Author-title

Self%Efficacy+Beliefs+as+an+Indicator+of+Teachers'+
Preparedness+for+Teaching+with+Technology
Peter+R+Albion+(1999)

Creating+Technology%Enhanced,+Learner%
Centered+Classrooms:+K12+Teachers+Beliefs,+
Perceptions,+Barriers,+and+Support+Needs
An,+Yun%Jo
Reigeluth,+Charles+(2011)

How+Are+Teachers+Using+Computers+in+
Instruction?+++++++++++Becker,+H.+(2001)

Rationale of the study

Methods
This+study+is+a+proceeding.+It+discusses+Self%efficacy+beliefs+as+a+measure+
especially+in+the+context+of+preparing+teachers+to+teach+with+technology.+
That+is+why,+this+paper+argues+that+teachers'+beliefs+are+a+significant+
factor+in+their+success+at+integrating+technology,+and+self%efficacy+beliefs+
are+important+component+of+the+beliefs+that+influence+technology+
integration.+

No+methods+needed
It+examines+K12+teachers+beliefs,+perceptions,+barriers,+and+support+ Survey+study+(n=126).+The+researchers+used+an+online+survey+
needs+in+the+context+of+learner%centered+technology+integration.+By+
to+collect+data+in+this+study.+The+survey+included+the+following+
that,+it+aims+to+inform+teacher+educators+and+administrators+of+how+they+eight+sections:
can+better+support+teachers+in+creating+technology%+enhanced,+learner% 1.+Demographic+questions+2.+Technology+beliefs+3.+Learner%
centered+classrooms.
centered+instruction+4.+Current+practices+in+creating+tech%+
nology%enhanced,+learner%centered+classrooms
5.+Perceived+barriers+to+creating+tech%+nology%enhanced,+
learner%centered+classrooms
6.+Perceived+effectiveness+of+current+professional+
development+programs/+suggestions+for+improvement
7.+Support+needs+8.+Addresses
This+paper+presents+descriptive+data+from+a+large,+national+survey+of+
teachers+and+their+teaching+practices+in+order+to+highlight+some+t+
differences+in+computer+use+patterns,+and+thereby+to+contextualize+
general+discussions+about+teachers'+computer+use.+

Results
Critique of the Study
Here+are+som+quotations+from+the+article:+"Measurement+of+self%efficacy+
using+appropriate+instruments+may+provide+a+useful+indicator+of+the+effects+
of+teacher+education+initiatives+intended+to+better+prepare+graduates+for+
technology+use.+Moreover,+self%efficacy+theory+may+offer+insights+into+the+
development+of+materials+with+more+powerful+instructional+designs"+(p.3).+
"If+teacher+education+programs+are+to+be+effective+at+increasing+teachers'+
capability+for+integrating
technology,+then+decisions+about+the+structure+and+content+of+those+
courses+need+to+be+based+upon+an+understanding+of+the+factors+which+
contribute+to+successful+technology+integration."+(p.2).+

revealed+K12+teachers+positive+attitudes+toward+the+use+of+technology+in+ The+study+provide+useful+insights+into+how+to+support+teachers+in+creating+
teaching+and+learn%+ing.+The+participants+believed+that+technology,+as+an+
technology%enhanced,+learner%+centered+classrooms.+Theresults+pointed+
important+part+of+teach%+ing+and+learning,+helps+students+learn,+and+enables+ links+among+technology,+pedagogy,+and+content.+From+the+findings,+there+
them+to+accomplish+tasks+more+effectively+and+efficiently.+Most+
is+also+need+for+learner+centered+instruction.+
participants+indicated+that+they+supported+the+use+of+technology+in+the+
classroom++and+were+willing+to+take+time+to+learn+and+use+new+
technologies.+They+also+indicated+a+belief+that+incorporating+technology+
into+the+curriculum+was+part+of+their+job.

TLC+survey.+responses+were+obtained+from+4,083+teachers+of+ Forsecondary+subject+teachers,+the+highest+rate+of+frequent+use+was+
From+the+article,+There+are+three+important+determinanst+of+whether+a+
grade+4+and+higher,+in+1,150+schools,+as+well+as+845+technology+ reported+by+English+teachers+(24%).+Only+one+out+of+six+science+teachers,+ teacher+uses+computers+frequently+with+her+students+is:+whether+the+
coordinators+and+867+school+principals.
one+out+of+eight+social+studies+teachers,+and+one+out+of+nine+math+teachers+ computers+she+has+access+to+are+within+her+own+classroom,+the+way+their+
said+students+used+computers+that+often+during+their+class.+They+found+that+ school+day+is+carved+up+into+different+classes+,and+the+extent+to+which+
secondary+academic+teachers+who+work+in+schools+that+schedule+classes+in+ they+feel+pressure+to+cover+large+amounts+of+curriculum.+Also,+Teachers'+
longer+blocks+of+time+were+somewhat+more+likely+to+report+frequent+
lack+of+expertise+with+using+computers+could+be+another+inhibiting+
student+computer+use+during+class+(19%).+There+is+also+more+percentages+to+ condition+of+frequent+use.+
refer+later.+Check+them+later.

Goktas,+Y.,+Yildirim,+S.,+&+Yildirim,+Z.+(2009).+
The+purpose+of+this+study+is+to+investigate+the+main+barriers+and+possible+ The+data+were+collected+by+means+of+questionnaires+from+53+
Main+Barriers+and+Possible+Enablers+of+ICTs+
enablers+for+integrating+information+and+communication+technologies+ deans+in+schools+of+teacher+education+(STE),+111+teacher+
Integration+into+Pre%service+Teacher+Education+ (ICTs)+in+Turkeys+pre%service+teacher+education+programs.+The
educators,+and+1,330+prospective+teachers,+and+additionally+
Programs
from+interviews+of+six+teacher+educators+and+six+prospective+
teachers

The+findings+indicate+that+the+majority+of+the+stakeholders+believe+that+lack+ At+the+end,+we+can+conclude+that+there+are+strategies+for+enhancing+
of+in%service+training,+lack+of+appropriate+software+and+materials,+and+lack+ effective+ICT+integration+in+teacher+ed+programs:+and+these+are+
of+hardware+are+the+main+barriers+for+integrating+ICTs+in+pre%service+teacher+ technology+plans,+in%service+training,+strong+infrastructures,+technical+
education+programs.+There+was+also+agreement+on+the+possible+enablers;+ support,+and+role+models.
having+technology+plans+was+the+strategy+most+strongly+agreed+upon+in+
that+category.

Gateway+Tools:+Five+Tools+to+Allow+Teachers+to+ In+this+article,+The+authors+examine+some+of+the+identified+barriers+to+
No+methods+needed
Overcome+Barriers+to+Technology
technology+integration+in+the+classroom+and+offer+teachers+several+tools+
Integration+By+Laren+Hammonds,+Lisa+H.+
to+help+open+the+gates+to+integration.
Matherson,+Elizabeth+K.+Wilson,+and+Vivian+
H.Wright
(2013)

They+recommend+the+tools+below+because+they+get+technology+into+the+
(reference+this+in+your+paper)+As+cited+here+in+this+article,+According+to+
hands+of+teachers+to+help+them+complete+professional+tasks+and+directly+
Ottenbreit%Leftwich+et+al.+(2010),+professional+development+can
related+to+their+beleifs:+dropbox,+evernote,+Social+bookmarking+for+resource+ transform+habitus+only+if+it+is+aligned+with+teachers'+value+beliefs.+Their+
management+and+collaboration+such+as+Diigo,+Edmodo+for+content+
study+identified+the+following+values:+1.+Teachers+value+technology+to+
management+and+communication.+Such+tools+integration+into+instruction+ improve+parent%teacher+communication.+2.+Teachers+value+technology+
might+help+establish+the+stage+for+students+to+"reap+the+benefits+of+
that+allows+them+to+customize+instructional+materials
technology%embedded+instruction+well+into+the+future"+(p.40).
to+target+specific+learning+needs.+3.+Teachers+value+technology+that+helps+
them+address+professional+development
needs+and+communicate+and+collaborate+with+colleagues+and+
administrators.+4.+Teachers+value+technology+that+helps+to+engage+and+
motivate+students.
Thus,+"tools+that+are+likely+to+have+the+most+success+in+transforming+
teachers'+practice+must+be+aligned+with+these+value+beliefs"(p.38).

Factors+affecting+technology+integration+in+K%12+ The+purpose+of+this+study+was+to+examine+the+direct+and+indirect+effects+ A+research%based+path+model+was+developed+to+explain+causal+ only+teachers+readiness,+teachers+beliefs,+and+computer+availability+

classrooms:+a+path+model
of+teachers+individual+characteristics+and+perceptions+of+environmental+ relationships+between+these+factors+and+was+tested+.+The+data+ indicated+a+significant+positive+direct+effect+on+technology+integration.+This+
Fethi+A.+Inan++Deborah+L.+Lowther+(2010)
factors+that+influence+their+technology+integration+in+the+classroom.+
gathered+from+1,382+Tennessee+public+school+teachers.+The+ suggests+that+the+higher+the+value+of+these+variables,+the+higher+the+
examined+the+following+research+questions:
data+were+collected+from+teachers+employed+at+54+schools+
teachers+technology+integration.+Another+finding+was+computer+
(1)+Do+teachers+demographic+characteristics+influence+their+technology+ participating+in+the+first+year+of+Tennessee+EdTech+Launch+One+ proficiency+decreases+with+age+and+years+of+teaching+experience.+Teachers+
integration?+(2)+Do+teachers+beliefs,+readiness,+and+computer+
(ETL1)+and+Two+(ETL2),+which+were+funded+through+Title+II+Part+ readiness+had+the+highest+total+effect+on+technology+integration
proficiency+influence+their+technology+integration?
D+(EdTech)+of+the+No+Child+Left+Behind+act.+The
(3)+Do+school+characteristics+influence+teachers+technology+integration?+
(4)+Do+teachers+computer+proficiency,+beliefs,+and+readiness+mediate+
the+indirect+effects+of+teachers+characteristics+and+school%level+factors+
on+teachers+technology+integration?

teachers+readiness+is+the+most+important+factor+in+tech+integration.+
support+and+computer+proficiency+had+the+second+and+third+strongest+
effects+on+technology+integratio.+Teachers+beliefs,+computer+availability,+
technical+support,+and+years+of+teaching+were+also+found+to+be+significant+
total+effects+on+technology+integration.

