Teachers and ICT’s in Secondary Education: The Turkish Case

Neziha Celebi
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Integrating ICTs and namely the internet into teaching and learning in the classroom offers potentials for the education sector through its capacity to facilitate new ways of teaching in a digital environment. As a result of this, national curriculums have changed to accommodate new demands and potentials which are provided by ICTs. This paper aims to discuss how and what factors affect internet integration Turkish secondary school Turkeys Mediterranean region. Through the use of semi-structured and focus group interviews this study aims to gain an understanding of how teacher values and motivations regarding internet integration can affect the use of internet. This study aims to determine whether teacher motivations and attitudes play an equally important role in internet integration into classroom for educational innovations as ICT investments. Integrating internet into classroom teaching is a process which requires infrastructure and a positive attitude towards its use. Previous literature suggests that there is also room to examine what teachers think about the use of internet in classrooms which could have a direct effect on its use in the classroom. Consequently, teachers of different subjects have been included in this study to develop a clearer understanding of thoughts across subjects.


Technology, teachers, motivations, education.

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Celebi, N. (2019). Teachers and ICT’s in secondary education: The Turkish case. International Journal of Technology in Education and Science (IJTES), 3(1), 19-28.


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International Journal of Technology in Education and Science (IJTES)-ISSN: 2651-5369

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