Teaching-learning conceptions, teaching motivation, and perceptions towards ICT: A research in Turkish public high schools

Bas G., BAŞTUĞ M.

EDUCATION AND INFORMATION TECHNOLOGIES, cilt.26, sa.2, ss.1607-1625, 2021 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 26 Sayı: 2
  • Basım Tarihi: 2021
  • Doi Numarası: 10.1007/s10639-020-10324-y
  • Dergi Adı: EDUCATION AND INFORMATION TECHNOLOGIES
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Emerging Sources Citation Index (ESCI), Scopus, EBSCO Education Source, Educational research abstracts (ERA), ERIC (Education Resources Information Center), INSPEC
  • Sayfa Sayıları: ss.1607-1625
  • Anahtar Kelimeler: High school teachers, Perceptions towards information and communication technology, Predictive research design, Teaching motivation, Teaching-learning conceptions
  • İstanbul Üniversitesi Adresli: Hayır

Özet

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.