Teachers+perceptions+of+the+barriers+to+
technology+integration+and+practices+with+
technology+under+situated+professional+
development
Theodore+J.+Kopcha+(2012)

The+research+questions+guiding+this+study+were:
1.+How+do+teachers+perceive+the+common+barriers+to+technology+
integration+after+engaging+in+a+program+of+situated+professional+
development+over+a+two%year+period?
2.+How+do+those+perceptions+change+as+teachers+professional+
development+transitions+from+full%time+mentoring+to+teacher%led+
communities+of+practice?
3.+What+were+teachers+instructional+practices+under+teacher%led+
communities+of+practice+and+how+do+they+relate+to+their+perceptions+of+
the+barriers?

This+case+study+examines+18+elementary+school+teachers(5+
from+5th;+4+from+4th+and+3rd;+3+from+2nd;+2+from+1st)+from+
perceptions+of+the+barriers+to+technology+integration+(access,+
vision,+professional+development,+time,+and+beliefs)+and+
instructional+practices+with+technology+after+two+years+of+
situated+professional+development.+Year+1+and+2+mentoring+
that+facilitate+the+formation+of+teacher%led+communities+of+
practice.Videotapes,+interviews,+and+documents.

As+the+program+goes,+teachers+continued+to+report+positive+perceptions+of+
several+barriers+and+were+observed+engaging+in+instructional+practices.+
Interviews+suggest+that+the+situated+professional+development+activities+
helped+create+an+environment+that+supported+teachers+decisions+to+
integrate+technology.+They+were+also+plased+with+mentoring.+Some+
teachers+mentioned+biggest+challenge+was"+a+lack+of+know%how".+Most+
teachers+reported+that+they+always+believed+that+technologywas+important+
for+improving+student+learning.

Like+authors+stated,+situated+professional+development+activities+can+play+
a+key+role+in+shaping+teachers+perceptions+of+the+common+barriers+across+
a+school+site.+The+mentor+also+played+a+role+in+promoting+positive+beliefs+
about+technology.+

Barriers+to+the+adoption+of+ICT+in+teaching+
This+studys+aim+has+been+to+provide+useful+information+about+the+
Chinese+as+a+foreign+language+in+US+universities+++++++++++++++++++++++++++++++++++++++
barriers+that+teachers+face+when+trying+to+integrate+ICT+into+their+CFL+
Lin,+Chun%Yu
classes+at+US+universities.+Two+goals:+1)explore+the+perceptions+that+
Huang,+Chung%Kai
teachers+have+of+their+experiences+using+ICT+in+CFL+classrooms,+and+2)+
Chen,+Chang%Hua+(2014)
identify+the+perceived+item%level+and+factor%level+barriers+that+relate+to+
and+impact+on+ICT+integration+in+CFL+classrooms.

The+study+features+a+mixed+method,+consisting+of+a+survey+and+ Regarding+the+findings,+age+influences+CFL+teachers+confidence+in+their+use+
semi%structured+interviews.+Of+the+47+CFL(Chinese+as+a+foreign+ of+ICT+for+the+preparation+of+subject+material+and+for+teaching,+whereas+
language)+teachers+who+participated+in+the+study,+five+
gender+influences+their+willingness+to+spend+time+working+on+ICT.+In+
volunteered+for+in%depth+interviews.+All+of+the+teachers+were+ addition,+the+most+critical+barriers+to+these+CFL+teachers+adoption+of+ICT+
from+the+states+of+Illinois,+Texas,+Pennsylvania,+New+York,+and+ were+insufficient+support+and+insufficient+time+for+developing+technology%
Michigan.
driven+pedagogy+and+activities.+These+issues+are+reflected+in+CFL+teachers+
unique+subject+expertise+and+workloads+in+existing+universities+curricula+
and+approaches+to+instruction.++

Technology+Integration+Barriers:+Urban+School+ This+study+sought+to+explore+urban+teachers+perspectives+on+barriers+
Mathematics+Teachers+Perspectives
that+hinder+technology+integration+in+their+mathematics+classrooms.The+
Patrick+Wachira++Jared+Keengwe+(2011)
following+three+questions+guided+this+study:+(a)+What+are+some+of+the+
technologies+that+are+available+for+teaching+mathematics?
(b)+What+are+the+primary+reasons+as+to+why+technology+is+not+widely+
used+in+the+teaching+of+mathematics?
(c)+What+are+the+major+reasons+as+to+why+teachers+do+not+use+
technology+in+their+classrooms?

The+sample+consisted+of+20+teacher;+15+female+and+5+male+
Identified+two+types+of+barriers:+external+and+internal.+External+included+
First+and+second+order+barriers+are+like+external+and+internal.+Two+studies+
teachers.+These+cohort+teachers+were+enrolled+in+Teaching+ Availability+of+Technology,+Unreliability+of+Technology,+Technology+Support+ might+be+cited+together+in+the+future.
mathematics+with+technology+graduate+course+at+a+large+mid%+ and+Technology+Leader.+While,+internal+included+lack+of+time,+Lack+of+
western+university+in+the+United+States+in+the+Spring+semester+ Knowledge,+Anxiety+and+Confidence.+Teachers+were+generally+agreed+of+the+
of+2008.+Qualitative+data+was+drawn+from+the+teachers+
cognitive+advantages+of+technology+to+improve+students+under%+standing+of+
written+responses+to+the+three+questions+that+guided+the+study+ mathematics+(+77%),+that+technology+can+create+more+learning+
and+from+class+discussions+and+in%depth+interviews+in+which+
opportunities+for+st+learning+(92%).+
the+participants+had+the+opportunity+to+clarify+their+responses.+
Quantitative+data+meant+to+supplement+the+qualitative+data,+
was+drawn+from+the+teachers+responses+to+a+survey.+

The purpose of the study was to analyse the relationship between

Exploring+the+link+between+teachers+
educational+belief+profiles+and+different+types+ teachers educational beliefs and their typical approach to
computer use in the classroom. In this context, the question arises
of+computer+use+in+the+classroom.+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
whether particular profiles of teachers can be distinguished based
Tondeur,+J.,+Hermans,+R.,+van+Braak,+J.,+&+
on their beliefs about good education. .
Valcke,+M.+(2008).++

A survey of 574 elementary school teachers was

conducted that focused both on teachers traditional or
constructivist beliefs about education and on different
types of computer use: computers as an information
tool, computers as a learning tool and basic computers
skills. Teacher profiles: Constructivist &Traditional
Teaching profile, Constructivist Teaching profile,
Traditional Teaching profile, and Undefined profile

Results of the study indicated a consistent relationship between

teacher profiles, based on their educational beliefs, and the
frequency of class use of computers: a teacher profile with relatively
high constructivist beliefs tends to show a high frequency of
educational computer use. Interestingly, a teacher profile with
relatively high constructivist beliefs and also high traditionalist beliefs
leads to the most frequent adoption of all types of computer uses.
Specifically, Teachers with a traditional teaching profile are less likely
to use computers as an information tool .

Same+result+regarding+age,+younger+CFL+teachers+were
more+confident+than+older+ones+when+it+came+to+integrating+ICT+into+
classrooms.+Its+relation+to+confidence+is+very+important.+Teacher+also+
mentioned+the+importance+of+support.+Without+support,+they+could+not+
successfully+integrate+ICT+into+their+classrooms.+In+particular,the+three+
major+support+elements+required+by+CFL+teachers+for+the+adoption+of+ICT+
are+financial,+peer,+and+administrative+support.

An understanding of teacher beliefs is an important factor in

supporting further ICT integration in education.
Regarding the results, it can be concluded that since teachers use
computers in ways that are consistent with their personal beliefs, a
broader view of educational beliefs might result in a more diverse
use of ICT. Also, the authors suggest that the use of computers as
an information tool is a high-level use of computers, associated
with more student-centred, or constructivist practices.

Author-title

Rationale of the study

Bennison,(Anne
(According(to(previous(research,(effective(
Goos,(Merrilyn((2010)(((((((((((((((((((((((((((((
integration(of(technology(into(classroom(practice(
Learning(to(teach(mathematics( remains(patchy,(with(factors(such(as(teacher(
with(technology:(A(survey(of(
knowledge,(confidence,(experience(and(beliefs,(
professional(development(
access(to(resources,(and(participation(in(
needs,(experiences(and(impacts((((((((((((((((((((((((((((((((((((((
professional(development(influencing(uptake(and(
implementation.(This(paper(reports(on(a(largeG
scale(survey(of(technologyGrelated(professional(
development(experiences(and(needs(of(
Queensland(secondary(mathematics(teachers(in(
australia.
Professional(Development(and( Two(principal(questions(lead(the(author:(What(do(
Teacher(Learning:Mapping(the( we(know(about(professional(developG(ment(
Terrain(by((((((((((((Hilda(Borko(
programs(and(their(impact(on(teacher(learning?(
(2004)
What(are(important(directions(and(strategies(for(
extending(our(knowledge?

