioning as amplification It refers to using without changing the target or the objective of the lesson. This level of use brings about speed and efficiency to complete certain procedures and allow individuals not to get involved into tedious procedures. For example, calculations of certain arithmetic operations can be easily done by means of computer or calculator. That kind of use of provides an example for the use of at an amplification level. Technology functioning as transformation This role has the potential to provide creative education opportunities for creative instruction facilities by designing new activities and changing the way students process and find solutions to problems. The fact that students can use graphic program to carry out data analysis is an example for the change role of. Application In the application process which can be assessed as putting the plan into practice, teachers should find solutions for potential problems that can suddenly occur. In addition, with the flexibility mentioned in the activity design principles, directing students attention (Özmantar and Bingölbali, 2009) and developing the language unique to the field, are issues that should also be considered in the application process. Including students in the process Although the lesson is well planned, some students who have technophobia will be left behind of those who have no such fear. In this situation, it is necessary for the teacher to think about giving support and spending extra time with students when necessary so that they can complete the learning process and acquire the target knowledge or skill. Giving the right instructions Another important issue is giving students instructions before starting the application. If the process starts before presenting the material, students may not completely understand the instructions given. For example, when video is started and then the students are told what to do, many students will be distracted by the video and may not completely understand the instructions. Taking notes related to In order to resolve problems related to the utilised, it is important to take notes on any problem that occur in the utilization process of the related. The importance of this evaluation is explained in the next part. Evaluation This stage is not related to the evaluation of the students, it is the receiving of feedbacks related to the that was employed. The teacher evaluates the material or he focused on using reflective thinking. In this process the teacher seeks answers to questions such as: Did the I used assist me in reaching the

4 370 Educ. Res. Rev. Table 1. The frequency of the use of teachers in their classes before the training Classroom teachers Mathematics teachers Science and teachers acquisitions and targets which I had determined?, Which alternative acquisitions can I use this for? The aim of this study was to evaluate how teacher s integrated into their lessons through observations of their classroom practices within the framework of the principles previously detailed. METHODS This study is a by-product of a research project carried out in a large city in Turkey. In the study, the sample participants comprised a total of 32 teachers (10 class teachers, 10 elementary school mathematics teachers and 12 science and teachers). The teachers received 4 weeks in-service training course concerning the integration of integration in the classroom. The frequency (from 0 to 4; 0: Never; 1: Rarely; 2: Sometimes; 3: Often; 4: Always) of the use of these teachers in their classes before the training is given in Table 1. And it can be seen that the majority of the participants rarely chose to use in their lessons. The teachers were informed about the factors they should take into consideration when integrating in the framework of teaching. The assessment tool for the evaluation of each principle that was distributed to each teacher is shown in Table 2. Activities can only be best understood when they are observed in the environment in which they occur (Bogdan and Biklen, 1992; linet et al., 2007). For this reason, classroom observations were used as methods of data collection. In the classroom observations, the researchers did not participate in the activities. Participants themselves observed one another in order to collect data from the participants in their natural environments to avoid making the teachers nervous. The academic discipline of the observers was matched with the teacher s subject area. The observation form was prepared based on the items shown in Table 2 and was distributed to the teachers prior to the observation. In this study, the analyses of this data collection tool were carried out using frequency tables related to the subjects that participants taught. FINDINGS In this part, first the data is presented that is related to the location of the observed lessons, the kind of a technological tool they used and the software/programs they chose. Later, the evaluations of the lesson are presented within the structure of framework of the basic principles for integrating. Observations were made of 20 teachers who gave the lessons in their own classrooms, 10 of them use a computer laboratory and 2 of them gave the lesson in meeting hall. It was noted that most of the teachers who were inexperienced in the use of preferred to teach in the classroom. Only one of the teachers used overhead projector, other teachers used delineascope. The software/ programs chosen by teachers to integrate into their lessons are given in Table 3 where can be seen that teachers mostly preferred programs such as power point and simulation software. Objective It was determined that classroom teachers preferred mostly for strengthening purposes, 19 teachers used to reach a new acquisition, 23 used for strengthening, 8 of them used to remove misconceptions and 9 used it for assessment and evaluation. Technology The teachers generally did not have problems in using the technological tool they chose. 25 teachers had no problems while 6 of them only had minor or slight problems and only one teacher encountered problems. It was determined that teachers used technologies to provide different opportunities in the observed lessons and generally they were successful in using the facilities of that. It was observed that 4 teachers only partially used the opportunities. It was found that 6 of the class teachers, all the mathematics teachers and 10 of science and teachers taught their lessons taking the limitations of the they used into consideration. It can be concluded from this point that mathematics teachers are attentive in considering the limitations of the they had selected. Only 2 teachers chose a above the level of curriculum, 1 chose a which did not correspond to the objectives of the course and 2 selected a which was not appropriate for students age and gender features. The technologies chosen by the other teachers were appropriate for the level of curriculum, the objectives of the lesson and students age and class features. Planning In terms of the level of use, it was determined that 9 of the teachers used it at a replacement level, 15 used the at amplification level and 8 selected the and used it at level of transformation. It was concluded from the data that mathematics teachers mostly chose to use technologies for the purpose of elaboration level of teaching. In addition, it was found that the teachers who did not use frequently

