Sami Şahin

Elementary School Teachers' ICT Use in the Classroom and Their Motivators for Using ICT.

Teachers play a significant role in integrating information and communication technology ( ICT) in schools, and motivated teachers reflect higher levels of ICT use in their classroom. In this study, we used semistructured interviews to investigate elementary school teachers ICT use and their motivators for doing so. The participants consisted of 101 elementary school teachers from 24 elementary schools located in the Turkish capital. We discuss and analyze our findings in order to understand the current state of teachers ICT use and their motivations for using ICT. An overall conclusion from the results is that more concrete encouragement, support and opportunities must be developed to increase teachers motivation to improve the level and quality of ICT use in classrooms. [ABSTRACT FROM AUTHOR]

Türkiye’deki Öğretmen Adaylarının BİT Kullanımına Yönelik Davranışsal Niyetlerinin Belirlenmesinde Branşlarının Rolü

The purpose of this study is to determine the technology acceptance of a sample of final-year pre-service teachers of different disciplines in Turkey. Research sample is composed of 973 (583 females, 390 males) pre-service teachers. They complete a survey questionnaire measuring their responses to four constructs of Technology Acceptance Model (TAM). Structural equation modelling (SEM) was used as the main technique for data analysis. One of the main findings showed that the most important determinant of behavioural intention is perceived usefulness, this is followed by attitude towards computer use, and perceived ease of use. Another preliminary finding is that the participants somewhat agree with usefulness and easiness of ICTs and have positive attitude toward use of it in education In conclusion, the study has shown that the idea that perceived usefulness is a key variable in determining intention to use technology in education.