DOI: 10.

1515/dcse-2017-0002

Discourse and Communication for Sustainable Education,

vol. 8, no. 1, pp. 19ñ31, 2017

Technology Integration Experiences of Teachers

Ahmet Naci Çoklar

Necmettin Erbakan University, Turkey
. .
Işil Kabakçi Yurdakul
Anadolu University, Turkey

Abstract
Teachers are important providers of educational sustainability. Teachersí ability to adapt
themselves to rapidly developing technologies applicable to learning environments is
connected with technology integration. The purpose of this study is to investigate teachersí
technology integration experiences in the course of learning and teaching processes. In
doing so, qualitative research methods have been applied. The participants of the study
were four teachers of different subject fields who work at a public secondary school in
2015ñ2016 school years and regard themselves as competent in technology integration.
The study results indicated that the teachers took a teacher-centered stand in technology
integration and the teachersí most prominent reasons to start technology integration
were the search for quality in education. Also the teachers, as IT school teachers, reported
receiving support from close friends, the Ministry of National Education (MoNE), and
online resources. The problems that the teachers faced in the processes of technology
integration were mostly related to issues connected with the access to technology and
technology proficiency.
Keywords: technology integration, sustainability, technology.

Introduction
Technology integration is one of the dimensions of sustainable development (Poueze-
vara, Mekhael and Darcy, 2014; Armenta, Serrano, Cabrera, & Conte, 2012), proposed
as a means to provide sustainable development (Yarime at all., 2012). It is suggested
that technology integration initiatives should also be seen through a sustainability lens
(Polly, Mims, Shepherd, & Inan, 2010; Iliko & Ignatjeva, 2014). Technological innovation
is an important provider of sustainable development within the fields of education. In
educational institutions, technological innovation and integration are valuable tools
for educational initiative and sustainable future (Uwasu, Yabar, Hara, Shimoda, &
Saijo, 2009). Moreover, establishing infrastructure and technology integration to educ-
ation is a prerequisite of technological innovation. Thus, the effects of information and
communication technologies on student learning, quality of education, and sustainable
development provide a basis for the integration of technology within the sphere of
education.
Unauthenticated
Download Date | 7/4/17 7:24 PM
 . .
20 Ahmet Naci Çoklar and Işil Kabakçi Yurdakul

Teachers are important providers of educational sustainability. Teachersí ability

to adapt themselves to rapidly developing technologies applicable to learning environ-
ments is connected with technology integration (Bentham, 2013; Ortega & Fuentes,
2015). Technology integration in education has a multidimensional structure that consists
of various components and indicators. In this vein, the factors influencing technology
integration include human resources as well as technological resources. Technology
integration is defined as an efficient and effective use of technology embracing all aspects
of learning and teaching processes including learning and teaching environments,
.
curriculum, and infrastructure (Yalin, Karadeniz & Şahin, 2007).
During technology integration processes, a variety of issues may cause problems
including teachersí limited access to the Internet (Clark, 2006; Bauer & Kenton, 2005),
.
time constraints (Yalin, Karadeniz, & Şahin, 2007; Zhao & Frank, 2003; Mumtaz,
2000), teachersí lack of basic technological skills (Hew & Brush, 2007), teacher attitudes
towards technology integration (Hew & Brush, 2007; Lim & Khine, 2006; Ertmer,
2005; Iliko & Ignatjeva, 2014), school culture (Hu, Clark, & Ma, 2007), and teachersí
. ..
need for professional development regarding technology integration (Gˆktaş, Yildirim, &
.ldi.ri.m, 2009; G¸lbahar & G¸ven, 2008; Koehler & Mishra, 2005; Glazer, Hannifin, &
Yi
Song, 2005). On the other hand, the problems stem from teachersí lack of knowledge,
skills, or efficacies, being the most prominent obstacles to an effective technology
integration (Brinkerhoff, 2006; Hew & Brush, 2007; Lim, 2007; Lim & Khine, 2006;
.
Oncu, Delialioglu, & Brown, 2008; Shuldman, 2004; Yalin, Karadeniz, & Şahin, 2007;
Zhao, 2007). Moreover, there exist studies reporting issues related not only to teachersí
technology use but also to their lack of skills or efficacies (Çiftçi, Taşkaya ve Alemdar,
2013; Korkmaz ve Usta, 2010). Thus, this situation indicates that teacher efficacies
play a central role among the factors influencing effectiveness of technology integration
in education.
In order to alleviate common problems (such as lack of basic skills, negative attitudes,
and need for professional development) and enable teachers to use technology effectively
in their own teaching, pre-service education should equip teacher candidates with know-
ledge and skills enabling them the use of technology. Therefore, it is important that
teacher training institutions include technological tools appropriate to the subject matter
. .
and provide pre-service teachers with quality education (Erdemir, Bakirci, & Eyduran,
2009). However, the literature suggests that students in teacher training institutions
often do not have a chance to transfers their technology knowledge to out-of-school
activities when technology instruction is given as a separate course. For this reason, it is
emphasized that pre-service teachers should earn technological skills in connection to
the subject matter (Van Melle, Cimellaro, & Shulha, 2003). In addition, researchers
state that the learning environments in which the use of technology becomes integrated
with the subject matter improve studentsí achievement and foster their higher order
thinking skills (Lim & Ching, 2004).
The purpose of this study was to describe both initial and current technology integr-
ation states experienced by the teachers who consider themselves successful in integration
due to their use of technology, means of support, problems they encounter and solutions
they devise, and their suggestions for the future teachers.