Methods
Results
Critique of the Study
Two(surveys(were(conducted,(School(Technology(
Teachers(who(had(participated(in(professional(development( The(study(might(be(important(for(the(designing(
Surveys(and(Teacher(Technology(Surveys.(458(
were(found(to(be(more(confident(in(using(technology(and(
professional(development(that(improves(teachers'(
teachers(particpitated.(The(survey(also(included(open( more(convinced(of(its(benefits(in(supporting(students'(learning( knowledge,(understanding,(and(skills(in(a(diverse(range(of(
ended(questions.(The(Teacher(Technology(Survey(
of(mathematics.(Experienced,(specialist(mathematics(teachers( contexts.(Goos(developed(an(adaptation(of(Valsiner's(
designed(to(seek(information(with(respect(to(three(
in(large(metropolitan(schools(were(more(likely(than(others(to( (1997)(zone(theory(of(child(development(to(investigate(
types(of(technology:(computers((software(packages,(
have(attended(technologyGrelated(professional(development,( interactions(between(teachers,(students,(technology,(and(
both(general(and(mathematics(specific),(the(Internet,(
with(lack(of(time(and(limited(access(to(resources(acting(as(
the(teachingG(learning(environment.(He(used(the(zone(
and(graphics(calculators;(under(the(general(headings(
hindrances(to(many.(Teachers(expressed(a(clear(preference( theories(in(a(series(of(studies(about(mathematics(
of(Use,(Access,(Experience,(Attitudes,(and(Professional(
for(professional(development(that(helps(them(meaningfully( teachers(technology(integration(and(education.
Development((19(items;(18(asked(for(a(response(from(
integrate(technology(into(lessons(to(improve(student(learning(
the(choices(provided(and(one(was(open(ended).(

The(article(is(written(from(a(stuative(
perspective.(He(developed(four(phases(of(
prof(dev(for(teachers(and(explained(them(in(
details

of(specific(mathematical(topics.(
He(provides(detailed(explanations(for(defining(each(phase(of( This(study(might(be(helpful(to(reference(later(when(you(
research(on(proffesional(development.(.Phase(1(research(
conduct(research(about(designing(proffesional(dev(and(
activities(focus(on(an(individual(professional(development(
teacher(learning.
program(at(a(single(site.(In(Phase(2,(researchers(study(a(single(
professional(development(program(enacted(by(more(than(one(
facilitator(at(more(than(one(site,(exploring(the(relaG(tionships(
among(facilitators,(the(professional(development(proG(gram,(
and(teachers(as(learners.(In(3,(Researchers(study(the(relaG(
tionships(among(all(four(elements(of(a(professional(
development(system:(facilitator,(professional(development(
program,(teachers(as(learners,(and(context.

Effects(of(a(LongGDuration,
Professional(Development(
Academy(on(Technology(Skills,(
Computer(SelfGEfficacy,(and(
Technology(Integration(Beliefs(
and(Practices
Jonathan(Brinkerhof((2006)

According(to(Brinkerhof,(a(variety(of(barriers(
The(article(evaluates(the(effects(of(the(
Results(showed(significant(gains(in(participants(selfGassessed(
relating(to(resources,(institutional(and(
academy(on(teachers(computer(selfGefficacy,( technology(skills(and(computer(selfGefficacy,(with(little(or(no(
administrative(policies,(skills(development(and(
technology(skills,(and(beliefs(toward(
change(to(selfGassessed(technology(integration(beliefs(and(
attitudes(can(hinder(the(effectiveness(of(
technology(use(and(integration(practices.To( practices(despite(interview(data(indicating(participants(felt(
technology(professional(development.(This(results( address(the(barrier(of(insufficient(time(to(
their(teaching(had(changed(as(a(result(of(their(academy(
in(underutilized(technology(resources(and(lack(of( support(mastery(of(skills(and(integration(
participation.(
integration(of(those(resources(within(instruction.( practices,(the(academys(duration(extended(
The(technology(academy(was(specifically(designed( across(two(academic(years.(25(teacherG(
to(address(barriers(identified(as(limiting(the(
participants(were(met(15(days(period(in(
effectiveness(of(technology(professional(
summer(2003(and(2004.(Data(collected(from(
development.(
intervierws,(surveys,(and(observations.

Results(revealed(several(assertions(illustrating(teachers(
attitudes(toward(teaching(with(technology,(including:(
"the(ways(teachers(personally(used(technology(
determined(their(definitions(of(technology(integration;(
teachers(taught(with(and(about(technology(according(to(
their(own(personal(learning(strategies;(and(teachers(
individual(definitions(of(technology(integration(directed(
their(management(of(student(computer(use".(These(
definitions(especially(might(be(considered(to(refer.(

The(Zone(of(Proximal(
Development(in(Vygotskys(
Analysis(of(Learning(and(
Instruction
Seth(Chaiklin((2003)

The(study(examines(Common(Conceptions(of(the( It(is(not(a(quantitative(study.(The(paper(
The(paper(reveals(that(the(zone(of(proximal(development(
Zone(of(Proximal(Development.(The(first(aspect( explains(analysis(of(the(Zone(of(Proximal(
might(be(considered(in(using(not(only(child(development(bu(
defines(that(teachers(in(collaboration(can(perform( Development(in(Learning(and(Instruction.(The( also(adult(learning.(The(theory(might(be(used(in(different(
a(greater(number(of(tasks.The(second(aspect(
zone(of(proximal(development(is(used(for(two( context(within(contemporary(perspectives.(
emphasizes(how(an(teacher
different(purposes(in(the(analysis(of((
person(should(interact(with(a(child.(The(third(
development.(
aspect(focuses(on(properties(of(the(learner,(
including(noG
This(paper(stemmed(from(an(ongoing(research
It(focuses(on(integrating(a(technolgoy(
During(the(conduct(of(the(TPCK(integration

The(interaction(in(the(theory(should(be(understood(
clearly.(It(refers(the(interaction(between(child(and(adult.(
But(age(period(does(not(always(refer(to(schooling(age(for(
chils.(Collaborative(situations(also(could(not(be(achieved(
independently.(

Two(inseparable(facets(of(
technology(integration(
project(called(retmen(Eitimi1((Teacher(
programs:(Technology(and(
Training)(which(came(into(being(due(to(a(
theoretical(framework(((((((((((((((((((((((((((((((((((((
substantial(curricular(reform(in(2005(in(Turkey.(
S.(Demir((2011)
This(project(aimed(to(fill(this(gap(and(equip(
teachers
with(the(necessary(skills(and(hence(devise(a(
professional(development(program(to(change(the(
classroom(practices(of(teachers(in(teaching(
science(and(mathematics(in(line(with(the(
expectations(of(the(new(curriculum.

program.(The(participants(of(this(program(
were(45(inGservice(teachers.(The(program(
continued(four(weeks(and(the(conduct(of(the(
program(was(videoGrecorded.(AlongGwith(the(
videoGrecords,(the(content(of(the(program(
and(the(tools(employed(to(document(
participants(development(were(analyzed.(
The(analyses(were(performed(on(the(basis(of(
four(components(of(integration(program:(
objectives,(content,(teachingGlearning(
situations(and(assessment.

This(study(offers(a(series(of(questions(that(could(guide(
workshops,(various(activities(related(to(Hughes((2005)(each( the(developers(for(their(efforts(to(design(and(conduct(
level(were(prepared(and(performed:(Level(1(
effective(integration(programs.(These(questions(essential(
(Replacement),Level(2((Amplification),(Level(3(
for(development(of(such(programs(are(as(follows((p.87):((
(Transformation).(The(paper(provides(an(understanding(that( Is(there(a(theoretical(framework?((Is(the(theoretical(
technology(and(theoretical(framework(are(two(inseparable(
framework(sufficient(in(explaining(the(participants(
facets(of(both(design(and(conduct(of(integration(programs(and( interaction(with(technology?(Are(the(objectives(
a(true(understanding(of(the(benefits(of(these(programs(could( organized(according(to(participants(situation?
only(be(achieved(through(the(consideration(of(levels(and(
(Will(technologies(serve(adequately(to(achieve(the(
components(of((integration.
objectives?((Are(restrictions(and(facilities(taken(into(
account(in(technology(selection?
(Are(right(technologies(selected?((Are(technologies(
used(correctly?((Is(there(technology(scarcity(and(variety?(
(At(what(levels((Replacement,(amplification,(

Effects(of(Professional(
This(study(examines(the(effects(of(professional(
Development(on(Teachers'(
development(on(teachers'(instruction
Instruction:(Results(from(a(
ThreeGyear(Longitudinal(Study(((((((((((((((((((((
Desimone,(L.(M
Porter,(a.(C.(et(al.(2002)

The(participtants(are(207(teachers(in(30(
schools,(in(10(districts(infive(states.(They(
examined(features(of(teachers'(professional(
development(and(its(effects(on(changing(
teaching(practice(in(mathG(ematics(and(
science(from(1996G1999.(We

The(findings(revealed(that(professional(development(focused(
on(specific(instructional(practices(increases(teachers'(use(of(
those(practices(in(the(classroom.(Furthermore,(they
found(that(specific(features,(such(as(active(learning(
opportunities,(increase(the(effect(of(the(professional(
development(on(teacher's(instruction.(

The(results(indicated(that(five(key(features(of(proG(
fessional(development(are(effective(in(improving(teaching(
practice:(three(structural(features((characteristics(of(the(
structure(of(the(activity)G
reform(type,(duration,(and(collective(participaG(tionGand(
two(core(features((characteristics(of(the(substance(of(the(
activity)Gactive(learning(and(coherence.(it(also(indicate(
that(professional(development(is(more(effective(in
changing(teachers'(classroom(practice(when(it(has(
collective(participation(of(teachers(from(the(same(school,(
department,(or(grade.(Reform(type(of(prf(dev(is(also(
important.(

Criteria(for(continuing(
professional(development(of(
technology(teachers(
professional(knowledge:(a(
theoretical(perspective
Werner(Engelbrecht,(Piet(
Ankiewicz((2015)

The(aim(of(this(article(is(to(determine(criteria(for(
evaluating(Continuing(professional(teacher(
development((CPTD)(programmes(through(an(
analysis(of(CPTD(models(in(different(educational(
settings.(

