Elementary teachers’ perceptions towards ICT integration in teaching and learning process: an explanatory mixed method

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2011

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Başer Gülsoy, Vesile Gül

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An explanatory mixed method research design was utilized to examine the elementary teachers’ (classroom teachers) perceptions towards ICT integration in education and its effect on their teaching. In the first phase instruments were translated into Turkish and pilot tested with 282 classroom teachers. For the main study, the survey was distributed to classroom teachers in 90 schools in Ankara. With a 45% percent return rate, 1055 surveys from elementary teachers were used in the quantitative data analysis part. Two simultaneous multiple regression analysis were conducted and the results showed that teachers’ perceptions towards ICT integration in education and its effect on their teaching can be explained by different sets of variables where the most important one is teachers’ pedagogical beliefs. In the third phase, teachers were clustered under constructivist and behaviorist groups and ten teachers from each group were interviewed to reveal the differences on teachers’ ICT integration perception in relation to education and their teaching. The research result presented that elementary teacher pedagogical beliefs affect their perceptions towards ICT integration in teaching and learning process. Qualitative data analysis presented differences between constructivist and behaviorist group participants in relation to ICT integration in teaching and learning process.

Subject Keywords

Information technology

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http://etd.lib.metu.edu.tr/upload/12613681/index.pdf
https://hdl.handle.net/11511/21229

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Graduate School of Natural and Applied Sciences, Thesis

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Citation Formats

V. G. Başer Gülsoy, “Elementary teachers’ perceptions towards ICT integration in teaching and learning process: an explanatory mixed method ,” Ph.D. - Doctoral Program, Middle East Technical University, 2011.