Unauthenticated
Download Date | 7/4/17 7:24 PM
 Technology Integration Experiences of Teachers 21

Method
This study employed a qualitative research design and featured interview study
elements. The participants of the study were four teachers who work at a secondary
school in Meram District of Konya Province in Turkey during 2015ñ2016 school year.
Several methods were used to meet inclusion criteria. First, the researchers consulted
the schoolís information technology teacher about those teachers who make an effective
and high-level use of technology. The IT teacher gave a total of four teachers name
from four different subject fields. Then, the researchers got in touch with those teachers
to inform them about the study and to ask their opinions about the perceived by them
level of technology integration. Finally, the teachers who consider themselves good and
efficient filled in the educational technology standards scale by Çoklar (2008) to confirm
their self-perception, and were included in the study. The participantsí characteristics
are given in Table 1.

Table1
Participant Characteristics
The total score
Teachers Gender Subject Matters
(max 205, min 41)
Mine Female Turkish 186 (High-Level)
Fatih Male Science 193 (High-Level)
Deniz Female Culture of Religion and Morality 173 (High-Level)
Akif Male English 194 (High-Level)

The teacher participants were from four different subject fields, namely Turkish,
Science, Culture of Religion and Morality (CoRM) and English. As to genders, two of
the participants were females and the other two were males. All participants were
classified as high-level technology users based on their Educational Technology Standards
Scale (ETSS) scores.
In order to determine the teachersí level of technology integration, the researchers
developed a semi-structured interview form. Interview is one of the qualitative data
collection methods through which researchers try to understand the participantsí
perspectives on specific matters through their answers to pre-decided question (Yil-
.
. .
dirim & Şimşek, 2011). In line with the purpose of the study, the researchers developed
questions covering the technologies used by the teachers in learning processes. The
researchers informed each of the participants about the purposes of the study and research
process, and obtained their written and oral consent prior to the interviews. The data
were analyzed employing inductive analysis techniques. In doing so, first, the researchers
transcribed and organized interview records. After validating the accuracy of trans-
criptions, the researcher made a holistic review of the data to form a general under-
standing. Then, the data were divided into pieces, and each piece was named and coded.
Also, an educational technology expert and a qualitative research expert examined the
established codes and themes to evaluate accuracy of coding. In light of expert opinions
and suggestions, the researchers gave codes and themes to their final form. Established
themes were supported with direct quotes to form findings (Gay, Mills, & Airasian,
2006; Cresweell, 2005).

Unauthenticated
Download Date | 7/4/17 7:24 PM
 . .
22 Ahmet Naci Çoklar and Işil Kabakçi Yurdakul

Research Findings
Characteristics of the School and Participant Teachers
The teachers were coded from Mine to Akif and their general characteristics were
as follows.
Mine (Teacher 1) was a teacher of Turkish graduated from the Turkish Teaching
Department of the Faculty of Education. She also held a master of education degree in
the same major. She was 29 and had eight years of teaching experience. She reported
using computer, projector, and PowerPoint presentation technologies.
Fatih (Teacher 2) was a science teacher with eight years of teaching experience. He
stated that he considered the use of technology as a must in his area. He also mentioned
his interest in technology, especially in computers. He stated that he had a good level of
knowledge in both the use of the Internet and office packet programs. He also mentioned
that he often prepared presentations for his lessons, and he used PowerPoint presentations
and animations he found online.
Deniz (Teacher 3) was a 38-year-old female Culture of Religion and Morality
(CoRM) teacher. She had 10 years of teaching experience, and reported using computer
and the Internet for teaching purposes.
Akif (Teacher 4) had had 20 years of experience in teaching English since 1995
and was a 43-year-old male. He mentioned using presentations and online videos
frequently, and considered himself a technology user with a good level of skills.