The(article(takes(the(form(of(a(literature(
A(significant(finding(of(this(study(is(eight(criteria(for(evaluating( The(study(is(important(to(determine(determine(the(
study(to(determine(which(CPTD(models(exist( CPTD(programmes:("C1(CPTD(should(develop(a(teachers(
features(of(effective(professional(development(on(
and(which(aspects(of(such(models(are(most( school(knowledge(C2(CPTD(should(develop(a(teachers(
technology.(Teachers(decision(on(which(specific(areas(
suitable(for(facilitating(development(of(
discipline(knowledge(C3(CPTD(should(develop(a(teachers(
they(need(training(in(are(crittical.(The(study(further(can(
technology(teachers(professional(knowledge.( pedagogic(knowledge(C4(CPTD(should(develop(a(teachers(
be(referred(to(analyze(content(specific(teachers'(tech(
skills,(attitudes(and(values(C5(CPTD(should(develop(and(
integrtion.(The(process(of(CPTD(should(include(the(
enhance(a(teachers(personal(subject(construct(C6(CPTD(
teachers(specific(needs,(the(knowledge,(skills(and(values(
should(include(theoretical(experiences
needed,(assessment,(certification(and(the(role(of(the(
C7(CPTD(should(include(practical(experiences(and(take(a(
community.(
teachers(prior(experiences(of(technology(into(account
C8(CPTD(should(include(a(teachers(reflective(experiences'.(

INSTRUCTIONAL(TECHNOLOGY(
PROFESSIONAL(DEVELOPMENT(
EVALUATION:(DEVELOPING(A(
HIGH(QUALITY(MODEL
Jorge(A.(Gaytan(Beryl(C.(
McEwen((2010)

The(primary(goal(was(to(propose(a(highGquality(
A(content(analysis(was(done(to(gather(data.(
model(to(evaluate(the(impact(of(educators(
The(study(focused(on(20(purposefully(
professional(development(on(student(learning.(It( selected,(pubG(lished(studies,(involving(more(
uses(the(literature(to(determine(the(
than(10(participants(each,(and(completed(
characteristics(of(evaluation(activities(used(to(
between(1998(and(2008.
assess(professional(development(that(focus(on(the(
integration(of(instructional(technology(into(
teaching(practices.(

Surveying(the(Technology(
Landscape:(Teachers(Use(of(
Technology(in(Secondary(
Mathematics(Classrooms
Merrilyn(Goos(and(Anne(
Bennison((2008)

The(study(focuses(on(a(survey(of(mathematics(
teachers(use(of(computers,(graphics(calculators,(
and(the(Internet(in(Queensland(secondary(
schools,(and(examines(relationships(between(use(
and(teachers(pedagogical(knowledge(and(beliefs,(
access(to(technology,(and(professional(
development(opportunities.(The(followings(were(
examined:(1.(determine(how(often(survey(
respondents(use(digital(technologies(in
their(mathematics(teaching
and(how(confident(they(feel(in(its(use;(and
2.(identify(factors(associated(with(frequency(of(
technology(use.

The(study(found(that(about(65%(of(researchers(used(
As(study(recommended,((the(evaluation(of(professional(
questionnaires(or(interviews(to(measure(the(impact(of(
development(activities(should(focus(on(student(learning(
professional(development(activities,(about(20%(used(pre/post( instead(of(participants(satisfaction(or(selfGefficacy.(
tests(and(15%(used(case(studies.(Other(methods(included(
journaling,(videotaping(and(focus(groups.(Te(researchers(
found(that(the(evaluations(focused(mainly(on(measuring(the(
impact(of(the(training(on(teachers(perceptions(of(their(
competence,(their(integration(of(the(new(skills(into(their(
curricula(or(their(selfGefficacy.(Last,(none(of(the(studies(
focused(on(measuring(student(learning(after(teachers(
professional(development.(Conclusions:

The(participants(were(456(secondary(math( Although(access(to(all(forms(of(technology(was(a(significant(
teachers.(They(completed(the(School(
factor(related(to(use,(teacher(beliefs(and(participation(in(
Technology(Survey(and(a(Teacher(Technology( professional(development(were(also(effective.(There(were(
Survey.(
differences(in(teachers(levels(of(experience(in(using(the
three(types(of(technology(to(teach(mathematics:(only(12.3%(
said(they(had(been(using(the(Internet(with(mathematics(
classes(for(more(than(five(years,(while(26.6%(had(been(using(
graphics(calculators(and(42.7%(computers(for(a(similar(period(
of(time.Teacher(attitudes:(Many(respondents(felt(that(it(is(
time(consuming(to(teach(students(how(to(use(technology(
(Item(16,(36%(Agree(or(Strongly(Agree),(and(it(was(interesting(
to(note(that(some((9(teachers)(qualified(this(response(by(
adding(that(it(was(worth(spending(the(time(to(do(this.(In(fact,(
a(greater(proportion((45.4%)(disagreed(with(this(statement.

Consistent(with(the(findings,(although(schools(appeared(
to(be(providing(access(to(software(or(graphics(calculators,(
But(having(these(resources(available(does(not(mean(that(
teachers(and(students(are(able(to(use(them(whenever(
appropriate(or(necessary.(From(the(findings,(there(is(also(
need(for(professional(development(identified(by(teachers(
centred(on(how(to(integrate(technology(into(classroom(
teaching.

Technology(as(a(Catalyst(for(
Change:(The(Role(of(
Professional(Development
Nita(J.(Matzen(and(Julie(A.(
Edmunds((2007)

The(research(questions(are(guided(by(two:(Are(
This(paper(uses(results(from(a(mixed(
The(results(from(this(study(indicate(teachers(increased(their(
there(ways(in(which(technology(can(serve(as(a(
methodology(evaluation(of(The(Centers(for( use(of(technology(in(ways(viewed(as(more(constructivist,(
catalyst(for(more(constructivist(practices?(Is(
Quality(Teaching(and(Learning((QTL).(QTL( regardless(of(their(broader(instructional(practices.The(results(
technology(only(used(in(a(constructivist(way(when( is(a(sevenGday,(50Ghour,(intensive(
indicate(QTL(participants(were(increasing(their(use(of(
teachers(are(already(engaged(in(constructivistG
professional(development(program(that(
technology(in(ways(that(could(be(seen(as(studentGcentered.(
compatible(instruction?
models(the(connection(between(instructional( Although(there(was(a(positive(correlation(between(teachers(
practices,(the(curriculum,(and(the(use(of(
general(instructional(practices(and(the(instructional(use(of(
computers.
computers,(there(was(no(significant(change(in(the(general(
instructional(practices(index(score.

The(results(from(this(study(are(consistent(with(other(
research(showinNg(that(the(way(in(which(teachers(use(
technology(is(correlated(with(their(instructionaL
belieFfs.(Teachers(who(had(more(constructivist(beliefs(
were(more(likely(to(use(technology(in(more(constructivist(
ways.

Author-title

Ball,%D.%L.,%Lubienski,%S.%T.,%&%Mewborn,%
D.%S.%(2001).%Research%on%teaching%
mathematics:%The%unsolved%problem%of%
teachers%mathematical%knowledge.%

Rationale of the study

Methods

Results

This%writing%is%a%chapter%aimed%to%examine%the%
problems%associated%with%understading,%studying,%
and%developing%the%mathematical%knowledge%
needed%for%teaching.%

Some%scenarios%and%examples%from%possible%
dialogues%between%teacher%and%student%were%
represented%and%analyzed%in%terms%of%teachers'%
knowledge%and%approaches.%

math%teachers'%course%attainment%does%not%predict% Positive%correlations%between%the%teachers%responses%to%items%
their%students%ach%goals%(NMAP%2008)%THAT%IS%WHY% designed%to%measure%teachers'%knowledge%for%teaching%anf%their%
knowing%the%content%and%being%able%to%use%it%is%more% students%performance%(Rowan,%chiang,%Miller,%1997).%Teachers'%
important.%Although%there%are%exceptions,%the%
knowledge%has%rarely%relationship%with%student%performance%in%
overwhelming%majority%of%subject%matter%courses%for% the%literature.%But,%pedagogically%functional%mathematical%
teachers,%and%teacher%education%courses%in%general,%
knowledge%seems%to%be%central%to%effective%teaching.%One%big%
are%viewed%by%teachers,%policy%makers,%and%society%at%
challenge%for%teaching%is%integration%many%types%of%knowledge%in%
large%as%having%little%bearing%on%the%dayUtoUday%
the%context%of%particular%situations.%Teachers%need%to%handle%
realities%of%teaching%and%little%effect%on%the%
unanticipated%ideas%proposed%by%student.%So,%such%activities%of%
improvement%of%teaching%and%learning.%

define%KCS%as%"content%knowledge%intertwined%
Effective%teachers%are%able%to%know%students%
with%knowledge%of%how%students%think%about,%
mathematical%ideas%and%thinking.%However,%few%
know,%or%learn%this%particular%content".%It%is%an%
scholars%have%focused%on%conceptualizing%this%
Hill,%H.%C.,%Ball,%D.%L.,%&%Schilling,%S.%G.%
interview%study%will%be%examind%further%in%the%
domain,%and%even%fewer%have%focused%on%
(2008).%Unpackaging%Pedagogical%
empirical%forms.%
measuring%this%knowlU%edge.%In%this%article,%the%
Content%Knowledge:%Conceptualizing%
authors%describe%an%effort%to%conceptualize%and%
and%measuring%teachers%%topicUtpecific%
develop%measures%of%teachers%combined%
knowledge%of%students
knowledge%of%content%and%students%by%writing,%
piloting,%and%analyzing%results%from%multipleUchoice%
items
There%are%two%problems%identified%in%the%field%and% This%article%describes%and%analyzes%a%program%of%
this%study%was%conducted%to%provide%solutions%to% work%in%elementary%mathematics%teacher%
those:%1)there%is%no%shared%professional%curriculum% education%at%the%University%of%Michigan%that%has%
to%prepare%teachers%to%teach%mathematics.%
been%a%site%for%the%development%of%approaches%to%
Ball,%D.%L.,%Sleep,%L.,%Boerst,%T.%A.,%&%Bass,%
2)related%problem%in%teacher%edU%ucation%is%the%lack% preparing%beginning%K8%math%teachers.%The%
H.%(2009).%Combining%the%Development%
of%support%given%to%instructors.%This%article%
article%provide%a%set%of%materials%including%video%
of%Practice%and%the%Practice%of%
examines%efforts%to%intervene%on%these%two%
records,%instructional%tasks,%and%assessments%for%
Development%in%Teacher%Education
problems%of%teacher%education%by%building%a%
teachers.
professional%curriculum%that%is%both%shared,%and%
that%can%systematically%support%teacher%educators%
learning%in%and%for%their%work.
Until%that%time,%there%was%no%study%linked%teacher% The%data%was%from%teacher%surveys%and%student%
professional%knowledge%of%their%subjects%and%
achievement%data%from%115%elemantary%school%in%
Hill,%H.%C.,%Rowan,%B.,%&%Ball,%D.%L.%(2005).% student%achievement.%This%study%filled%this%gap%from% US.%Two%years%long%study.%Each%year%teachers%took%
a%quantitative%perspective.%
a%survey.%
Effects%of%Teachers%Mathematical%
Knowledge%for%Teaching%on%Student%
Achievement.

teaching%entail%a%kind%of%math%understanding%that%is%pedagogically%
useful%and%ready.%
Results%suggest%partial%success%in%measuring%the% This%study%is%first%effort%to%conceptualize,%develop,%and%test%
domain%of%pedagogical%content%knowledge%
measures%of%teachers%knowledge%of%content%and%students%(KCS).%
among%practicing%teachers%but%also%identify%key% It%is%useful%to%those%engaged%in%such%as%measuring%teachers%
areas%around%which%the%field%must%achieve%
ability%to%design%effective%instruction%and%measuring%teachers%
conceptual%clarity.
skills%in%motivating%students%to%learn%mathematics.

