Technology Use in Elementary Schools

1. Technology Use in Elementary Schools Sally Winstead LSIS 5614 OL1 March 06, 2012

2. Article # 1“Technology use in elementary education in Turkey: A case study” • A case study performed in a typical elementary school in Turkey grades 1st-5th. • 1900 students at the school, 60 teachers and 3 administrators • Quantitative and qualitative methods used in the form of: • Open-ended interviews • Survey • Classroom observation • Examination of school documents

3. Introduction and Background to the Study • The decision to use technology in the classroom and schools is ultimately made by the teachers. • Steps have been taken by all countries around the world to integrate technology into schools, classrooms and lessons so that children will be prepared to live in a technological run world. • Students need to learn toaccess information, manage, analyze, critique, cross-reference, and transform information to usable knowledge and technology is the way of doing that. • Turkey is the connection between the eastern and western civilizations. • The study of elementary schools in Turkey can help explain and discover how technology is being used throughout the world and what can be done to change or improve the use of technology in educational settings.

4. Background of Turkey Integration of Technology into Education • Turkey has a preschool, elementary, secondary and higher education setting. • Most curriculum and educational decisions are made by the government. • Major technologies that are available in schools consist of computers, DVD players, VCRs, cameras, projectors, Internet, Television, cassette and CD players. • Teacher education in Turkey is a 4 year program consisting of 65 courses. • 2 of the 65 courses are focused on technology • The implementation of educational technologies in the schools is the central focus of the country currently.

5. Purpose of the Study • To examine teachers’ use of available technology through a case study • Attempt to answer: • In what ways is available technology being used in Turkish elementary schools? • To identify what can be done to help teachers feel more comfortable integrating a technology into elementary classrooms.

6. Findings and Conclusions • Technologies in elementary schools are being used for: • Instruction in the use of technology • Often found in technology classes where the basics uses of programs and the internet are taught • Administrative tasks • Email, report cards • Instructional purposes • Lesson preparation, overheads, TVs and DVD players used in lessons, using the photocopier for lessons • Non-educational purposes • Playing games, casual searching of the internet, checking of personal email • All teachers believe that technology is very important component in the education of students • Appropriate teacher training must be looked at in the schools and in the teacher preparatory programs. (in-service and pre-service) • Teachers must be willing to change in order for technology integration to work. • Teachers tend to use simpler technologies more than computers.

7. Article #2“Children’s Developing Understanding of Technology” • A second study was done as a follow-up from an original study done in 2004 in New Zealand. • This study revisited 7 students that were in the original study to see how their understanding of technology has developed and changed as they have aged. • Very few studies have been done with students aged 5-10 years old. Most studies are done with older students.

8. Introduction and Background to the Study • Little is known as to what early elementary aged children believe technology to be. • Factors that influence the rate and type of development of concepts of technology include: • Age • Home and school influences • Ability • Gender • The ability to discuss ideas • There is a strong link between a students’ general perception of technology and their school technology experiences at a young age.

9. Purpose of the Study • The knowledge and information found in this study can be used by technology educators to help children have a clearer understanding as to: • What is technology? • What does technology mean to you? • What do you think about technology?

10. Findings and Conclusions • Very few students were able to articulate at a young age, what technology is. • Most very young students had never heard of the word technology. • As students get older, their view on technology changes from a personal view (themselves with technology) to a social view (historical events and others). • Drawing is not seen by students as an element of technological design. • As children get older, they view technology both as a process and a product. • The technology experiences children have in school is carried with them throughout their education. • There is a general mix and confusion between what is a science concept and what is a technology concept. • Most children showed a very positive attitude toward technology and the impact it has on their lives.

11. References Kurt, S. (2010). Technology use in elementary education in Turkey: A case study. New Horizons In Education, 58(1), 65-76. Mawson, B. (2010). Children's developing understanding of technology. International Journal Of Technology And Design Education, 20(1), 1-13.