An explanatory mixed method research design was utilized to examine the
elementary teachers&rsquo / (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&rsquo / 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&rsquo / 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&rsquo / 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.
| Identifer | oai:union.ndltd.org:METU/oai:etd.lib.metu.edu.tr:http://etd.lib.metu.edu.tr/upload/12613681/index.pdf |
| Date | 01 September 2011 |
| Creators | Baser Gulsoy, Vesile Gul |
| Contributors | Yildirim, Soner |
| Publisher | METU |
| Source Sets | Middle East Technical Univ. |
| Language | English |
| Detected Language | English |
| Type | Ph.D. Thesis |
| Format | text/pdf |
| Rights | To liberate the content for public access |
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