5 Bozkurt 371 Table 2. The elements that should be taken into consideration in integration. Technology Planning Application Evaluation Objective Technical knowledge of Awareness of the opportunities provided by Knowing the limitations of Knowing the pedagogy of Including students in the process Giving the right instructions Taking notes related to Reaching a new acquisition Strengthening an acquisition Removing a misconception Assessment and evaluation Other Was there any problem while using technological tools? What kinds of opportunities were provided by the used in the lesson in relation to the content of the lesson? Was the teacher successful in using these opportunities? If was not been used in this lesson, what would not have been realized by the teacher? What kinds of limitations did the used in the lesson have in relation to the subject discussed in the lesson? Did teacher consider these limitations when teaching the lesson? Was the appropriate for the level of curriculum? Above/below? Does the used correspond to the objectives of the lesson? Was the used appropriate for age of the students and level of the class? What is the level of use of the? It is possible to say that a planning appropriate for the principles of activity design was carried out in using considering the application? What ways of studying did the students employ in the activity in which was used? Did the teacher clearly explain what the students were to do? Did students understand what they should do? Did students have any difficulties in using? How did the teacher manage the classroom over the whole lesson in which was integrated? Was the teacher successful in attention management? Did the teacher behave flexibly in using? Did the that was used support the acquisition of the objectives for that lesson? Can the teacher use this for another acquisition? in their previous lessons mostly replaced the old educational material with. Planning including task design principles (Özmantar and Bingolbali, 2009) in use was carried out by 21 of the teachers, while 8 partially planned the lesson and 2 did not carry out any such planning. Application A large number of the teachers (24) determined that they used the method of working with the whole class in the supported activity 2 stated that they used group activities and 6 used an individual working style. It was determined that the majority of the teachers explained to students what they should do in the supported lessons. However, 3 teachers did not explain and 2 did not completely explain to the students what they should do. It was determined that teachers were generally successful in terms of attention management except for 2 teachers; however, they were undecided about behaving

6 372 Educ. Res. Rev. Table 3. The software/programs chosen by teachers to integrate. Java applet Simulation Power point Vitamin Flash Office Delineascope Class teachers Mathematics teachers Science and teachers Total flexibly in use. The number of teachers who behaved completely flexibly during the observed lesson was only 9. In the supported lesson of 28 of the teachers, the students did not have any observable difficulty in using the. In other words, whether students meet certain difficulties at an unobservable level is not determined. Because only these teachers were emphasized to use actively in their lessons, in turn, the students were merely the audience. Considering the lesson as a whole, it was determined that classroom management of 7 of the teachers was very successful when using, it was successful for 24 teachers and unsuccessful for only 1 teacher. Evaluation It was determined that the used by 28 teachers facilitated the achievement of the target acquisitions, while the used by 4 teachers partially served this purpose. DISCUSSION Since teachers prefer to teach the subject according to their own learning style, it is necessary for teachers to experience the lesson taught by using as students (Niess and Garofalo, 2006). The fact that teachers prefer mostly to work with the whole class in a lesson into which is integrated and generally leave students in the position of audience when using the supports this conclusion. Teachers prefer to adopt the traditional teacher role in the first stage of integrating into their lessons. Teachers experiences related to affect their competency and their opinions about using (Demir and Bozkurt, 2010). Teachers present experiences directly affect their thoughts about what should come to the forefront in integration. According to Baek et al. (2008), a teacher s use of not only depends on their present knowledge and skills. Before a teacher to fully carry out integration, he should again experience and acquire the knowledge of different pedagogic approaches related to the different technologies and their use. While determining the training programme for teachers to integrate into their classroom practise, it must be understood that teachers will have had different experiences and will have received a variety of training that will have formed their attitudes and opinions concerning the use of in education. According to Hughes (2005), the technologies to be used in education should be supported by pedagogic approaches. Technology should not be used solely but should be integrated into the teaching process of any subject. RESULTS AND SUGGESTIONS In this study, after the in-service training given within the scope of the project, the integrations into the lessons of 32 teachers were evaluated through classroom observations according to certain principles. It is observed that the teachers that participated in the training generally understand the purpose for applying the and how to select the appropriate. In this framework, in order to achieve appropriate and effective integration, teachers should: 1. Determine acquisitions adopted for the use of (objectives); 2. Choose the appropriate to the task and objectives; 3. Undertake adequate planning; 4. Know the points they should pay attention to in the application stage and act according to these points 5. Evaluate the contribution of the they applied to the acquisition (objective) of the lesson and redesign future lessons according to the results of this evaluation. In addition for most of the teachers that were observed, various technologies were available. Nonetheless, in Turkey, there are schools in which appropriate technologies are not available. Therefore it is suggested that an assessment of the available technologies in Turkish schools should be undertaken in order that both teachers and students in all schools have the same access to the that will help them achieve academic success. As Hall (2008) states having access