Teachersí Initial Processes to Use Educational Technologies

In this session, the participantsí initial processes to start using technology were
presented bearing in mind their reasons to start using them, support the participants
received, difficulties they faced and the ways they overcame those difficulties.

The Reasons that Intrigued the Teachers to Use Technology

Improving the quality of instruction appears to be a common reason for the partic-
ipants to use technology. Mine (Turkish) stated that, in her early career, she realized
students forgot the content in a short period of time and she decided to use visuals in
conjunction with verbal content based on a literature review pointing that retention
improves as the number of senses involved is increased. To do so, she chose to use
PowerPoint and Prezi to employ visual and auditory content simultaneously. According
to her, the increased student interest and positive results influenced her decision to keep
using technology. Similarly, Akif (English) expressed that using technology became a
necessity once he realized students were attracted to visual content and studentsí visual
memories were more advanced. He stated that he decided to use technology to make lessons
more active and improve retention. Deniz (CoRM) mentioned that the richness of the
content available online intrigued her to start using technology. She stated that while her
early experiences were more about directly using online materials, she grew to be able
to produce different materials on her own. She mentioned that she became aware of the
importance of activating student participation and the role of the materials she created
(like puzzles). Fatih (Science) stated that visual content and providing concrete examples
were inherent, and therefore important, in his teaching. He mentioned that he started
actively using technology to provide concreteness by finding various materials online.
Unauthenticated
Download Date | 7/4/17 7:24 PM
 Technology Integration Experiences of Teachers 23

Support the Teachers Received During the Initials States of Integration

Support is an important part of the technology integration process (Buabeng-Andoh,
2012; Ertmer, 2005). In this context, the researchers investigated what institutions,
people, and resources provided support for the teachers. Fatih (Science) expressed receiving
support from the information technology teacher, who is also a close friend of his. In
this scope, he pointed one person as an important means to receive support. Both Mine
(Turkish) and Akif (English) mentioned the facilities MoNE provided as an institution;
however, each teacher emphasized different means of support. Mine (Turkish) stated
that she received support from Education Information Network (EIN) founded by MoNE.
EIN is especially useful as an online material repository. On the other hand, Akif (English)
stressed the in-service professional development courses that the Ministry provides for
the teachers such as computer and instructional material design courses. Thus, it can be
said that institutional support takes multiple forms. Deniz (CoRM) expressed that she
found institutional support insufficient, and that an individualís efforts were more im-
portant. She mentioned making use of websites to receive support.

The Hardships the Teachers Faced at the Initial States of Technology Integration
The problems the teachers experience in early stages of technology integration
were investigated as well. Mine (Turkish) expressed that the most important problem
she faced was access to the Internet, more specifically inability to access educational
websites. Fatih stated that he did not have any problem finding teaching materials, yet
the limited number of physical tools such as projectors was a serious constraint for him.
Likewise, Deniz (CoRM) express a fewer number of projectors as a serious problem. In
addition to the insufficient number of physical tools, Akif (English) pointed out to the
inconvenience of the physical environment, and teachersí inability to purchase such
technologies due to high costs. He also mentioned the adverse effects of portable equip-
ment such as time required to set up projector and computer each time, and prepare
classroom environment for technology use.
As ways to handle the problems, the teachers mentioned using mobile internet con-
nection, bringing personal portable computers to the classroom, purchasing a personal
projector, and requesting a classroom to be arranged specifically for the course. Especially
the last solution is noticeably a administrator oriented solution.

Technology Integration in Educational Processes

The teachers provided information on how they use technology in the entire range
of the educational process, from preparation to evaluation. Based on their statements,
the Internet appears to be a common reference source.
Mine stated that she first searched for online presentations and checked whether
they were appropriate for the studentsí level, and prepared new ones when suitable pre-
sentations were not available. She mentioned using materials to pique studentsí attention
at the beginning of the classroom sessions:
... As I begin teaching a lesson, I have them watch an animation, video or a
cartoon related to the topic to gather studentsí attention. By doing so, I pique
the childrenís attention.) She also included an introductory slide in his present-
ations as an advanced organizer (In the introduction phase of a lesson, I use
PowerPoint presentations specifically to provide list of topic that will be covered.
Unauthenticated
Download Date | 7/4/17 7:24 PM
 . .
24 Ahmet Naci Çoklar and Işil Kabakçi Yurdakul

