PEN Academic Publishing   |  ISSN: 1554-5210

Original article | International Journal of Progressive Education 2018, Vol. 14(2) 93-105

Examining High School Teachers’ Attitudes towards ICT Use in Education

Ali Semerci & M. Kemal Aydın

pp. 93 - 105   |  DOI: https://doi.org/10.29329/ijpe.2018.139.7   |  Manu. Number: MANU-1712-20-0007.R1

Published online: April 25, 2018  |   Number of Views: 452  |  Number of Download: 477


Abstract

The present study aimed at examining high school teachers’ attitudes towards information and communication technology (ICT) use in education. With this regard, we examined whether the teachers’ attitudes significantly differ according to their gender, age, teaching experience, ICT experience, ICT skills and ICT training. The participants consisted of 353 teachers working in different high schools in Ankara in the academic year 2016-2017. Research results illustrated that teachers have a high level of positive attitude towards ICT use in their classes, yet there is no significant difference between teachers’ ICT willingness by their gender, age, teaching experience, ICT experience, ICT skills and the number of ICT training they had.  However, they have significantly different negative attitude (ICT anxiety) towards ICT use in education by their ICT experience, ICT skills and the number of previous ICT training. 

Keywords: ICT attitude, ICT willingness, ICT anxiety, ICT integration, high school teachers


How to Cite this Article?

APA 6th edition
Semerci, A. & Aydin, M.K. (2018). Examining High School Teachers’ Attitudes towards ICT Use in Education. International Journal of Progressive Education, 14(2), 93-105. doi: 10.29329/ijpe.2018.139.7

Harvard
Semerci, A. and Aydin, M. (2018). Examining High School Teachers’ Attitudes towards ICT Use in Education. International Journal of Progressive Education, 14(2), pp. 93-105.

Chicago 16th edition
Semerci, Ali and M. Kemal Aydin (2018). "Examining High School Teachers’ Attitudes towards ICT Use in Education". International Journal of Progressive Education 14 (2):93-105. doi:10.29329/ijpe.2018.139.7.

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