An Analysis of Readiness of Education Students in the Use of Technology at Mississippi State University

Abstract

1. Introduction: One of the long-term objectives of education is to further the student's ability to master ideas and skills,as well as, to form an opinion. Education is concerned with progress. Education increases the productive ability of the work force. Its purpose is to make knowledge widely available, to help students develop competencies and learning (Carlson, 1998), and to help them gain new insights and make exciting discoveries (Beane, 1998). Technology programs need to be implemented to bring about a more effective type of teaching in all subjects - a type of teaching that will combine thinking effort with learning effort, and thus develop thinking ability while implanting knowledge (Motamedi, 1994). The use of in the classroom can be the answer. According to Bell (2001) preparing technology-proficient education is a critical educational challenge. Ozturk, Demir, and Dokme (2011) pointed out that educational objective of many countries include the integration of technologies into educational programs.However, if successful, integrating the use of throughout teacher education programs can do more than develop proficiency in the use of the technology. It can also increase students' perception of the world, strengthen their in using information, help them to sharpen their teaching skills, and lessen the isolation and anxiety that are felt during initial teaching experiences (Hunt, 1997). According to Eyyam, Menevis, and Dogruer (2010) Instruction with provides students a learning environment that helps them improve their thinking, decision-making, problem-solving, and reasoning skills (p. 88). As stated by Oh and French (2004), today's schools are challenged by the increased visibility, roles and cost of computers. They argued that a modern classroom would not be complete without computers, software, internet connections, projectors, and a variety of other high-tech devices.Even though computers are more frequently used in today's classrooms, teachers still do not feel that they are adequately prepared to use them in their teaching. Saracaloglu, Serin, Serin, and Serin (2010) claimed that majority of the teachers do not use computers and do not benefit from it efficiently. According to Summak, Baglibel, and Samancioglu (2010), integrating into teaching and learning is a complicated process which requires readiness and could face a number of challenges. They referred to these challenges as of computers, lack of time, technical difficulties, poor funding, resistance to change, poor administrative support, low levels of literacy, misaligned with the curriculum, lack of incentives, poor training opportunities, and lack of vision as to how integrate into learning processes and, teacher related difficulties such as negative attitudes, beliefs, and unwillingness towards technology (p. 2671).Lack of teacher training is an obstacle to integrating into the classroom curriculum. Teachers need training to successfully integrate into their classrooms. Hurst (1994) claimed that adequate, individualized, and flexible in-service training programs should be provided for the teacher in order to use effectively. Hurst further stated that teachers receive positive in-service training but training sessions are too short and infrequent. Saracaloglu, Serin, Serin, and Serin (2010) argued, Few teachers can benefit from limited amount of computers on the classroom because of lack of equipment and they feel themselves incapable of using computer (p. 3495).Training and efficient use of computers in school settings are very important for the development of students and teachers alike. According to Chin and Hortin (1993), training helps teachers to view computers as a professional tool. Aksan and Enyilmaz (2011) argued that using tools and equipments in education creates an effective teaching and learning atmosphere. …