The Examination of Prospective ICT Teachers’ Attitudes towards Application of Computer Assisted Instruction

Authors: Agâh Tuğrul Korucu, Ismail Fatih Yavuzaslan, Lale Toraman

Abstract:

Nowadays, thanks to development of technology, integration of technology into teaching and learning activities is spreading. Increasing technological literacy which is one of the expected competencies for individuals of 21st century is associated with the effective use of technology in education. The most important factor in effective use of technology in education institutions is ICT teachers. The concept of computer assisted instruction (CAI) refers to the utilization of information and communication technology as a tool aided teachers in order to make education more efficient and improve its quality in the process of educational. Teachers can use computers in different places and times according to owned hardware and software facilities and characteristics of the subject and student in CAI. Analyzing teachers’ use of computers in education is significant because teachers are the ones who manage the course and they are the most important element in comprehending the topic by students. To accomplish computer-assisted instruction efficiently is possible through having positive attitude of teachers. Determination the level of knowledge, attitude and behavior of teachers who get the professional knowledge from educational faculties and elimination of deficiencies if any are crucial when teachers are at the faculty. Therefore, the aim of this paper is to identify ICT teachers' attitudes toward computer-assisted instruction in terms of different variables. Research group consists of 200 prospective ICT teachers studying at Necmettin Erbakan University Ahmet Keleşoğlu Faculty of Education CEIT department. As data collection tool of the study; “personal information form” developed by the researchers and used to collect demographic data and "the attitude scale related to computer-assisted instruction" are used. The scale consists of 20 items. 10 of these items show positive feature, while 10 of them show negative feature. The Kaiser-Meyer-Olkin (KMO) coefficient of the scale is found 0.88 and Barlett test significance value is found 0.000. The Cronbach’s alpha reliability coefficient of the scale is found 0.93. In order to analyze the data collected by data collection tools computer-based statistical software package used; statistical techniques such as descriptive statistics, t-test, and analysis of variance are utilized. It is determined that the attitudes of prospective instructors towards computers do not differ according to their educational branches. On the other hand, the attitudes of prospective instructors who own computers towards computer-supported education are determined higher than those of the prospective instructors who do not own computers. It is established that the departments of students who previously received computer lessons do not affect this situation so much. The result is that; the computer experience affects the attitude point regarding the computer-supported education positively.

Keywords: Attitude, computer based instruction, information and communication technologies, technology based instruction, teacher candidate.

Digital Object Identifier (DOI): doi.org/10.5281/zenodo.1123931

References:

[1] Çelik, H. C. & Kahyaoğlu, M. (2007). Cluster analysis of primary teachers' attitudes towards technology. Journal of Turkish Educational Sciences, 5(4), 571-586.
[2] Şahin, A. & Akçay, A. (2011). Investigation of attitudes toward computer aided education of Turkish teacher candidates. TurkishStudies- International Periodical for The Languages, Literature and History of Turkish or Turkic, 6(2), 909-918.
[3] Balay, R. & Sağlam, M. (2004). The applicability of the management of the differences in education level. Journal of Burdur Education Faculty, 5(8), 31-46.
[4] Karadağ, E., Sağlam, H. & Baloğlu, N. (2008). Computer aided education (CAE): A survey of the attitudes of elementary school principals. The Journal of International Social Research, 1(3), 251-266.
[5] Demirel, Ö., Seferoğlu, S. & Yağcı, E. (2004). Instructional Technology and Material Development (Extended fifth edition). Ankara: Pegem A Publishing.
[6] Küçük, B., İşleyen, T., Deniz, D. & Cansız, Ş. (2014, April). Examining attitudes towards mathematics teachers' computer aided education. Journal of Theoretical Educational Science, 7(2), 212-223.
[7] Akkoyunlu, B. (1998). Computer and Used İn Education. New Technologies İn Modern Education. Eskişehir, Anadolu University Open Education Faculty Publications, pp. 33-45.
[8] Odabaşı, F. (1998). Computer aided education. Computers (pp. 135-147). Eskisehir: Open University Press No: 582.
[9] Kutluca, T. & Ekici, G. (2010). Attitudes toward computer aided education and examining of prospective teachers' self-efficacy. Journal of Hacettepe University Education Faculty (H. U. Journal of Education), 38, 177-188.
[10] Shashaani, L. (1993). Gender-based differences in attitudes toward computers. Computers & Education, 20 (2), 169-181.
[11] Çelik, H. C. & Bindak, R. (2005). Investigation of School Teachers in Primary Schools by the various variables Attitudes computer. Journal of Inonu University Education Faculty, 6 (10), 27-38.
[12] Roussos, P. (2007). The Greek computer attitudes scale: construction and assessment of psychometric properties. Computers in Human Behavior, 23(1), 578-590.
[13] Maurer, M. M. (1994). Computer anxiety correlates and what they tell us: a literature review. Computers in Human Behavior, 10, 369–376.
[14] Samani, E., Baki, R., & Razali, A. B. (2014). Pre-service Teachers’ Uses of and Barriers from Adopting Computer-Assisted Language Learning (CALL) Programs. Advances in Language and Literary Studies, 5(4), 176-183.
[15] Hammond, M., Reynolds, L., & Ingram, J. (2011). How and why do student teachers use ICT? Journal of Computer assisted learning, 27(3), 191-203.
[16] Mistretta, R. M. (2005). Integrating Technology into the Mathematics Classroom: The Role of Teacher Preparation Programs. Mathematics Educator, 15(1), 18-24.
[17] Büyüköztürk, Ş. (2011). Data analysis handbook for social sciences. Ankara: PegemA Publishing (14. edition., p. 201).
[18] Gay, L. R., Mills, G. E., & Airasian, P. W. (2011). Educational research: Competencies for analysis and applications. Pearson Higher Ed.
[19] Christensen, R. (2002). Effects of technology integration education on the attitudes of teachers and students. Journal of Research on technology in Education, 34(4), 411-433.
[20] Wang, P., & San Chan, P. (1995). Advantages, disadvantages, facilitators, and inhibitors of computer-aided instruction in Singapore's secondary schools. Computers & Education, 25(3), 151-162.
[21] Yang, S. C., & Huang, Y. F. (2008). A study of high school English teachers’ behavior, concerns and beliefs in integrating information technology into English instruction. Computers in Human Behavior, 24(3), 1085-1103.
[22] Schumacher, P., & Morahan-Martin, J. (2001). Gender, Internet and computer attitudes and experiences. Computers in Human Behavior, 17(1), 95-110.
[23] Aydogdu, A. (2003). Working in secondary school geography teachers' attitudes towards computer-assisted learning, unpublished thesis, Ankara, Gazi University Institute of Educational Sciences.
[24] Çavuş, H., Temur, A., & Kara, K. (2007). Science, social studies and classroom teacher attitudes towards students in computer courses. Journal of Ahi Evran University Kırşehir Education Faculty, 8(1).
[25] Başarici, R., & Ural, A. (2009). Computer teachers' attitudes towards computer-aided education. International Online Journal of Educational Sciences, 1(1).
[26] Yıldırım, S., & Kaban, A. (2010). Attitudes towards computer-aided education of prospective teachers. Journal of international human sciences, 7(2), 158-168.
[27] TÜİK, (2016). Information Society Statistics, http://www.tuik.gov.tr, Date of access: 10.02.2016