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O. Sahin-Izmirli1, I. Kabakci-Yurdakul2

1Canakkale Onsekiz Mart University (TURKEY)
2Anadolu University (TURKEY)
Information and communication technologies (ICTs) have located in all areas in the life. ICT as a tool or medium facilitates life. ICT as a facilitator has located in the field of education. In this perspective, the following question is important: “If ICT is necessary for teaching the subject, how can we integrate ICT in education?”. It is reported that ICT integration firstly begins with teacher training rather than creation of ICT infrastructure (World Links, 2007). In this context, ICT integration is defined as using ICT as a tool for the achievement of the course targets (Koçak Usluel, Kuşkaya Mumcu & Demiraslan, 2007). For students to use ICT tools effectively, teachers are needed to be successful in the ICT integration. It is important for effectively ICT integration in education that performing professional development activities for teachers or teacher candidates are better trained about ICT integration. In this context, opportunities of ICT integration experience should be presented during the training of preservice teachers is a hot topic throughout the world (Organisation for Economic Co-operation and Development [OECD], 2008, 2010). In Turkey "Teaching Practice" course is given in the Faculties of Education as an opportunity for teacher candidates to practice of their pedagogical knowledge and skills. In this course context, teacher candidates carry out a practice taking six hours a week under the control of teachers in schools and supervisors in universities. The purpose of this research was to investigate transformation indicators of preservice Information Technology (IT) teachers’ micro level ICT integration practices. In this research, which survey model was used, data collected with adapted version of learning activities survey (King, 2009), modified version of King’s (2009) interview form, and focus group interview form. Both quantitative and qualitative data were collected. The research was conducted in the context of teaching practice course given at the department of Computer Education and Instructional Technology in Education Faculty in the 2011-2012 spring semester. Participants of this research were 54 preservice IT teachers. The data obtained from this study were interpreted within the framework of the Mezirow's (1991) 10 phases transformative learning. According to results, it was determined most of the preservice teachers were in the disorienting dilemma (82.4%) and self-examination stages (76.5%). And it was determined that there was not any preservice teachers who did not have transformation.