Teaching-learning conceptions, teaching motivation, and perceptions towards ICT: A research in Turkish public high schoo
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Teaching-learning conceptions, teaching motivation, and perceptions towards ICT: A research in Turkish public high schools Gökhan Baş 1
& Muhammet
Baştuğ 2
Received: 3 April 2020 / Accepted: 4 September 2020/ # Springer Science+Business Media, LLC, part of Springer Nature 2020
Abstract The purpose of this research was to examine the correlation amongst teaching-learning conceptions, teaching motivation, and perceptions towards ICT of teachers. While the present research adopted predictive design, the sample was consisted of teachers (n = 268) working in public high schools. In this research, teaching-learning conceptions, teaching motivation, and perceptions towards ICT scales were used. In the research, the correlations amongst teachers’ teaching-learning conceptions, teaching motivation, and perceptions towards ICT in teaching and learning process were calculated by conducting Pearson product-moment correlation analysis, and linear multiple regression analysis was used to identify the variables that predict perceptions towards ICT of the participating teachers. It was found in the research that there were significant correlations amongst teaching-learning conceptions, teaching motivation, and perceptions towards ICT. Also, constructivist teaching-learning conception and extrinsic teaching motivation were seen to predict perceptions of teachers towards ICT significantly. Keywords Teaching-learning conceptions . Teaching motivation . Perceptions towards
information and communication technology . Predictive research design . High school teachers
1 Introduction In recent years, it is widely accepted that the role of information and communication technology (ICT) in education has become an important one (Prensky 2005). The role
* Gökhan Baş [email protected]
1
Department of Curriculum and Instruction, Niğde Ömer Halisdemir University, Niğde, Turkey
2
Department of Primary Teaching Education, Istanbul University-Cerrahpaşa, Istanbul, Turkey
Education and Information Technologies
of ICT in teaching and learning has been seen as increasingly important amongst teachers, as a mechanism to improve the quality in the classroom (Lawrence and Tar 2018). Since ICT has an important role in enabling teachers and students to teach and learn more effectively (Aslan and Zhu 2017), considerable attention has been paid to the integration of ICT into teaching-learning process over the last two decades (Vanderlinde et al. 2015). It has opened up a vast arena that offers opportunities for improving education, particularly in teaching and learning (Lawrence and Tar 2018). With the emergence of ICT, the education systems all around the world have made considerable investments on the use of it for improving the effectiveness of teaching and learning at school (e.g., Dündar and Akçayır 2014; Hammond 2014; Jingtao et al. 2010). Many education systems worldwide are using ICT believing in its benefits to students and teachers (Ryder and Machajewski 2017), enabling them to teach and learn more effectively (Aslan and Zhu 2017).
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