7 Bozkurt 373 to in schools is an external obstacle at the first level. After providing access to, the internal obstacles can be focused on (Hall, 2008). The fact that is changing far more rapidly than developments in other field means that teachers need more in-service training in this area. Teachers should be provided with more experiences related to in order that they can effectively integrate in their lessons. The teacher training curriculum should be re-constructed to provide prospective teachers with the knowledge, skills and experiences that will enable them to productively work with in the classroom. It is necessary to encourage teachers to focus on the use of in conjunction with the appropriate pedagogic approach. In order to do this in-service training and other opportunities should be provided for the continuing professional development in relation to pedagogy and new approaches in the issue of classroom management and the use of various types of. ACKNOWLEDGEMENT This study is supported by TÜBTAK (The Scientific and Technological Research Council of Turkey) project numbered 108K330. REFERENCES Akıncı A, Seferolu SS (2010). Technology Policy, Corporate Vision Studies and Reflections on Education, 4th International Symposium of Computer And Technologies Instructional. Anderson T (2008). Towards a Theory of Online Learning, In T. Anderson, (Ed.) Theory and Practice of Online Learning, 2nd ed., pp Baek Y, Jung J, Kim B (2008). What makes teachers use in the classroom? Exploring the factors affecting facilitation of with a Korean sample. Comput. Educ., 50: Bogdan CR, Biklen SK (1992). Qualitative Research for Education: An Introduction to Theories and Methods, New York: Allyn and Bacon publisher. Bozkurt A, Bindak R, Demir S (2010). Efficient Use of Computer Mathematics Teachers Eligibility Qualifications, and they worked, Environments, IETC-2010, Istanbul, Turkey. Çoklar AN, Kılıçer K, Odabaı F (2007). A Critical Look at the Use of Technology in Education: Teknopedagoji, The Proceedings of the 7th International Educational Technology Conference, 3-5 May, North Cyprus. Demir S, Akkoc H, Özmantar MF, Bingölbali M (2010). Integration of Technology Assessment of the programs developed in order, 4th International Symposium of Computer And Instructional Technologies. Demir S, Bozkurt A (2010). Capabilities of Teachers of Mathematics Teachers' Opinions on Technology integration, 4th International Symposium of Computer And Technologies Instructional. Earle RS (2002). The Integration of Instructional Technology into Public Education: Promises and Challenges. Educ. Technol., 42(1): Hall BC (2008). Investigating the Relationships among Computer Self- Efficacy, Professional Development, Teaching Experience, and Technology Integration of Teachers, Doctoral Dissertation, the University of Cincinnati, USA. Harris JB, Mishra P, Koehler MJ (2007). Teachers technological pedagogical content knowledge: Curriculum-based integration reframed, Paper presented at the American Educational Research Association Conference, Chicago, IL. Hughes J (2005). The Role of Teacher Knowledge and Learning Experiences in Forming Technology-Integrated Pedagogy. J. Technol. Teach. Educ., 13(2): lin G, nözü J, Yumru H (2007). Teachers'and Students' Perceptions of Mission: Objectives and Consequences. Educ. Theory Pract. J., 3(1): man A (2002). Qualifications of Teachers in Educational Technology that Sakarya Province. Turkish Online J. Educ. Technol. TOJET, 1(1). Koehler MJ, Mishra P (2009). What is technological pedagogical content knowledge? Contemporary Issues Technol. Teach. Educ., 9(1): Koehler MJ, Mishra P, Yahya K (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and. Comput. Educ., 49: Kumar N, Rose RC, D Silva JL (2008). Teachers Readiness to Use Technology in the Classroom: An Empirical Study. Eur. J. Sci. Res., 21(4): MEB (2008). Teacher Qualifications. Ankara: State Books Directorate. Mishra P, Koehler MJ (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teach. Col. Rec., 108(6): Niess M, Garofalo J (2006). Preparing Teachers to Teach Mathematics with Technology: Key Issues, Concerns And Research Questions. Society for Information Technology and Teacher Education International Conference (SITE); March 19, (s ). Orlando, Florida, USA : AACE. Prensky M (2001). Digital Natives, Digital Immigrants. J. Horizon, 9(5). Özmantar, MF, Bingölbali, E (2009). Event Design and Basic Design Principles. Bingölbali, E. and Özmantar, MF (Ed.) Primary Mathematical Challenges Encountered and Solutions, Pegem Academy, Ankara, Turkey. (Book Chapter, ss ). Shulman L (1986). Those who understand: Knowledge growth in teaching. Educ. Res., 15(2). Zhao Y, Pugh K, Sheldon S, Byers J (2002). Conditions for Classroom Technology Innovations. Teach. Col. Rec., 104(3):

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