The%study%enabled%researchers%to%simultaneously% After%completing%the%study,%the%authors%shared%a%few%challenges%
develop%the%content%of%teacher%education%and% that%they%faced.%It%would%%be%important%to%note%them%to%develop%
the%practices%for%teaching%it.%The%research%build% further%studies.%
knowledge%of%curriculum%in%ways%that%provide%
support%for%different%instructors%to%learn%both%
content%and%enactment.%The%four%features%of%the%
project%"elaboration%and%detail,%usefulness%for%
practice,%usability%by%people%with%varying%
experience,%and%revisability."

Years%of%teaching%experience%showed%no%
significant%relationship%with%first%graders%
teachers%and%marginal%significanve%for%3rd%
graders%teachers.%Teachers%math%knowledge%for%
teaching%positively%related%to%student%
achievment%for%1st%and%3rd%graders.%Students%
minority%gorup%and%teacher%knowledge%was%
negatively%related%in%1st%grade%but%positive%for%
A%record%of%practice%isdefined%as"%a%documentation%of%
3rd%graders.%
The%paper%clarifies%that%records%are%not%in%
experience%in%some%form%that%permits%one%to%retrieve%and% themselves%professional%knowledge,%but%
reconsider%it%at%different%points%in%time,%by%different%
constitute%a%valuable%and%unique%resource%for%
audiences%and%in%various%contexts."1.record%is%from%a%record% the%study%of%practice%and%the%generation%of%
of%practice%of%teaching%and%learning%in%nineteenthU%century% knowledge%originating%in%and%useful%for%practice%

%This%paper%explores%the%potential%of%records%of%
practice%for%developing%collective%professional%
knowledge%about%teaching%and%learning.%They%
Ball,%D.%L.,%BenUPeretz,%M.,%&%Cohen,%R.%B.% define%%records%of%practice%and%elaborate%the%
(2014).%Records%of%Practice%and%the%
meaning%of%the%term%collective%professional%
Development%of%Collective%Professional% knowledge.%Three%concrete%examples%of%records%of% Scottish%schools.%2.recordUan%archive%that%assembles%a%set%of%
records%of%mathematics%teaching%and%learning%from%one%full%
Knowledge.
practice%are%presented%and%their%special%features%
school%year%in%a%thirdUgrade%public%school%class.%3.recordUone%
are%analyzed%and%discussed.

Critique of the Study

Teachers%knowledge%of%content%plays%a%role%in%student%gain%even%
in%very%elementary%grade%content.%Study%is%important%to%improve%
teachers%knowledge%through%professional%development%and%
preservice%programs.%The%results%also%points%to%equity%in%terms%of%
minortiy%groups%teachers'%knowledge.%In%vesting%in%the%quality%of%
teachers%knowledge%for%disadvantaged%schools%could%be%a%
solution.%
Records%may%be%useful%for%studying%content%knowledge%used%in%
teaching.%Records%of%practice%might%have%a%significant%role%in%
establishing%the%professional%identity%of%users%of%records%as%expert%
people%who%practise%them,%and%as%members%of%a%professional%
community.

developed%by%a%teacher%under%a%special%fellowship%at%the%
Carnegie%Foundation%for%the%Advancement%of%Teaching.

This%article%reports%the%authors'%efforts%to%develop%a% What%do%math%teachers%need%to%know%and%beable% math%teachers'%course%attainment%does%not%predict% %it%could%be%useful%to%study%whether%and%how

practiceUbased%theory%of%content%knowledge%for%
to%do%in%order%to%teach%effectively?%Or,%what%does% their%students%ach%goals%(NMAP%2008)%THAT%IS%WHY% different%approaches%to%teacher%development%have%different
knowing%the%content%and%being%able%to%use%it%is%more% effects%on%particular%aspects%of%teachers%pedagogical
teaching%built%on%Shulman's%concept%of%PCK.%The%
effective%teaching%require%in%terms%of%content%
content%knowledge.%Third,%and%closely%related,%a%clearer
Ball,%D.%L.,%Thames,%M.%H.,%&%Phelps,%G.% purpose%of%the%study%is%to%investigate%the%nature%of% understanding?%RQs:%What%are%the%recurrent%taks% important.%Although%there%are%exceptions,%the%
overwhelming%majority%of%subject%matter%courses%for%
sense%of%the%categories%of%content%knowledge%for%teaching
(2008).%Content%knowledge%for%teaching% professionally%oriented%subject%matter%knowledge% and%problems%of%teaching%math?%What%do%teachers%
teachers,%and%teacher%education%courses%in%general,%
in%math%by%studying%actual%math%teaching%and%
do%as%they%teach%math?%2)%What%math%knowledge,%
might%inform%the%design%of%support%materials%for
what%makes%it%special?.%Journal%of%
are%viewed%by%teachers,%policy%makers,%and%society%at%
identifying%math%knowledge%for%teaching%based%on% skills,%ans%sensibility%are%required%to%manage%these%
teachers%as%well%as%teacher%education%and%professional
teacher%education,%59(5),%389U407.
large%as%having%little%bearing%on%the%dayUtoUday%
analyses%of%the%mathematical%problems%that%arise%in% tasks?
development
realities%of%teaching%and%little%effect%on%the%
teaching.
improvement%of%teaching%and%learning.%

Author'title
Pajares.1992

Rationale.of.the.study
This.article.examines.the.meaning.
researchers.give.to.beliefs.and.how.this.meaning.
differs.from.that.of.knowledge,
provides.a.definition.of.belief.consistent.with.the.
best.work.in.this.area,.explores.the
nature.of.belief.structures.as.outlined.by.key.
researchers,.and.offers.a.synthesis.of
findings.about.the.nature.of.beliefs

Methods
No.methods.mentioned.

Results
Critique.of.the.Study
The.article.argues.that.teachers'.beliefs.can.and
There.are.some.good.quotations.to.keep:."Knowledge.and.
should.become.an.important.focus.of.educational.inquiry.but.that.this. beliefs.are.inextricably.intertwined,.but.the.potent.affective,.
will.require.clear.conceptualizations,.careful.examination.of.key.
evaluative,.and.episodic.nature.of.beliefs.makes.them.a.filter.
assumptions,.consistent.understand
through.which.new.phenomena.are.interpreted....Beliefs.are.
ings.and.adherence.to.precise.meanings,.and.proper.assessment.and.
prioritized.according.to.their.connections.or.relationship.to.
investigation.of.specific.belief.constructs..His.definition.of.beliefs:.
other.beliefs.or.other.cognitive.and.affective.structures....
"educational.beliefs.about.are.required'.beliefs.about.confidence.to.
Apparent.inconsistencies.may.be.explained.by.exploring.the.
affect.students'.performance.(teacher.efficacy),.about.the.nature.of.
functional.connections.and.centrality.of.the.beliefs..Beliefs.are.
knowledge.(epistemological.beliefs),.about.causes.of.teachers'.or.
instrumental.in.defining.tasks.and.selecting.the.cognitive.tools.
students'.performance.(attributions,.locus.of.control,.motivation,.writing.with.which.to.interpret,.plan,.and.make.decisions.regarding.
apprehension,.math.anxiety),.about.perceptions.of.self.and.feelings.of. such.tasks;.hence,.they.play.a.critical.role.in.defining.behavior.
self'worth.(self'concept,.self'.esteem),.about.confidence.to.perform.
and.organizing.knowledge.and.information..."
specific.tasks.(self'efficacy)"

Ertmer,.P..a.,.Ottenbreit'
This.is.a.multiple.case'study.research..This.study.
Leftwich,.A..T.,.Sadik,.O.,.
was.designed.to.revisit.two.questions:.1).How.do.
Sendurur,.E.,.&.Sendurur,.P..
the.pedagogical.beliefs.and.classroom.technology.
(2012)..Teacher.beliefs.and.
practices.of.teachers,.recognized.for.their.
technology.integration.practices:. technology.uses,.align?
A.critical.relationship..
2).To.what.extent.do.external,.or.first'order,.
barriers.constrain.teachers.integration.efforts,.
leading.to.potential.misalignment.between.beliefs.
and.practices?

