Information and Communication Technologies Literacy: Planning of Teachers' Information and Communication Technologies Training in Turkey

Information and Communication Technologies Literacy: Planning of Teachers' Information and Communication Technologies Training in Turkey

Ömür Çoban (Karamanoglu Mehmetbey University, Turkey)
DOI: 10.4018/978-1-7998-1408-5.ch009
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FATIH Project on behalf of the integration of technology in education is one of the most important projects carried out in Turkey. No doubt, teachers will be able to effectively use such an important project in education. Therefore, the capacities of technology should be increased with changes to be made in the pre-service and in-service training of teachers such as educational content and educational environments. The aim of this study is to evaluate the teacher trainings given within the scope of the FATIH Project. The research focuses on training planners, trainers, and training areas to evaluate the training of the project. It is thought that this aspect of the research will give an idea to the top managers at the Ministry of National Education (MoNE). Therefore, this study examines the training given to teachers in the use of educational technology in classrooms in Turkey and whether teachers reveal their role in order to create added value for the country as a result of the training.
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For computer-based classroom practices, two projects that were supported by World Bank were started at the beginning of 1990s: One of them was Computer Trial Schools, the other was Computer Laboratory Schools. In the scope of Computer Trial Schools, there were 14 High School, 24 Super High Schools, and 15 Anatolian High Schools. The scope of the second project was the primary schools, secondary schools and teacher training high schools (Arslan, 2003). In the project schools, a computer laboratory was built and designed, and 20 hour-a-week computer-based classroom activities were done. In these schools, teachers were trained for computer literacy (MEB, 2002). After this project, Curriculum Laboratory School Project was started. In the scope of the project, there were 143 primary schools, 53 Anatolian High Schools and 8 Anatolian Teacher Training High Schools in 23 provinces. Computer laboratories were built in these schools and technological devices were given (MEB, 1999). In 1998, World Links Project was conducted by the partnership of DG of Educational Technologies and World Bank Economic Development Institute (WB-EDI). In this international project, there were 25 countries and Turkey took part in the project with 22 schools in 15 provinces (MEB, 2009). The aim of the project was to develop project-based learning and collaborative learning. Many teachers and students from different countries came together in the Internet environment and were given a chance to share their best classroom practices with each other. In 1998-2007, Basic Education Project Phase I and Phase II were conducted. In these projects, totally 7.500 ICT classrooms were designed and donated with 45.000 computers, multimedia devices and projectors. After Basic Education Projects, Catch the Age 2000 Project was started. In the project, a lot of computers and technological devices were bought for schools. Besides this, in this project, some software programmes were developed for the subjects such as Math, Turkish, Science and Technology, English, Social Studies (Uşun, 2004).

Key Terms in this Chapter

Training: The action of teaching a person or animal a particular skill or type of behaviour.

ICT: Information and communications technology.

Educational Contents: The material dealt with in education.

MoNE: Ministry of National Education in Turkey.

In-Service Training: Intended for those actively engaged in the profession or activity concerned.

FATIH Project: The aim of FATIH project is to increase technology literacy, to prepare students as individuals with 21st century skills in a rapidly changing world and to make more people benefit from technology. There are five components of the project. These are: hardware and software infrastructure; effective use of ICT in education programs; provision and management of educational e-content; in-service training of teachers for the use of ICT in courses; and ensuring the use of conscious, safe, manageable and measurable ICT. In this context, project presentations were made, teachers were given training, interactive boards were set up in schools, internet connections were added to these boards and tablet computers were distributed to students.

Teacher Training: Trainings that are for developing teachers in their professional life.

Added Value: An increase in the value of a resource, product, or service as the result of a particular process.

Pre-Service Training: Relating to the period before a person takes a job that requires training.

EIN: Educational Informatics Network; it is a network where you can find e-contents, tests, videos, etc. on your subject. This network is established in Turkey and Turkish students and teachers are benefited from it.

Educational Environment: The setting or conditions in which a particular educational activity is carried on.

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