The participant stated that she used hyperlinks as much as possible to enrich
presentations with visuals and auditory content, and that for evaluation purposes, he
made use of unit tests on EIN and got students answer them on the smart board.
Fatih (Science) argued that his course was quite suitable for technology integration
and acknowledged the importance of preparation prior to the class meetings. He described
his practices of using video sharing sites and a personal educational animation archive
in the preparation phase. He also stressed the importance of time management:
Since our lessons are limited to 40-minute intervals, we time and spread the
content among classes.), and role of technology to enhance instruction (Besides,
we have to present the fundamental content verbally. Once we lay the basis
for the class, we use technology as a means to support learning.
As to assessment and evaluation, the participant stated that he used paper-based
tests and presentation at different times. For the questions which require embedded
visuals, he preferred presentations and the Internet.
Deniz (CoRM) stated that she used video technology to arouse emotions so that
students could feel the importance of the topic:
Let me give an example. For instance, our topic is bad habits. First, I will use
a video about the status of a person under influence of alcohol or drugs to
bring students attention to the topic.
In this context, she emphasizes preparation for the class. She mentioned producing
presentations for instruction and evaluation; however, she reported employing personal
video archives and the Internet (youtube.com) quite often because she found videos
important.
Akif stated that he used the Internet to find documents and generate ideas, yet he
remained cautious about the online content:
We make use of the internet during class preparation. I utilize online environ-
ment in preparing documents or searching details about the topic. In doing
so, we must be careful. As you know, the internet is full of mindless, uncon-
trolled information. It takes a great deal of time to select correct and proper
information, but it aids us in class preparation. To enrich our opinions and
horizonsÖ).
The participant told that in order to gather studentsí attentions to the topic, he
used materials such as pictures, videos and presentations through technology. (At the
introduction phase of the lesson, a good picture, video, presentation or audio draws
students interest perfectly and provides a strong start.) He added that at the presentation
phase, technology helps teachers in teaching the topic, providing details, providing
concrete examples, and that videos allow one to review the content as long as it is desired:
During presentation phase, we utilize it [technology] to ease the knowledge
transfer, provide details and elaboration, and give examples. Letís consider
the shopping process. We can present how shopping works, the tenses and
terms used in shopping visually through videos step-by-step. We also have a
change to stop and replay.

Unauthenticated
Download Date | 7/4/17 7:24 PM
 Technology Integration Experiences of Teachers 25

Similarly to the other participants, Akif stated he used technology to present questions
and other evaluation materials, and create scenarios based on materials to evaluate
students.
The teachersí statements regarding their use of technology indicate that although
they use technology for students, their approach to technology integration is teacher-
centered rather than student-centered. While their practices seem to adopt a student-
centered use of technology for the purposes of strengthening attention, improving reten-
tion, and activating more senses; none of the participants mentioned using technology
to elicit student-student interaction and foster collaboration.

Current Technology Integration Problems of the Teachers

As the participants consider themselves competent in technology integration now,
the researchers asked them about the problems they encounter in the current practices.
In this context, Mine (Turkish) mentioned being unable to use technology as much as it
was desired due to the pressure to complete mandatory curriculum content.
... Since Turkish is a five-hour course, I can use technology effectively in the
three of these five hours at most. I would love to make an effective use of
technology in all five hours, yet the curriculum I have to cover prevents me.
Fatih (Science) told that sometimes the level of studentsí knowledge had a substantial
influence upon technology integration.
Let me put it this way, I donít know if this is something our education system
brings about, yet when studentsí levels are not suitable you cannot easily
manage the situation. I mean, my purpose of using presentation is to first
cover the entire presentation, and then utilize visuals to summarize, to repeatÖ
When we cannot complete the former, there is no time for the latter.
Deniz (CoRM) pointed out physical facilities as an obstacle to technology integr-
ation: Of course, I did my best with available facilities. But, sadly, there are things I
could not accomplish: ...Due to some physical constraints, we have some issues about
this matter. Akif (English) referred to the time required to prepare materials as a significant
issue for technology integration:
...for example, a presentation prepared by another teacher may not work for
me. Therefore, I have to prepare my own presentation in line with my teaching
style to make my lesson more active, more teachable. And this takes time...