Twelve.K'12.classroom.teachers.were.
There.are.a.few.important.results.to.mention..Results.suggest."close.
In.relation.to.barriers.to.technology.use,.there.are.some.
purposefully.selected.based.on.their.
alignment;.that.is.student'centered.beliefs.undergirded.student'
statistics.to.record:.Teachers.ratings.suggest.that.external.
award'winning.technology.practices,.
centered.practices.(authenticity,.student.choice,.collaboration)..
barriers.were.more.impactful.than.internal.barriers.."The.most.
supported.by.evidence.from.personal.
Moreover,.teachers.with.student'centered.beliefs.tended.to.enact.
impactful.barriers,.with.a.ranking.greater.than.2.5,.were.all.
and/or.classroom.websites..Follow'up.
student'centered.curricula.despite.technological,.administrative,.or.
external.and.included.the.following:.support.(M.=.3.0),.state.
interviews.were.conducted.to.examine. assessment.barriers"..Teachers.own.beliefs.and.attitudes.about.the.
standards.(M.=.2.83),.money.(M.=.2.83),.access.(M.=.2.67),.
the.correspondence.between.teachers. relevance.of.technology.to.students.learning.were.perceived.as.having. time.(M.=.2.58),.and.assessments.(M.=.2.50)..Attitudes.and.
classroom.practices.and.their.pedagogical. the.biggest.impact.on.their.success..Additionally,.most.teachers.
beliefs.of.other.teachers.were.perceived.to.be.the.most.
beliefs.
indicated.that.internal.factors.(e.g.,.passion.for.technology,.having.a.
impactful.barrier.on.students.uses.of.technology.(M.=.3.17)."
problem'solving.mentality).and.support.from.others.(administrators.and.
personal.learning.networks).played.key.roles.in.shaping.their.practices..
Teachers.noted.that".the.strongest.barriers.preventing.other.teachers.
from.using.technology.were.their.existing.attitudes.and.beliefs.toward.
technology,.as.well.as.their.current.levels.of.knowledge.and.skills".

Kim,.C.,.Kim,.M..K.,.Lee,.C.,.
Spector,.J..M.,.&.DeMeester,.K..
(2013)..Teacher.beliefs.and.
technology.integration

The.purpose.of.this.exploratory.mixed.methods.
study.was.to.investigate.how.teacher.beliefs.were.
related.to.technology.integration.practices..We.
were.interested.in.how.and.to.what.extent.
teachers'.(a).beliefs.about.the.nature.of.knowledge.
and.learning,.(b).beliefs.about.effective.ways.of.
teaching,.and.(c).technology.integration.practices.
were.related.to.each.other..

The.participants.were.twenty.two.
teachers.who.have.participated.in.a.four'
year.professional.development.project.
funded.by.the.U.S..Department.of.
Education..Specific.relations.between.
teachers'.beliefs.and.technology.
integration.practices.are.presented.

Chen,.C.'H..(2008)..Why.Do.
The.author.stated.that.reform.policies.encourage.
Teachers.Not.Practice.What.They. teachers.in.Taiwan.to.align.technology.integration.
Believe.Regarding.Technology.
with.constructivist.concepts,.and.the.policies.
Integration?
require.teachers.to.adopt.so'called.constructivist.
mathematics.teaching..Under.the.context.of.
educational.reform,.the.present.study.investigated.
the.relationships.between.teachers'.pedagogical.
beliefs.and.practices.regarding.technology.
integration.

The.author.used.qualitative.research.
methods.to.explore.the.relations.between.
teachers'.pedagogical.beliefs.and.technology.
integration..Participants.were.12.Taiwanese.
high.school.teachers..the.researcher.
recruited.those.teachers.of.different.grades.
and.subject..He.used.qualitative.methods.to.
collect.data.from.multiple.data.sources..In.
particular,.he.relied.on.interviews,.
documents,.and.over.2.months.of.classroom.
observation..The.collected.documents.
included.syllabi,.lesson.plans,.handouts,.
PowerPoint.slides,.and.products.created.by.
students

Research.findings.indicate.that.teachers'.beliefs.play.an.important.role.
in.their.deciding.how.they.will.integrate.technology.into.the.classroom..
and.findings.indicated.inconsistency.between.the.teachers'.expressed.
beliefs.and.their.practices..The.author.categorized.the.reasons.for.the.
inconsistency.into.3.interrelated.aspects:.1).the.influence.of.external.
factors,.2).teachers'.limited.or.improper.theoretical.understanding,.and.
3).teachers'.other.conflicting.beliefs.

As.the.author.scitiqued,.simply.imposing.reform'based.ideas.
on.schools.and.teachers.will.not.result.in.substantial.change.in.
instruction..Educational.reform.may.encourage.teachers.to.
integrate.technology.to.engage.students.in.activities.of.
problem.solving,.critical.thinking,.and.collaborative.learning,.
but.a.culture.emphasizing.competition.and.a.high'stakes.
assessment.system.can.strongly.discourage.teachers.from.
undertaking.such.innovative.initiatives.(p..72).

Math.teachers.perspectives.on. The.purpose.of.this.study.is.to.develop.a.theoretical. Interviews.(n=13).are.conducted.with.

.Negative.findings.on.the.use.of.computer.games.in.teaching.
The.study.shows.the.potential.of.computer.games.as.an.
using.educational.computer.
framework.concerning.the.use.of.educational.
secondary.math.teachers.living.in.Turkey.. mathematics.that.include:.deviations.from.the.lesson.goals,.classroom. effective.learning.strategy.if.teachers.have.professional.
games.in.math.
computer.games.in.math.education.
For.data.analysis,.grounded.theory.
management.issues,.students.perception.of.the.context.as.more.of.a.
development.around.ways.of.teaching.using.computer.games..
educationDemirbilek,.M.,.&.
method.is.applied.
game.than.a.learning.tool,.lack.of.time.for.using.computers,.lack.of.
Further,.PD.can.be.used.to.challenge.the.beliefs.that.teachers.
Tamer,.S..L..(2010)
students.proficiency.in.computer.use..Some.recommendations.made.by. have.about.teaching.using.gaming.and.its.positive.relations.to.
teachers.included,.(i).having.a.topic.related.to.the.game,.(ii)..for.
students.learning.
students.to.know.the.value.of.the.mathematics.learned.and.the.game.
used.as.a.tool.for.the.mathematics,.(iii).use.as.a.remedial.tool,.(iv).an.
after.school.activity..Other.teachers.with.a.positive.perception.
suggested.the.need.for.the.curriculum.to.provide.appropriate.soft.ware.
and.guides.related.to.particular.lessons,.the.inclusion.of.visual.support.
in.the.computer.games.provides.a.concrete.visual.of.the.task,.reduce.the.
anxiety.that.students.have.of.mathematics,.promotes.problem.solving.
and.student'centered.learning,.
ICT.integration.and.teachers.
Are.ICT.integration.initiatives.making.a.significant. Dat.were.collected.from.a.teacher.survey. Results.from.929.teachers.across.all.year.levels.and.from.38.Queensland. In.terms.of.teacher.experience,.there.was.no.significant.
confidence.in.using.ICT.for.
impact.on.teaching.and.learning.in.Queensland.
that.measures.the.quantity.and.quality.of. state.schools.indicate.that.female.teachers.(73%.of.the.full.time.
relationship.between.years.of.teaching.experience.and.
teaching.and.learning.in.
state.schools?
student.use.of.ICT..The.subjects.involved. teachers.in.Queensland.state.schools.in.2005).are.significantly.less.
teacher.confidence,.but.experience.did.impact.on.the.level.of.
Queensland.state.schools
in.this.study.were.929.teachers.from.38. confident.than.their.male.counterparts.in.using.ICT.with.students.for.
ICT.use.that.teachers.prefer.their.students.to.demonstrate,.
Romina.M..Jamieson'Proctor,
Queensland.state.schools.who.voluntarily. teaching.and.learning,.and.there.is.evidence.of.significant.resistance.to. with.teachers.who.have.had.least.experience.preferring.their.
Paul.C..Burnett,.
applied.the.Learning.with.ICT:.Measuring. using.ICT.to.align.curriculum.with.new.times.and.new.technologies..This. students.to.use.ICT.more.to.both.enhance.and.transform.the.
Glenn.Finger.and.Glenice.Watson.
ICT.Use.in.the.Curriculum.instrument.
result.supports.the.hypothesis.that.current.initiatives.with.ICT.are.
curriculum..
(2006)
having.uneven.and.less.than.the.desired.results.system.wide.
Improving.teachers'.self'
Teachers'.technology.integration.might.be.helpful. Participants.for.the.research.study.
Findings.indicated.that.as.the.teachers.explored.and.used.the.available. The.authors.suggest.that.offering.an.in'service.professional.
confidence.in.learning.
for.developing.studnets.skills.in.problem.solving.and. involved.public.school.mathematics.
technology.tools.relevant.to.math.instruction.during.the.institute,.the. development.institute.concerning.technology.integration.into.
technology.skills.and.math.
etc..But.the.point.is.that.teachers.need.to.be.
teachers.in.grades.5'8.from.South.
more.proactive.and.motivated.they.became.to.continue.their.
math.instruction.can.help.teachers.learn.how.their.knowledge.
education.through.professional. confident.in.their.abilities.to.use.technology.tools.. Mississippi..A.total.of.75.teachers.(24.in. professional.development.in.using.technology.for.classroom.instruction.. and.skills.could.be.used.in.the.classroom...Second,.
development........................................
This.study.investigated.whether.or.not.a.four'week. 2005,.24.in.2006,.and.27.in.2008).
They.realized.that.they.were.able.to.use.technology.and.desired.to.
"participating.in.an.in'service.professional.development.
Taralynn.Hartsell,.Sherry.S..
in'service.professional.development.institute.that. participated.in.the.Summer.Math.
continue.their.education.in.this.area.
institute.concerning.technology.integration.into.math.
Herron,.Houbin.Fang.and.Avinash. addressed.the.use.of.technology.in.math.education. Institute..Between.five.to.nine.high'needs.
instruction.helped.develop.teachers'.self'confidence.to.apply.
Rathod.(2010)
helped.improved.the.teachers'.attitude.and.
schools.were.represented.each.year.(5.of.
what.they.learn"..Last,.the.teachers.who.completed.this.
confidence.in.applying.technology..four.research.
9.in.2005,.9.of.12.in.2006,.and.5.of.12.in.
technology'oriented.institute.not.only.focused.on.learning.to.
questions.were.investigated:1..Does.participating.in. 2008)..Methods.of.data.collection.for.this.
use.the.technology,.but.also.on.the.application.of.technology.
an.in'service.training.session.concerning.technology. study.involved.teachers.completing.a.pre'.
in.teaching.
integration.into.math.instruction.help.teachers.
and.post'survey.and.completing.a.weekly.
learn.how.to.apply.and.use.their.knowledge.and.
reflection.instrument.
skills.in.the.classroom.(RQ1).2..Does.participating.in.
Exploring.the.link.between.
The.purpose.of.the.study.was.to.analyse.the.
A.survey.of.574.elementary.school.
Results.of.the.study.indicated.a.consistent.relationship.between.teacher. An.understanding.of.teacher.beliefs.is.an.important.factor.in.
teachers.educational.belief.
relationship.between.teachers.educational.beliefs. teachers.was.conducted.that.focused.
profiles,.based.on.their.educational.beliefs,.and.the.frequency.of.class. supporting.further.ICT.integration.in.education.
profiles.and.different.types.of.
and.their.typical.approach.to.computer.use.in.the. both.on.teachers.traditional.or.
use.of.computers:.a.teacher.profile.with.relatively.high.constructivist.
Regarding.the.results,.it.can.be.concluded.that.since.teachers.
computer.use.in.the.classroom.............................................................
classroom..In.this.context,.the.question.arises.
constructivist.beliefs.about.education.and. beliefs.tends.to.show.a.high.frequency.of.educational.computer.use..
use.computers.in.ways.that.are.consistent.with.their.personal.
Tondeur,.J.,.Hermans,.R.,.van.
whether.particular.profiles.of.teachers.can.be.
on.different.types.of.computer.use:.
Interestingly,.a.teacher.profile.with.relatively.high.constructivist.beliefs. beliefs,.a.broader.view.of.educational.beliefs.might.result.in.a.
Braak,.J.,.&.Valcke,.M..(2008).
distinguished.based.on.their.beliefs.about.good.
computers.as.an.information.tool,.
and.also.high.traditionalist.beliefs.leads.to.the.most.frequent.adoption. more.diverse.use.of.ICT..Also,.the.authors.suggest.that.the.use.
education..Teacher.profiles:.Constructivist.
computers.as.a.learning.tool.and.basic. of.all.types.of.computer.uses..Specifically,.Teachers.with.a.traditional.
of.computers.as.an.information.tool.is.a.high'level.use.of.
&Traditional.Teaching.profile,.Constructivist.
computers.skills.
teaching.profile.are.less.likely.to.use.computers.as.an.information.tool. computers,.associated.with.more.student'centred,.or.
Teaching.profile,.Traditional.Teaching.profile,.and.
.
constructivist.practices.
Undefined.profile.

