Teacher professional development, self-efficacy, and classroom uses of information and computer technologies (ICT) in Turkey

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Proposal

Duquesne University
Dissertation faculty advisor: Dr. Rachel Ayieko

This study uses nationally representative data from Turkey, based on the ICILS 2013 dataset, provided by the IEA. The aim of the study is to examine a) eighth grade mathematics teachers’ tendency to use information and computer technologies into classroom instruction; b) the relationship of ICT use with technology related PD (Professional Development) participation and self-efficacy; and c) the role of ICT self-efficacy as a mediator in the relationship between PD and technology use. This study builds on the literature about how eighth grade mathematics teachers’ PD activities and ICT self-efficacy predict the degree to which they have implemented technology into their classrooms.
There are three research questions guiding this study as follows:
1.What differences exist in eighth grade mathematics teacher perceptions of ICT implementation through (i) dialogic instruction, (ii) direct instruction, and (iii) assessment?
2. To what extent do ICT professional development and ICT self-efficacy predict eighth grade mathematics teachers’ classroom ICT implementation?
3. To what extend does ICT self-efficacy mediate the relationship between ICT professional development and eighth grade mathematics teachers’ classroom ICT implementation?
When considering Turkey’s recent attempts to support the integration of ICT into education and teacher training on ICT, it is important to determine the extent to which teachers and students benefit from these efforts and investments. This study will inform policymakers and educational leaders on the types of PDs that are effective for training teachers. The ICILS 2013 is the largest and most recent technology survey in which teachers in Turkey participated. Therefore, using this dataset validates the current study, since the results are generalizable and reflect on the recent situation in Turkish education. Second, the study will focus on teachers of mathematics. Different from other content areas, technology is fundamental in effective mathematics teaching and has the potential to change traditional ways of doing mathematics (NCTM, 2000, 2014) Finally, in Turkey, the importance of studies related to technology-supported mathematics education is growing, considering the government’s support for technology integration in schools. Although the number of such studies has increased during the last decade, those investigating the influence of ICT- related PD programs and ICT self-efficacy on ICT use for teaching are scant (Uslu & Bumen, 2012). Thus this study would contribute meaningfully to the literature in the context of a developing country.
There are three essential concepts that guide the theoretical approach of this dissertation. First, Desimone’s (2009) conceptual structure addresses the influence of teacher professional development and self-efficacy on classroom practices. As Vygotsky’s ZPD explains the idea of professional development generating teacher change in practice, it is utilized to support Desimone’s argument in terms of the association between PD and mathematics teachers’ use of ICT tools. Third, the study gives an outline of Bandura’s self-efficacy to justify the effect of teachers’ self-efficacy in technology integration.
Desimone’s (2009) concept has been introduced as a useful framework suggested by literature to evaluate the influence of PD and beliefs on teachers’ classroom practices. This comprehensive framework explains three facets: 1) the definition of effective professional development, 2) the path showing how this effective professional development impacts teachers’ practices, and 3) the contextual factors influencing professional development (Kang et al., 2013).
The framework for this study draws from Desimone’s (2009) concept. Figure 1 below represents the theoretical model of this study.

Figure 1. Theoretical Model

For the first RQ, which examines the differences in mathematics teacher perceptions of classroom ICT implementation with regard to types occurred, descriptive analyses will be carried out using percentages and presented in the form of bar graphs.
For the second and third RQs, which examine the relationship between ICT professional development activities, ICT self-efficacy, and outcome variables, structural equation modeling (SEM) will be performed. In the SEM model, ICT self-efficacy was considered as a mediator. SEM approach is especially preferred because of the existence of moderately correlated dependent variables.
STATA 14 will be used as statistical software for the analysis that allows for the inclusion of appropriate weight to provide accurate standard errors and population estimates. There are important assumptions a research should consider before employing SEM approach including normality, linearity, independence of residuals, and homoscedacity. When all assumptions met, it will be appropriate to run the analysis.

I am currently in the data analysis process in my dissertation. I am hoping to complete my analyses until CIES 2019.

Authors

• Elif N. Gokbel, Duquesne University

• Rachel A Ayieko, Duquesne University