Discussion
Mortensen (2001) maintained that sustainability is of importance for teacher educ-
ation. He claimed that teachers should be trained to keep up with the rapid developments
in technology. In this context, technology integration becomes a key concept for sustain-
ability of educational processes. Teachers are fundamentally important in the technology
integration processes because without their active involvement, integration does not
happen. In line with that, Gooler, Kautzer, & Knuth (2000) argued that the most important
role in the effective use of technology in education belongs to teachers. In this context,
Unauthenticated
Download Date | 7/4/17 7:24 PM
 . .
26 Ahmet Naci Çoklar and Işil Kabakçi Yurdakul

four teachers who claimed to use computers effectively and practice a good level of
technology use participated in the study. The following section provides the findings.
All of the teachers who claimed to use technology conceptualize technology as
digital tools, materials, and media. The technologies and materials they use include
computer, smart board, projector, PowerPoint presentations, animations, videos, and
the Internet. These technological resources are in line with the ones emphasized by
MoNE of Turkey through the FATIH Project. MoNE (2012) explained the aims of the
FATIH Project as providing equal opportunity in education through information and
communication technologies, improving technological infrastructure of the schools, and
enhancing the quality of learning outcomes by providing access to technology and
materials. For this reason, it is understandable that the teachers mentioned digital techn-
ologies and materials when they were talking about technology integration processes.
This situation may also be related to the perceived usefulness of such tools and materials.
In his Technology Acceptance Model, Davis (1989) defined perceived usefulness as the
level of oneís belief that the use of a system will improve his/her performance at work.
The participantsí main reason to use technology was to improve the quality of
education. Their reasons to start using technology for educational purposes included
enhancing retention, improving the effect through visuals, activating more senses, eliciting
active student participation, employing rich online resources, and providing concrete
examples. These opinions of the teachers of varying experience may be formed due to
their perceived usefulness (Davis, 1989) and their ability to think about technology
integration (Tsai & Chai, 2012). Tsai and Chai (2012) suggest that teachersí ability to
think about technology integration should be supported. The teachers, based on their
experience, pointed to the probable usefulness of technology as their starting points.
Likewise, the teachersí opinions and the opinions from other research studies show
similarities. Dursun (2006) argued that knowledge retention is important and teachers
have to create learning environments that utilize visual and auditory learning resources
and address multiple senses.
The participantsí sources of support during the initial phases of technology integr-
ation included close friend(s), information technology teacher, MoNE (content and
materials on EIN, in-service education courses etc.), and information on the Internet.
According to Ertmer (2005) and Ortega and Fuentes (2015), support given to teachers
is a critical means to handle obstacles of technology integration. Moreover, Andoh
(2012) emphasized the importance of leadership support and technical support in the
success of ICT integration. The participants of the study preferred friends and the Internet
as their sources of support due to its accessibility and practicality.
Among the problems encountered during the initial phases of integration, the par-
ticipants named the access to the Internet and educational websites, limited number of
projectors, unsuitable physical environment, high cost of technological equipment, and
waisting classroom time in carrying and setting up the equipment. In other words,
access to technology and using it were the problems faced at the beginning. In addition
to the physical problems in the initial phase, the current problems of the teachers are
centered on educational processes such as failure to teach the topic within the classroom
time, failure to cover the entire curriculum, and insufficient level of students. Therefore,
it can be concluded that the teachersí initial problems on technology integration developed
form accessing and using technology to pedagogy focused issues. Hixon & Buckenmeyer
(2009) regarded technical problems as external factors influencing technology integration,
Unauthenticated
Download Date | 7/4/17 7:24 PM
 Technology Integration Experiences of Teachers 27

