Evaluation of the Use of Information and Communication Technologies in Education based on the Principle of Equality

Hasan Furkan Canbay,Cem Çuhadar

doi:10.17220/mojet.2020.04.003

Abstract

In this study, the evaluations of school administrators and teachers regarding the use of ICT in education on the basis of equality of conditions and equality of opportunity, which are the sub-dimensions of the principle of equality, are discussed. In the study, parallel mixed-methods approach, in which qualitative and quantitative data are used together, is adopted. The qualitative part of the research process was designed as phenomenological study, and the quantitative part as correlational survey. The study group of the qualitative part consists of 12 school administrators working in Edirne, Turkey. The qualitative data was obtained through semi-structured interviews were analyzed by descriptive analysis. The study group of the quantitative part of the study consists of 411 teachers working in the Central District of Edirne, Turkey. To collection of quantitative data, “Equality Scale for ICT Use in and “Personal Information Form” were used. One-way ANOVA, t-tes and descriptive statistics were used to analysis data. According to the qualitative findings of thestudy, school administrators evaluated that even though an effort was made to establish equality in the use of ICT in education, it was not sufficient and therefore the use of ICT in an educational environment was not realized. It was observed that the total scores of Equality Scale for ICT use in Education applied to the teachers participating in the research were at an average level. The evaluations of teachers, based on gender, field of education, age, seniority, school level, and in-service training status dimensions were examined, and the results were interpreted by giving mean values of the findings with statistically significant differences according to the principle of equality of conditions in ICT use in education

Highlights

In the recent century, information and communication technologies (ICT) are used in almost every area of life
The school administrators were examined on the basis of “equality of conditions” and “equality of opportunity”, which are the lower steps of the principle of equality in education, and these two types of equality were analyzed in 3 sub-themes: individual, family, and school
The evaluations made by school administrators on the basis of equality show that there is no equality in the use of ICT in the educational environment

Summary

Introduction

Information and communication technologies (ICT) are used in almost every area of life. The main purpose of the student's learning is the focus of investments in technology in the field of education In this respect, technology should be emphasized for the question of "How can we teach better to the students who are the focus of this industry?" “Technology in the form of chalkboard, ruler, map, model in the past has left its place to information and communication technologies by keeping up with the digital world today. Technology should be emphasized for the question of "How can we teach better to the students who are the focus of this industry?" “Technology in the form of chalkboard, ruler, map, model in the past has left its place to information and communication technologies by keeping up with the digital world today In this sense, investments are constantly made in ICT and classes are equipped with these technologies ”(Çoklar, 2012). Investments are constantly made in ICT and classes are equipped with these technologies ”(Çoklar, 2012). Usluel, Mumcu and Demiraslan (2007) stated that using ICT in schools maximizes the efficiency of students' learning environments by enabling learning independent from time and space, as well as playing a role in developing their thinking skills

Methods

Results

Conclusion