Technology Integration of Turkish Elementary School: Teaching Literacy Skills in the Post-COVID-19 Era
The European Educational Researcher, Volume 4, Issue 2, June 2021, pp. 193-207
OPEN ACCESS VIEWS: 992 DOWNLOADS: 554 Publication date: 15 Jun 2021
OPEN ACCESS VIEWS: 992 DOWNLOADS: 554 Publication date: 15 Jun 2021
ABSTRACT
This research aimed to explore the elementary school classroom teachers’ perceptions of technology integration into teaching literacy skills. A total of 122 elementary school classroom teachers working at different elementary schools from the middle socioeconomic status setting, enrolled in the study voluntarily. In this study, a self-report questionnaire developed by the researchers was used. The data was analyzed using Microsoft Excel spreadsheet to get descriptive statistics (frequencies) corresponding the research questions. The research findings indicated that most of the elementary school teachers employ different perspectives, including whole language, literature-based and balanced instruction, and curriculum and related textbooks to teach literacy skills. In addition, the findings showed that teachers use technology to increase the effectiveness of teaching literacy skills and their goals of technology integration to teach literacy skills differentiate. The teachers also benefit from the social media applications and professional organizations in increasing their awareness of technology integration into teaching literacy skills. These results expand our understanding of Turkish elementary school classroom teachers’ technology integration into teaching literacy skills by revealing their perceptions
KEYWORDS
Elementary school classroom teachers, Teaching literacy skills, Technology integration
CITATION (APA)
ATA, R., Yıldırım, K., İpek, P., & Ataş, U. C. (2021). Technology Integration of Turkish Elementary School: Teaching Literacy Skills in the Post-COVID-19 Era. The European Educational Researcher, 4(2), 193-207. https://doi.org/10.31757/euer.424
REFERENCES
- Aslan, A., & Zhu, C. (2017). Investigating variables predicting Turkish pre‐service teachers’ integration of ICT into teaching practices. British Journal of Educational Technology, 48(2), 552-570.
- Avidov-Ungar, O. (2016). A model of professional development: Teachers’ perceptions of their professional development. Teachers and Teaching, 22(6), 653-669.
- Backfisch, I., Lachner, A., Hische, C., Loose, F., & Scheiter, K. (2020). Professional knowledge or motivation?
- Investigating the role of teachers’ expertise on the quality of technology-enhanced lesson plans. Learning and Instruction, 66, 101300.
- Caena, F., & Redecker, C. (2019). Aligning teacher competence frameworks to 21st century challenges: The case for the European Digital Competence Framework for Educators (Digcompedu). European Journal of Education, 54(3), 356-369.
- Cheng, S. L., Lu, L., Xie, K., & Vongkulluksn, V. W. (2020). Understanding teacher technology integration from expectancy-value perspectives. Teaching and Teacher Education, 91, 103062.
- Christ, T., Arya, P., & Liu, Y. (2019). Technology integration in literacy lessons: Challenges and successes. Literacy
- Research and Instruction, 58(1), 49-66.
- Davis, F.D. (1989) “Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology” MIS Quarterly 13(3), pp. 319-340.
- Davis, F. Bagozzi, R. P., & Warshaw, P. R. (1989). User acceptance of computer-technology: A comparison of two theoretical models. Management Science, 38(8), 982–1003.
- Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & education, 59(2), 423-435.
- Falloon, G. (2020). From digital literacy to digital competence: the teacher digital competency (TDC) framework. Educational Technology Research and Development, 1-24.
- Gill, L., & Dalgarno, B. (2017). A qualitative analysis of pre-service primary school teachers’ TPACK development over the four years of their teacher preparation programme. Technology, Pedagogy and Education, 26(4), 439456.
- Graham, C. R. (2011). Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers & Education, 57(3), 1953- 1960. Doi: 10.1016/J.Compedu.2011.04.010
- Griffin P., & Care E. (2015) The ATC21S Method. In Griffin P., Care E. (eds) Assessment and Teaching of 21st Century Skills. Educational Assessment in an Information Age. Springer, Dordrecht
- International Society for Technology in Education. (2017). ISTE standards for educators. Washington, DC:
- International Society for Technology in Education
- Kim, C., Kim, M. K., Lee, C., Spector, J. M., & DeMeester, K. (2013). Teacher beliefs and technology integration. Teaching and teacher education, 29, 76-85.
- Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in
- Technology and Teacher Education, 9(1), 60-70.
- Koltay, T. (2011). The media and the literacies: Media literacy, information literacy, digital literacy. Media, culture
- & society, 33(2), 211-221.
- Lai, T. L., & Lin, H. F. (2018). An investigation of the relationship of beliefs, values and technological pedagogical content knowledge among teachers. Technology, Pedagogy and Education, 27(4), 445-458.
- Liu, H., Wang, L., & Koehler, M. J. (2019). Exploring the intention‐behavior gap in the technology acceptance model:
- A mixed‐methods study in the context of foreign‐language teaching in China. British Journal of Educational Technology, 50(5), 2536-2556.
- List, A., Brante, E. W., & Klee, H. L. (2020). A framework of pre-service teachers’ conceptions about digital literacy: Comparing the United States and Sweden. Computers & Education, 103788.
- List, A. (2019). Defining digital literacy development: An examination of pre-service teachers’ beliefs. Computers &
- Education, 138, 146-158.
- López-Belmonte, J., Marín-Marín, J. A., Soler-Costa, R., & Moreno-Guerrero, A. J. (2020). Arduino advances in web of science. A Scientific mapping of literary production. IEEE Access, 8, 128674-128682.
- Ministry of National Education (MNE, 2018) 2023 Turkey’s Education Vision http://2023vizyonu.meb.gov.tr/
- Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. The Teachers College Record, 108(6), 1017-1054.
- Mulenga, E. M., & Marbán, J. M. (2020). Is COVID-19 the Gateway for Digital Learning in Mathematics Education? Contemporary Educational Technology, 12(2), ep269. https://doi.org/10.30935/cedtech/7949
- Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and teacher education, 21(5), 509-523.
- P21 Partnership for 21st Century Learning (2019) Framework for 21st Century Learning. Retrieved from http://static.battelleforkids.org/documents/p21/P21_Framework_Brief.pdf
- Rafique, H., Anwer, F., Shamim, A., Minaei-Bidgoli, B., Qureshi, M. A., & Shamshirband, S. (2018). Factors affecting acceptance of mobile library applications: structural equation model. Libri, 68(2), 99-112.
- Saubern, R., Urbach, D., Koehler, M., & Phillips, M. (2020). Describing increasing proficiency in teachers’ knowledge of the effective use of digital technology. Computers & Education, 147, 103784.
- Saleem, A., & Ilyas, M. (2019). Goals of Teaching Literature: Literacy, Liberalism and Global
- Citizenship. International Journal of English Language and Literature Studies, 8(2), 78-86.
- Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational researcher, 15(2), 4-14.
- Soler-Costa, R., Moreno-Guerrero, A. J., López-Belmonte, J., & Marín-Marín, J. A. (2021). Co-Word Analysis and
- Academic Performance of the Term TPACK in Web of Science. Sustainability, 13(3), 1481.
- Tondeur, J., Scherer, R., Siddiq, F., & Baran, E. (2020). Enhancing pre-service teachers’ technological pedagogical
- content knowledge (TPACK): a mixed-method study. Educational Technology Research and Development, 68(1), 319-343.
- United Nations Educational, Scientific and Cultural Organization (UNESCO). (2011). ICT competency standards for teachers (version 2). Paris: UNESCO.
- Venkatesh, V. and Bala, H. (2008). Technology acceptance model 3 and a research agenda on interventions. Journal of Information Technology, 39, 273-315.
- Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS quarterly, 425-478.
- Venkatesh, V. and Davis, F.D. (2000). A theoretical extension of the technology acceptance model: four longitudinal field studies. Management Science, 46(2), 186-208.
- Voithofer, R., Nelson, M. J., Han, G., & Caines, A. (2019). Factors that influence TPACK adoption by teacher educators in the US. Educational Technology Research and Development, 67(6), 1427-1453.
LICENSE
![Creative Commons License](https://i.creativecommons.org/l/by/4.0/88x31.png)
This work is licensed under a Creative Commons Attribution 4.0 International License.