.
and claimed that as technological tools evolve new problems are likely to emerge. Çakir &
. ..
Yildirim (2009) found similar results in their study with pre-service teachers.
The teachersí processes of integrating technology into lessons were examined in
four phases: prior to class, introduction, during instruction, and evaluation. Prior to
class preparations included finding presentations to suit the topic and editing them or
creating new presentations if there is none available, and finding documents, videos
and animations online. Similarly, Wastiau et al. (2013) argued that the Internet has
become one of the most important resources in classroom preparation and finding
educational materials. Education Information Network (EIN) component of the FATIH
Project being run by MoNE also aims to provide materials for teachers and activate the
potential of the Internet also in the course of learning events (MoNE, 2012). As to
finding learning materials, the Internet is an important resource for teachers (Fu, 2013).
During the introduction to the class phase, the participants employed technology
to draw studentsí attention through materials, explain the instructional goals through
slides, and activate emotions through videos. During the instruction phase, the particip-
ants preferred to use technology to effectively utilize presentations and other materials,
simultaneously use visual and auditory content, support and enrich instruction with
animations and videos, ease instruction through presentations, provide concreteness,
and repeat the content as needed. As to the evaluation phase, the teachers stated that
they utilize unit tests on EIN and other educational websites, use projectors to elicit
active participation, and include videos and visuals in various forms of assessment. All
sorts of the educational use of technology mentioned here show the purposes of using
educational technologies (Aldunate & Nussbaum 2013; Bentham & Sharpe, 2013;
Cheung & Slavin 2013; Fu, 2013; Kabadayi, 2016; Makrakis, Kostoulas-Makrakis,
2012). Furthermore, Bentham (2013) maintained that the use of technology makes
information and concepts more tangible so that it helps teaching and comprehension.
Wastia et al. (2013) mentioned reusability and repeatability of the content, providing
concrete examples, and providing equal opportunity for students as far as the advantages
of using computers in education are concerned. Therefore, the results of the current
study comply with the ways of using technology stated in the literature.
Taken together, the results of the study indicate that the teachers participating in
the study employ a teacher-centered approach to technology integration rather than a
student-centered approach. Pipere, Veisson, & Salite (2015) and Bentham (2013), Hixon &
Buckenmeyer (2009) suggest that technology integration work for students; for this
reason, teachers should surpass traditional education through the use of technology
and plan the processes considering mainly students.
The teacher shed light on the use of technology in technology integration based on
their experiences. In their statements, online resources and MoNE facilities like EIN
became prevalent. Therefore, in-service training programs to introduce the facilities to
other teachers and to increase their awareness would be beneficial. As the subject matter
has an influence on the technology integration processes, the best practices of teachers
successful in integration may serve as examples to other teachers. New studies examining
this situation would also be beneficial. Technology integration, ideally, focuses on
students; however, the results of this study showed that the teachers follow a teacher-
centered approach to integration. In this respect, the teachers can also be informed
about how to properly integrate technology, following a student-centered approach.

Unauthenticated
Download Date | 7/4/17 7:24 PM
 . .
28 Ahmet Naci Çoklar and Işil Kabakçi Yurdakul

References
Aldunate, R., & Nussbaum, M. (2013). Teacher adoption of technology. Computers in
Human Behavior, 29(3), 519ñ524.
Armenta, A., Serrano, A., Cabrera, M., & Conte, R. (2012) The new digital divide: the
confluence of broadband penetration, sustainable development, technology adoption
and community participation, Information Technology for Development, 18(4),
345ñ353.
Bauer, J., & Kenton, J. (2005). Toward technology integration in the schools: Why it
isnít happening. Journal of Technology and Teacher Education, 13(4), 519ñ5.
Bentham, H. (2013). Clearing the path that has been laid: A conceptualization of educ-
ation for sustainable development. Journal of Teacher Education for Sustainability,
15(2), 25ñ41.
Brinkerhoff, J. (2006). Effects of a long-duration, professional development academy
on technology skills, computer self-efficacy, and technology integration beliefs and
practice. Journal of Research on Technology in Education, 39(1), 22ñ43.
Buabeng-Andoh, C. (2012). Factors influencing teachersí adoption and integration of
information and communication technology into teaching: A review of the literature.
International Journal of Education & Development using Information & Com-
munication Technology, 8(1), 136ñ155.
Cheung, A. C., & Slavin, R. E. (2013). The effectiveness of educational technology
applications for enhancing mathematics achievement in K-12 classrooms: A meta-
analysis. Educational Research Review, 9, 88ñ113.
Creswell, J. W. (2013). Qualitative Inquiry and Research Design Choosing Among
Five Approaches (3rd ed.) Los Angeles, CA: SAGE.
Çakir, R., & Yildirim, S. (2009). What do computer teachers think about the factors
affecting technology integration in schools? Elementary Education Online, 8(3),
952ñ964.
. .
Çiftçi, S., Taşkaya, S.M. & Alemdar, M. (2013). Sinif ˆgretmenlerinin fatih projesine
∪

ilişkin gˆr¸şleri. [The Opinions of classroom teachers about fatih project]. Elem-
entary Education Online, 12(1), 227ñ240.
.
Çoklar, A. N. & Odabaşi, H. F. (2009). Educational technology standards scale (ETSS):
A study of reliability and validity for Turkish preservice teachers. Journal of
Computing in Teacher Education, 25(4), 135ñ142.
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of
information technology. MIS Quarterly, 13(3), 319ñ340.
Dursun,
. .
F. (2006). ÷gretim s¸recinde araç kullanimi [The use of tool in teaching].
∪

