Experienced Educators' Suggestions for Solutions to the Challenges to Technology Integration

Autor/in	Atabek, Oguzhan
Titel	Experienced Educators' Suggestions for Solutions to the Challenges to Technology Integration
Quelle	In: Education and Information Technologies, 25 (2020) 6, S.5669-5685 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Atabek, Oguzhan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-020-10243-y
Schlagwörter	Foreign Countries; Technology Integration; Teacher Attitudes; Experienced Teachers; Barriers; Program Implementation; Teacher Education; Incentives; Age Differences; Turkey + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Lehrerausbildung; Lehrerbildung; Anreiz; Age; Difference; Age difference; Altersunterschied; Türkei
Abstract	The purpose of the research, which was the second phase of a two-phase study, was to reveal experienced educators' suggestions for solutions to the challenges to technology integration. Participants were 117 experienced educators as experts in their fields, selected and invited by Turkish Ministry of Education from among ministerial, provincial, and school level managers and experienced teachers to participate in a workshop on "goals and priorities of national education" (N = 117). Initially, suggestions of experienced educators on the solutions to barriers of technology integration were elicited from the participants of the sub-commission titled "Increasing the prevalence of the use of technological tools in education". Solution suggestions were developed into a questionnaire, which then was used to survey the workshop attendees. Data were analysed by principal axis factoring with direct oblimin rotation, Mann-Whitney-U and Kruskal-Wallis-H tests, as well as Spearman's [rho] correlation coefficient. Analyses revealed that, solution suggestions fall into three categories: Train, Allow Time, and Supply. In order to overcome barriers to technology integration, experienced educators suggested (a) improving the quality of inservice and preservice training, (b) allowing teachers more time by simplifying and reducing the number of courses in the instructional programs, and (c) supplying teachers with technology incentives, quality educational content, technical assistance, and information technology solutions. Analyses revealed that Train, Allow Time, or Supply did not differ according to sex, academic degree, or job position of the participants. However, older managers have been found to have slightly weaker beliefs in developing technology competencies through education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01