Abstract:

This study aimed to explore new approaches to empower teachers' ICT competencies and beliefs to use ICT effectively in their classrooms. Professional Development (PD) design was based on four dimensions identified by Fishman et al. (2003) : 1) content, 2) strategies, 3) site and 4) media.

PD content was defined on topics such as visual design principles, Web 2.0 technologies etc.These content and tasks related to the topics were delivered to participants for six weeks. PD Strategies were based on five criteria derived from both experimental and qualitative studies regarding technology related PD programs.

These criteria were determined as follows:
a) using the course instructor as a role model (Tondeur et al, 2012),
b) to study on concrete topics related teachers' own teaching practice (Usluel et al., 2012),
c) reflecting beliefs about technology in education (Doherty, 2011; Tondeur et al., 2012),
d) collaborating with peers (Polly & Hannfin, 2010). PD strategy was based on the assumption of teaching ICT hands on.

For example, online mind maps were utilized to make them understand how they can use the tool when they are teaching. Concrete tasks such as preparing presentations according to visual design principles were given to teachers in order to study on real life examples. Also teacher reflections were shared such as how can Web 2.0 tools could be used in education. Finally, teachers prepared plans for integrating ICT on specific topics with colleagues. PD program was carried out on Moodle as PD media and in the school computer laboratory as PD site with a combination of face to face and online environments.

Teachers' reflections regarding ICT competencies and, beliefs were collected after the PD programme ended. Data was collected from 15 secondary school teachers through semi structured interview, documents and focus group interviews. As a result of data analysis, teachers expressed that there is a positive change in their competencies, belief and intention to establish ICT integration. The results suggested that PD design was useful in supporting teachers regarding ICT integration. Recommendations for effective strategies and content were discussed while acknowledging the limitations of the current study.

References:
[1] Doherty, I. (2011). Evaluating the impact of educational technology professional development upon adoption of Web 2.0 tools in teaching. Australasian Journal of Educational Technology. 27(3), 381-396.
[2] Fishman, B. J., Marx, R. W., Best, S., & Tal, R. T. (2003). Linking teacher and student learning to improve professional development in systemic reform. Teaching and teacher education, 19(6), 643–658.
[3] Kim, M. C., Hannafin, M. J. (2011). Scaffolding problem solving in technology-enhanced learning environments (TELEs): Bridging research and theory with practice. Computers and Education, 56(2), 403-417.
[4] Tondeur, J., van Braak, J., Sang, G., Voogt, J., Fisser, P., Ottenbreit-Leftwich, A. (2012). Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers & Education, 59(1), 134-144.
[5] Usluel, Y. K., Kalaycı, E., Bilgiç, H. G., Uslu N. (2011). Öğrenme öğretme süreçlerine BİT entegrasyonu ve mesleki gelişim: FATİH projesi örneği. Presented at the 10th International Educational Technology Conference (IETC), 25 –27, May 2011.

Keywords:

Professional development, ICT integration, Teachers.