Atilim University (TURKEY)
About this paper:
Appears in: EDULEARN16 Proceedings
Publication year: 2016
Pages: 5318-5322
ISBN: 978-84-608-8860-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2016.2271
Conference name: 8th International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2016
Location: Barcelona, Spain
Information Communication Technology (ICT) tools contribute to high quality lessons since they have potential to increase students’ motivation, connect students to many information sources, support active in-class and out-class learning environments, and let instructors to allocate more time for facilitation. Therefore, use of ICT tools in teaching and learning process becomes a great area of research for many educators. These technologies increase students’ motivation, self-confidence and self esteem to learn. Additionally, new technologies usually encourage independent and active learning, as a result, the students feel more responsible for their own learning. Considerable number of research on the contribution of ICT in modernizing learning and teaching, triggers attempts to incorporate these technologies in order to benefit in terms of quality of education, flexibility, access, and its cost.

Therefore, this study aims to:
(1) reveal to what extend instructors use ICT tools in their courses and determine what ICT tools they utilize
(2) assess the contribution of ICT to learning and teaching both from students and instructors’ perspectives.

As a qualitative case study research, semi-structured interviews were carried with participants. The participants were purposively selected since the researchers needed experienced instructors on these issues. The students participated in the study voluntarily. All interview sessions were type recorded and the data was transcribed verbatim. Both students’ and instructors’ responses indicated that there is a common belief that when these tools are employed, students’ success will increase. Students verified that the use of educational technologies makes them to feel more successful. Instructors stated that such tools crates more organized learning and alert instructor to search for best tools for students, and let course materials accessible whenever students need. One of the students stated that when instructor uses such tools, learning environments become more stimulating when compared to traditional settings. Similarly, instructors stated that although there are number of factors impeding the whole utilization of ICT tools, they agree that traditional teaching is old fashioned and ineffective in these days. Based on the responses obtained, we can state that instructors lacks in explaining and evaluating carefully the impact of ICT tools that may enhance or support students’ in-depth learning. Their statements are generally anecdotal rather than data driven. Also, lack of motivation among faculty members was perceived as obstacle to fully adopt ICT. Our work-in-progress attempts will address many other issues and direct valuable recommendations for further studies.
ICT, teaching-learning, higher education, qualitative research.