A Survey on ICT Usage and the Perceptions of Social Studies Teachers in Turkey (Information and Communication Technology) (Report‪)‬

Introduction Throughout the world, many countries have introduced Information and Communication Technologies (ICT) into schools via different courses of action. Their use is also underlined by OECD (2001) as a necessity for improving quality in teaching and learning. The Ministry of National Education (MNE) in Turkey has also made huge investments in the hope of attaining the goal of improving the quality of education through enriching the learning environment with the help of educational software and technologies. Integrating ICT training into all levels of primary education and providing each student with access to ICT equipment and information sources were also among the objectives of the MNE. In 2001, 2837 ICT classrooms were established. The distribution of educational software purchased for these schools was also completed in the same year. ICT classrooms are equipped with computers, printers, instructional software, electronic references, video players, overhead projectors and TV. The policy makers in Turkey expected that the introduction of ICT into formal education settings would improve the academic performance of teachers by encouraging them to improve their ability to use and apply technology and software in their jobs. Programs have been organized for teachers to access to ICT in every circumstance (MNE, 2003). Furthermore, in-service training opportunities for many teachers in different subject areas have been provided. It was hoped that teachers' use of technology in education would improve educational outcomes, increase technological skills and reduce anxiety when preparing lessons. Technology usage is an important indicator of their preparedness to carry out the obligations of daily lessons. In fact, Woodrow (1992) asserts that any successful transformation in educational practice requires the development of positive user attitude toward new technology. The development of teachers' positive attitudes toward ICT is very significant factor not only for increasing computer integration but also for avoiding teachers' resistance to ICT use (Watson, 1998).