Teacher.technology.change:.How. teachers.might.believe.that.technology.efficiently. In.this.qualitative.study,.to.answer.this.

knowledge,.confidence,.beliefs,. helps.them.in.professional.and/or.personal.tasks.
question.the.researchers.discuss.the.
and.culture.intersect.........Ertmer,. but.still.they.are.reluctant.to.incorporate.
literature.related.to.four.variable.of.
P..A.,.&.Ottenbreit'Leftwich,.A..T.. technological.tools.into.classroom..According.to.the. teacher.change:.knowledge,.self'efficacy,.
(2010)
authors,.the.reasons.for.that.are.the.lack.of.relevant. pedagogical.beliefs,.and.subject.and.
knowledge,.low.self'efficacy,.and.existing.belief.
school.culture..Implications.for.teacher.
systems..The.researchers.answer.the.following.
education.and.professional.development.
research.question:.What.are.the.necessary.
programs.were.proposed.at.the.end.
characteristics,.or.qualities,.that.enable.teachers.to.
leverage.technology.resources.as.meaningful.
pedagogical.tools?.They.specifically.propose.that.
teachers.mind.must.change.with.the.idea.that.
teaching.is.not.effective.without.the.appropriate.
use.of.information.and.communication.technologies.
(ICT).resources.to.facilitate.student.learning.

Knowledge.as.a.key.variable:.1)teachers.need.knowledge.of.the.
technology.itself..2).To.use.technology.to.support.meaningful.student.
learning,.teachers.need.additional.knowledge.of.the.content.they.are.
required.to.teach,.the.pedagogical.methods.that.facilitate.student.
learning,.and.the.specific.ways.in.which.technology.can.support.those.
methods..Confidence:.1).The.most.powerful.strategy.to.increase.
teachers'.confidence.in.using.technology.was.discussed.to.be.helping.
teachers.gain.personal.experiences.that.are.successful.(personal.
mastery)..2).when.teachers.witness.how.technology.facilitates.student.
success,.confidence.also.increases.

This.study.proposes.suggestions.for.facilitating.teachers'.
change.regarding.those.4.variables..Regarding.the.discussions.
for.each.variable,.knowledge.can.be.increased.when.teachers.
discuss.with.other.teachers.related.to.how.technology.tools.
can.be.used.in.specific.ways.to.increase.student.learning.
outcomes..Self'efficacy.can.be.extended.with.opportunities.to.
practice.managing.technology.in.the.classroom,.share.success.
stories.related.to.using.technology.to.facilitate.student.
learning,.and.opportunities.to.witness.other.teachers.using.
technology.in.their.classrooms..School.culter.can.be.changed.
with.development.of.shared.vision.for.technology.use.and.
definition.of.good.teaching.and.expectations.that.
professional.development.plans.include.technology.

Math.teachers.perspectives.on. The.purpose.of.this.study.is.to.develop.a.theoretical. Interviews.(n=13).are.conducted.with.

using.educational.computer.
framework.concerning.the.use.of.educational.
math.teachers.living.in.Turkey..For.data.
games.in.math.education.................................................
computer.games.in.math.education.
analysis,.grounded.theory.method.is.
Demirbilek,.M.,.&.Tamer,.S..L..
applied.
(2010)

.Negative.findings.on.the.use.of.computer.games.in.teaching.
The.study.shows.the.potential.of.computer.games.as.an.
mathematics.that.include:.deviations.from.the.lesson.goals,.classroom. effective.learning.strategy.if.teachers.have.professional.
management.issues,.students.perception.of.the.context.as.more.of.a.
development.around.ways.of.teaching.using.computer.games..
game.than.a.learning.tool,.lack.of.time.for.using.computers,.lack.of.
Further,.PD.can.be.used.to.challenge.the.beliefs.that.teachers.
students.proficiency.in.computer.use..Some.recommendations.made.by. have.about.teaching.using.gaming.and.its.positive.relations.to.
teachers.included,.(i).having.a.topic.related.to.the.game,.(ii).for.students. students.learning.
to.know.the.value.of.the.mathematics.learned.and.the.game.used.as.a.
tool.for.the.mathematics,.(iii).use.as.a.remedial.tool,.(iv).an.after.school.
activity..Other.teachers.with.a.positive.perception.suggested.the.need.
for.the.curriculum.to.provide.appropriate.soft.ware.and.guides.related.
to.particular.lessons,.the.inclusion.of.visual.support.in.the.computer.
games.provides.a.concrete.visual.of.the.task,.reduce.the.anxiety.that.
students.have.of.mathematics,.promotes.problem.solving.and.student'
centered.learning,.

Author-title

Rationale of the study

Hasan%Hseyin%AKSU%(2014)%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
This%study%aims%to%investigate%the%views%of%
AN%EVALUATION%INTO%THE%VIEWS%OF% prospective%Mathematics%teachers%on%tablet%
CANDIDATE%MATHEMATICS%
computers%to%be%used%in%schools%as%an%outcome%
TEACHERS%OVER%TABLET%
of%the%Fatih%Project,%which%was%initiated%by%the%
COMPUTERS%TO%BE%APPLIED%IN%
Ministry%of%National%Education.%In
SECONDARY%SCHOOLS

Methods

Results

Critique of the Study

The%sample%included%130%prospective%Mathematics%
teachers%who%study%Mathematics%Education%at%the%
Department%of%Primary%Education,%Faculty%of%
Education,%Giresun%University%in%2013%and%2014%
Academic%Year.%The%data%of%the%study%were%obtained%
with%the%usage%of%Tablet%Pc%Questionnaire%Form%
developed%by%the%researcher%himself%and%Computer%
Attitude%Scale%devised%by%Bindak%and%elik%(2006).%

The%results%indicated%that%there%is%a%significant%difference%
between%prospective%teachers%Computer%Attitude%Scores%
and%their%tendency%to%supporting%Tablet%Computers.%
Similarly,%prospective%teachers%conditions%of%supporting%
the%usage%of%Tablet%Pc%Computer%show%significant%
differences%in%terms%of%computer`use%frequency,%while%no%
significant%differences%were%found%in%terms%of%the%case%of%
the%need%to%take%in`service%courses,%the%case%of%having%a%
classroom%and%computers,%the%time,%frequency%and%
objective%of%computer`use.%However,%in%terms%of%gender,%
significant%differences%were%found%between%prospective%
teachers%views.%

This%statemtn%is%important.%From%the%results,%prospective%teachers%
stated%that%the%usage%of%tablet`computers%in%Mathematics%Course%
could%provide%you%with%two%advantages.%First,%Mathematics%classes%
could%become%more%enjoyable%than%it%used%to%be%through%visuals%
and%animations.%Second,%the%abstract%concepts%in%Mathematics%
could%become%more%understandable.%However,%the%disadvantages%
stated%by%preservice%teachers%are%as%follows:%1)%The%communication%
between%Mathematics%teachers%and%students%could%be%reduced%
and,%2)%social%interaction%between%students%might%be%reduced.%