.
Ilkˆgretmen Dergisi, 1, 8ñ9.
∪

. . . .
Erdemir, N., Bakirci, H., & ve Eyduran, E. (2009). ÷gretmen adaylarinin egitimde
∪ ∪

teknolojiyi kullanabilme ˆzg¸venlerinin tespiti [Determining of student teachersí

self-confidence using technology in instruction], Journal of Turkish Science Educ-
ation, 6(3), 99ñ108.
Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for
technology integration? Educational Technology Research and Development, 53(4),
25ñ39.
Fu, J.S. (2013), ICT in education: A critical literature review and its implications.
International Journal of Education and Development using Information and
Communication Technology 9(1), 112ñ125.
Unauthenticated
Download Date | 7/4/17 7:24 PM
 Technology Integration Experiences of Teachers 29

Gay, J.R., Mills, G.E., & ve Airasian, P. (2006). Educational research: competencies
for analysis and applications. (8th Ed.), Pearson Merrill Prentice Hall, Upper Saddle
River, N.J.
Glazer, E., Hannafin, M.J., & ve Song, L. (2005). Promoting technology integration
through collaborative apprenticeships, Educational Technology Research and
Development, 53(4), 57ñ67.
Gooler, D., Kautzer, K., & Knuth, R. (2000). Teacher competence in using technologies:
The next big question. PREL Briefing Paper. ERIC Document Reproduction Service
No. ED452175.
. .. . ..
Gˆktaş, Y., Yildirim, S., & ve Yildirim, Z. (2009). Main barriers and possible enablers
of ICTs ˝ntegration into pre-service teacher education programs. Educational
Technology ve Society, 12(1), 193ñ204.
G¸lbahar, Y., & ve G¸ven, I. (2008). A survey on ICT usage and the perceptions of
social studies teachers in Turkey. Educational Technology ve Society, 11(3), 37ñ51.
Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning:
current knowledge gaps and recommendations for future research. Education
Technology Research & Development, 55, 223ñ252.
Iliko, Dz., & Ignatjeva, S. (2014). E-learning and education for sustainability. In
U. M. Azeiteiro, W. L. Filho & Sandra Caeiro (Ed.). Environmental Education,
Communication and Sustainability series (pp.167ñ185). Peter Lang, Frankfurt am
Main.
Hixon, E., & Buckenmeyer, J. (2009). Revisiting technology integration in schools:
Implications for professional development. Computers in the Schools, 26, 130ñ146.
Hu, P.J., Clark, T.H.K., & ve Ma, W.W. (2007). Examining technology acceptance by
school teachers: A longitudinal study. Information and Management,41, 227ñ241.
Kabadayi, A. (2016). A Suggested in-service training model based on Turkish preschool
teachersí conceptions for sustainable development. Journal of Teacher Education
for Sustainability, 18(1), 5ñ15.
Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational
technology? The development of technological pedagogical content knowledge.
Journal of Educational Computing Research, 32(2), 131ñ152.
Lim, C. P. (2007). Effective integration of ICT in Singapore schools: Pedagogical and
policy implications. Education Technology Research & Development, 55(1), 83ñ
116.
Lim, C. P. & Ching, C. S. (2004). An activity-theoritical approach to research of ICT
integration in Singapore schools: Orienting activities and learner autonomy.
Computers ve Education, 43, 215ñ236.
Lim, C. P., & Khine, M. (2006). Managing teachersí barriers to ICT integration in
Singapore schools. Journal of Technology and Teacher Education, 14(1), 97ñ125.
Makrakis, V., & Kostoulas-Makrakis, N. (2012). Course curricular design and develop-
ment of the M. Sc. programme in the field of ICT in education for sustainable
development. Journal of Teacher Education for Sustainability, 14(2), 5ñ40.
Mayer, R. E. (2014). Incorporating motivation into multimedia learning. Learning and
Instruction, 29, 171ñ173.
.. .
MoNE, ñ Ministry of National Education (2012). Milli Egitim Bakanligi FATIH Projesi
∪ ∪

p [Misinstry of National Educaiton-FATIH Project]. Retrieved 14 December, 2015

from: http:// http://fatihprojesi.meb.gov.tr/en/?page_id=10

Unauthenticated
Download Date | 7/4/17 7:24 PM
 . .
30 Ahmet Naci Çoklar and Işil Kabakçi Yurdakul