Tablets%in%Education:%Outcome%
The%purpose%of%this%study%is%to%determine%middle% %Participants%totaled%939%students%in%eight%middle%
Results%indicated%that%grade%level%affected%the%opinions%on% From%the%fresults%it%seems%middle%school%students%pleased%with%the%
Expectancy%and%Anxiety%of%Middle%
school%students%perceptions%regarding%the%
schools%located%in%different%cities%throughout%Turkey.% outcome%expectancy,%while%gender%had%an%influence%on% use%of%tablet%PCs%in%instructional%activities.%Although%they%have%
School%Students
integration%of%tablets%into%the%learning%process. Data%were%gathered%through%%a%survey%which%included%% tablet%anxiety.%It%was%found%that%7th%graders%were%the%
abstentions,%they%do%not%have%overly%distressing%concerns%about%
Meryem%Fulya%GRHAN,
items%on%tablet%related%issues%and%on%student%opinions.% most%optimistic%of%all%grades%in%terms%of%outcome%
using%tablets.The%other%interesting%finding%to%note%was%that%male%
Semiral%NC,Aysan%ENTRK%(2014)
Two%factors%%outcome%expectancy%and%tablet%anxiety%% expectancy%and%that%males%were%"more%withdrawn".%It%
students%seems%to%need%more%support%in%using%tablets%rather%than%
were%identified%through%an%exploratory%factor%analysis.% was%also%found%that%students%with%previous%tablet%
females.
A%confirmatory%factor%analysis%was%conducted%
experience%were%more%optimistic%regarding%outcome%
afterward%in%order%to%confirm%and%exemplify%factors%
expectancy.
and%their%items.%

Professional%Problems%Experienced%by% The%study%conducted%to%report%the%opinions%of%
Information%Technology%Teachers%and% teacher%candidates%in%the%fourth%year%of%
Suggested%Solutions:%Longitudinal%
Computer%Education%&%Instructional%
Survey
Technologies%department%(CEIT)%on%the%
Hafize%Keser,%Levent%etinkaya%(2013) Problems%Experienced%by%Information%
Technology%(IT)%Teachers%and%provide%solutions.%

Qualitative_%In%their%final%year%IT%teacher%candidates%
IT%teachers%problems%towards%the%courses%they%teach%and% Prior%to%initiating%FATIH%project,teacher%candidates%awareness%of%
receiving%education%in%Ankara%University%Educational% the%suggested%solutions%on%such%problems%have%been%
technology%use%should%be%increased.%How?%Like%the%participants%
Sciences%Faculty%CEIT%department%in%academic%years%
gathered%under%five%themes:%"IT%course%being%optional,%IT% mentioned%frequently%in%this%study,%%IT%courses%should%be%spread%
2011`2012%and%2012`2013%have%participated%in%the%
course%being%grade`free,%Course%hours%allocated%to%IT%
over%all%instructional%levels,%course%hours%should%be%increased,%the%
study%%(N=123%63%males%and%60%females).%The%data%
course%being%very%few,%The%significance%of%IT%not%being%
courses%should%be%included%in%compulsory%course%scope%and%they%
obtained%in%the%research%by%open%ended%questionnaire.% comprehended%very%well%by%the%executives,%teachers,%
should%be%evaluated%by%a%grade.%
Here%are%the%questions,%According%to%your%observations% parents%and%students,%Physical%means%of%IT%classes%and%
in%the%schools%youve%gone%for%practice%under%scope%of% course%references%being%inadequate".%the%most%frequently%
the%courses,%School%Experience%and%Teachership%
reproted%problem%IT%teachers%have%experienced%towards%
Practice;%a)%What%are%the%problems%the%IT%teachers%
the%courses%is%that%the%IT%courses%are%optional%in%both%
experience?%b)%What%are%your%suggested%solutions%on% academic%years.%The%reasons%for%this%frequnt%report%was%
the%problems%the%IT%teachers%experience?
their%thingking%about%seeing%the%course%to%be%considered%
as%if%it%is%a%useless%course,%and%reducing%interest.
Kocak,%O.%&%Gulcu,%A.%(2013).%
The%research%questions%to%obtain%these%views%
This%study%investigated%the%opinions%of%teachers%about% Most%teachers%were%agreed%positively%on%the%use%of%
Here%are%some%views%stated%by%teachers%as%the%positive%aspects%of%
Teachers%remarks%on%interactive%
were%as%follows:%1)%What%is%teachers%level%of%use% using%interactive%whiteboards%with%an%LCD%panel%that% whiteboards%in%the%classroom.%They%stated,%interactive%
interactive%whiteboards:%Visualising,%Time`saving,%Motivation,%
whiteboard%with%LCD%panel%technolog of%technological%devices?%2)%What%is%teachers% was%installed%in%classrooms%within%the%FATIH%
whiteboards%visualize%the%lesson,%motivate%the%students,% Efficient%education,%Interesting,%Rich%content,%It%provides%
level%of%technology%use%in%the%teaching`learning% educational%project..The%data%is%collected%via%group%
save%time%and%are%suitable%for%the%modern%world.%Most%
convenience(p.298).%Those%are%some%negative%aspects%that%teachers%
process?%3)%What%are%teachers%views%about%the% interviews,%observations,%paintings,%open`ended%
teachers%also%considered%them%as%necessity.%They%stated% stated:%Technical%problems,%lack%of%infrastructure,%Time%wasting,%It%
hardware%components%of%interactive%
questions%or%historical%documents.%This%study%consisted% that%it%is%fast%and%fun;%also%it%is%time`saving%and%
tires%the%eyes%and%causes%headaches.%Usage%out%of%purpose%
whiteboards?%4)%What%are%teachers%views%about% of%121%high%school%teachers%from%different%content%who% convenient.
Software%deficiency,%It%requires%preparation,%The%touch%screen%does%
the%use%of%interactive%whiteboards%in%education?% work%at%schools%where%interactive%whiteboards%have%
not%work%well%(p.299).%From%cons,%I%can%conclude%that%training%is%
5)In%which%part%of%the%lesson%are%interactive%
already%been%installed%and%used%in%Erzincan.%
necessary%for%teachers%before%implementing%FATIH%project%
whiteboards%used%mostly?%6)%What%is%the%
indicating%technology%integration%into%K12%classrooms.%Teachers%
necessity%of%using%LCD%interactive%whiteboards?%
need%training.%
7)%What%are%the%positive%and%negative%aspects%of%

The%Use%of%Tablet%PC%and%Interactive%
Board%from%the
Perspectives%of%Teachers%and%
Students:%Evaluation%of%the%FATH%
Project%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%Pamuk,%
Snmez
Ergun,%Mustafa
akir,%Recep
Yilmaz,%H.%Bayram
Ayas,%Cemalettin%(2013)

The%purpose%of%this%study%was%to%evaluate%the% Participants%of%the%study%were%181%teachers%and%918% although%there%is%a%promising%use%of%IB,%there%is%limited,%in% Regarding%the%resuls,%I%conclude%that%the%most%of%the%teachers%and%

early%implementation%results%of%the%Movement% students%from%11%pilot%schools%in%zmir,%Kayseri,%Samsun% some%cases%no,%use%of%Tablet%computers.%Both%teachers% students%were%positive%in%general%about%the%having%access%to%IBs%in%
of%Enhancing%Opportunities%and%Improving%
and%Yozgat%provinces.%11%schools%from%4%different%cities% and%students%were%in%favor%of%IBs,%but%were%also%skeptical% their%schools%and%classrooms.%It%seems%there%is%also%great%increase%
Technology,%abbreviated%as%FATIH%project%from% were%selected.%Different%data%collection%instruments% about%Tablet%computers.%Another%crucial%issue%expressed% in%the%interests%and%attitudes%of%teachers%and%students%towards%the%
the%perspectives%of%participating%teachers%and% (teacher%and%student%questionnaires,%semi`structured% by%the%teachers%about%the%use%of%IBs%was%the%lack%of%
use%and%utilizing%of%technology.%But,%teachers%still%need%professional%
students.%Specifically,%to%investigate%(a)%whether% interviews,%in`class%observations,%and%focus%groups)%
interactivity%between%IBs%and%students%Tablet%PCs.%So,%
help%and%training%for%pedagogical%development%to%increase%learning%
or%not%Interactive%Boards%(IB)%and%Tablet%Comput`%were%used.
students%were%not%active%learners%when%they%are%engaging% outcomes%for%students.
ers%distributed%to%teachers%and%students%in%the%
with%tablet%PCs.%
pilot%schools%were%used,%(b)%the%effectiveness%of%
those%technolo`%gies%in%teaching%and%learning,%
and%(c)%the%problems%and%issues%emerged%with%
regard%to%use%of%IB%and%Tablet%computers.

A%Study%on%Teachers,%Students%and%
Their%Parents%Views%on%the%FATIH%
Project
emsettin%ahin,%Ahmet%Ouz%Aktrk,%
smail%elik%(2013)

They%investigated%the%views%of%teachers,%
students%and%their%parents%on%the%FATIH%
(Movement%of%Enhancing%Opportunities%and%
Improving%Technology)%Project,%(aiming%
Providing%Hardware%and%Software%Infrastructure
,%Providing%and%Managing%the%Education%e`
Content,%Effective%Use%of%IT%in%Teaching%
Programs,%Providing%In`Service%Training%to%
Teachers,%and%Ensuring%Informed,%Safe,%
Manageable%and%Measurable%IT%Use).%

The%study%was%conducted%in%2013%on%25%teachers%who% Most%of%the%teachers%emphasized%that%the%most%important% I%think%the%problems%usually%rise%from%a%lack%of%knowledge%for%

were%employed%in%a%pilot%school%within%the%scope%of%
task%they%were%to%do%within%the%framework%of%the%project% teachers%integration%of%technolgoy.%Rgarding%the%authors%
FATIH%Project%in%Karaman,%a%province%in%central%Turkey,% was%to%learn%to%use%technology%(Use%of%tablet%PC%and%
suggestions,%in`service%training%for%teachers%should%be%prioritized.%
25%students%attending%this%school%and%20%parents.%Semi` IWBs)%and%improve%themselves.%Teachers%also%considered% The%results%also%can%be%realted%to%FATIH%project%in%the%favor%of%
structured%interviews:%What%are%your%views%concerning% technology%as%a%tool%to%raise%students%achievement%
providing%feedback.
the%use%of%computers%in%education?%%What%do%you%know% through%effective%use%of%technology%in%classes.
about%the%FATIH%Project?%What%are%views%about%it?%
What%is%the%task%that%you%are%to%perform%in%the%FATIH%
Project?%Do%you%have%suggestions%regarding%the%FATIH%
Project?