Mortensen, L. L. (2000). Teacher education for sustainability. Global change education:

the scientific foundation for sustainability. Journal of Science Education and Techn-
ology, 9(1), 27ñ36.
Mumtaz, S. (2000). Factors effecting teachersí use of information and communications
technology: A review of the literature. Journal of Information Technology for
Teacher Education, 9(3), 319ñ342.
Oncu, S., Delialioglu, O. & Brown, C.A. (2008). Critical components for technology
integration: How do instructors make decisions? Journal of Computers in Mathem-
atics and Science Teaching, 27(1), 19ñ46.
Ortega, J. L. G., & Fuentes, A. R. (2015). Communication skills training in trainee
primary school teachers in Spain. Journal of Teacher Education for Sustainability,
17(1), 86ñ98.
Patton, M.Q. (2005). Qualitative research. Encyclopedia of statistics in behavioral
science. New Jersey: John Wiley & Sons.
Polly, D., Mims, C., Shepherd, C. E., & Inan, F. (2010). Evidence of impact: Transforming
teacher education with preparing tomorrowís teachers to teach with technology
(PT3) grants. Teaching and Teacher Education, 26(4), 863ñ870.
Pouezevara, S., Mekhael, S., & Darcy, N. (2014). Planning and Evaluating ICT in
Education Programs Using the Four Dimensions of Sustainability: A Program Evalu-
ation from Egypt, RTI International. International Journal of Education and Devel-
opment using Information and Communication Technology, 10(2), 120ñ141.
Shuldman, M. (2004). Superintendent conceptions of institutional conditions that impact
teacher technology integration, Journal of Research on Technology in Education,
36(4), 319ñ343.
Tsai, C.C., & Chai, C. S. (2012). The ìthirdî-order barrier for technology integration
instruction: Implications for teacher education. In C. P. Lim & C. S. Chai (Eds),
Building the ICT capacity of the next generation of teachers in Asia. Australasian
Journal of Educational Technology, 28(6), 1057ñ1060.
Usta, E. & Korkmaz, ÷. (2010). Pre-service teachersí computer competencies, perception
of technology use and attitudes toward teaching career. Journal of Human Sciences,
7(1), 1335ñ1349.
Uwasu, M., Yabar, H., Hara, K., Shimoda, Y., & Saijo, T. (2009). Educational initiative
of Osaka University in sustainability science: mobilizing science and technology
towards sustainability. Sustainability Science, 4(1), 45ñ53.
Van Melle, E, Cimellaro, L, & Shulha, L. (2003). A dynamic framework to guide the
implementation and evaluation of educational technologies. Education and Inform-
ation Technologies, 8(3), 267ñ285.
Wastiau, P., Blamire, R., Kearney, C., Quittre, V., Van de Gaer, E., & Monseur, C.
(2013), The use of ICT in education: a survey of schools in Europe. European
Journal of Education, 48, 11ñ27.
. .
Yalin, H.I., Karadeniz, Ş., & ve Şahin, S. (2007). Barriers to information and com-
munication Technologies integration into elemaentary schools in Turkey. Journal
of Applied Sciences, 7(24), 4036ñ4039.
Yarime, M., Trencher, G., Mino, T., Scholz, R. W., Olsson, L., Ness, B., & Rotmans, J.
(2012). Establishing sustainability science in higher education institutions: towards
an integration of academic development, institutionalization, and stakeholder
collaborations. Sustainability Science, 7(1), 101ñ113.
Unauthenticated
Download Date | 7/4/17 7:24 PM
 Technology Integration Experiences of Teachers 31

. .. .
Yildirim, A., & Şimşek, H. (2011). Sosyal Bilimlerde Nitel Araşti rma Yˆntemleri
[Qualitative Research in Social Science] (8th Ed.). Ankara: Seçkin Publishing.
Zhao, Y. (2007). Social studies teachersí perspectives of technology integration. Journal
of Technology and Teacher Education, 15(3), 311ñ333.
Zhao, Y., & Frank, K. (2003). Factors affecting technology uses in schools: An ecological
perspective. American Educational Research Journal, 40(4), 807ñ840.

Correspondence related to this paper should be addressed to Assoc.Prof.Dr. Ahmet

Naci Çiklar from Necmettin Erbakan University, Ahmet Keleşoglu Education Faculty.
∪

Email: [email protected]

Unauthenticated
Download Date | 7/4/17 7:24 PM