Analysis of Teachers’ Attitude towards Internet Use: Example of Chemistry Teachers
Affiliation(s)
Computer Education and Instructional Technology Department, Kahramanmara? Süt?üimam University, Kahramanmara?, Turkey. Elementary Science Education Department, Kahramanmara? Süt?üimam University, Kahramanmara?, Turkey.
Computer Education and Instructional Technology Department, Kahramanmara? Süt?üimam University, Kahramanmara?, Turkey. Elementary Science Education Department, Kahramanmara? Süt?üimam University, Kahramanmara?, Turkey.
ABSTRACT
Web technology is changing rapidly every day and the Internet has become a life for people all over the world. It is obvious that the life of societies is in a process of change, as new habits are acquired. Even though Internet use is one of the new social habits, it is one of the most important factors that induce this change as regards the convenience it brings to communication and other areas. The widespread use of Internet implies the idea that it can also be more widely used for educational purpose. Since chemistry teachers have a very important function in education, the determination of teachers’ attitude towards Internet use is also important. In the literature it is possible to see many studies on teacher candidates’ attitude towards Internet use; however studies on appointed teachers’ attitude are not very common. In our study, which aims to determine the attitude of appointed chemistry teachers according to different variables, we used the Internet use attitude scale. Participant teacher’s attitude towards Internet use was analyzed and interpreted according to the variables of gender, years on the job, type of school at which they are teaching, and duration of their weekly Internet use. It was seen that a vast majority of the teachers have personal computers, they connect to Internet at home and have positive attitude towards Internet use. It was also seen that female teachers have more positive attitude than male teachers in use of Internet for social interaction and communication.
Web technology is changing rapidly every day and the Internet has become a life for people all over the world. It is obvious that the life of societies is in a process of change, as new habits are acquired. Even though Internet use is one of the new social habits, it is one of the most important factors that induce this change as regards the convenience it brings to communication and other areas. The widespread use of Internet implies the idea that it can also be more widely used for educational purpose. Since chemistry teachers have a very important function in education, the determination of teachers’ attitude towards Internet use is also important. In the literature it is possible to see many studies on teacher candidates’ attitude towards Internet use; however studies on appointed teachers’ attitude are not very common. In our study, which aims to determine the attitude of appointed chemistry teachers according to different variables, we used the Internet use attitude scale. Participant teacher’s attitude towards Internet use was analyzed and interpreted according to the variables of gender, years on the job, type of school at which they are teaching, and duration of their weekly Internet use. It was seen that a vast majority of the teachers have personal computers, they connect to Internet at home and have positive attitude towards Internet use. It was also seen that female teachers have more positive attitude than male teachers in use of Internet for social interaction and communication.
Cite this paper
Tekerek, M. & Ercan, O. (2012). Analysis of Teachers’ Attitude towards Internet Use: Example of Chemistry Teachers. Creative Education, 3, 296-303. doi: 10.4236/ce.2012.33047.
Tekerek, M. & Ercan, O. (2012). Analysis of Teachers’ Attitude towards Internet Use: Example of Chemistry Teachers. Creative Education, 3, 296-303. doi: 10.4236/ce.2012.33047.
References
[1] Arslan, A., & Erdo?an, Y. (2006). Investigating the correlations between Turkish students’ personality characteristics and Internet attitudes. Proceedings of the 5th WSEAS International Conference on Education and Educational Technology, Tenerife, 16-18 December 2006, 28- 33. [2] Becker, H. (1999). Internet use by teachers: Conditions of professional use and teacher-directed student use. Irvine, CA: Center for Research on Information Technology and Organizations. [3] Biri?ci, S., Metin, M., & Karaka?, M. (2009). Prospective elemantary teachers’ attitudes toward computer and Internet use: A sample from Turkey. World Applied Sciences Journal, 6, 1433-1440. [4] Chen, V. J., Lin, C., Yen, C. D., & Linn, K. P. (2011). The interaction effects of familiarity, breadth and media usage on web browsing experience. Computers in Human Behavior, 27, 2141-2152. doi:10.1016/j.chb.2011.06.008 [5] Erdem, M., & Akkoyunlu, B. (2002). Information literacy skills and characteristics of learning environments on equipping students with these skills. Journal of Qafqaz University, 9, 125-132. [6] Hürriyet, A. (2010). Poisoned gas panic in Marmara University. URL (last checked 15 October 2012). http://www.hurriyet.com.tr/gundem/16052842.asp [7] ??man, A., & Dabaj, F. (2004). Attitudes of students towards Internet. URL (last checked 15 August 2011). http://tojde.anadolu.edu.tr/tojde16/articles/dabaj.htm [8] Joo, J. E. (1999). Cultural issues of the Internet in classrooms. British Journal of Educational Technology, 30, 245-250. doi:10.1111/1467-8535.00113 [9] Karaman, S., & A??ky?ld?z, M. (2006). Chemistry prospective teachers’ attitudes toward using Internet resources and difficulties. Ahi Evran University Faculty of Education Journal, 7, 207-215. [10] Karasar, N. (2000). Scientific research methods—Term, scopes, tecniques. Ankara: Nobel Publication. [11] Lenhart, A., Purcell, K., Smith, A., & Zickuhr, K. (2010). Social media & mobile Internet use among teens and young adults. Washington DC: Pew Research Center. [12] Luan, W. S., Fung, N. S., Nawawi, M., & Hong, T. S. (2005). Experienced and inexperienced Internet users among pre-service teachers: Their use and attitudes toward the Internet. Educational Technology & Society, 81, 90-103. [13] Lynch, O. (1998). All change please. Times Educational Supplement Online, 35. [14] Odaba??, H. F., ?oklar, A. N., & Kabak??, I. (2007). The new world: Internet—What are the responsibilities of parents in the new world. Aybast? Kabata? Symposium, 8, 1-9. [15] Okay, ?. (2010). A research on investigation of Internet using purposes of technical teacher candidates. Electronic Journal of Machine Technologies, 7, 97-109. [16] Rowand, C. (2000). Teacher use of computers and the Internet in public schools. Washington DC: National Center for Education Statistics. [17] Schrader, P. G., Leu, D. J., Kinzer, C. K., Ataya, R., Teale, W. H., Labbo, L. D., & Cammack, D. (2003). Using Internet delivered video cases, to support pre-service teachers’ understanding of effective early literacy instruction: An exploratory study. Instructional Science, 31, 317-340. doi:10.1023/A:1024690111227 [18] Tav?anc?l, E., & Keser, H. (2002). Developing a teachers using attitudes towards Internet scale. Educational Science and Practice, 1, 79-100. [19] Teo, T. (2008). Pre-service teachers’ attitudes towards computer use: A Singapore survey. Australasian Journal of Educational Technology, 24, 413-424. [20] Tuncer, N. (2000). Internet use by children. Turkish Librarians, 14, 205- 212. [21] Usta, E., Bozdo?an, A. E., & Yild?r?m, K. (2007). Evaluating elementary pre-service teachers’ attitudes toward Internet use. Ahi Evran University Faculty of Education Journal, 8, 209-222. [22] Wallace, R. M. (2004). A framework for understanding teaching with the Internet. American Educational Research Journal, 41, 447-488. doi:10.3102/00028312041002447 [23] Wong, S. L., Ng, S. F., Mokhtar N., & Tang, S. H. (2005). Experienced and inexperienced Internet users among pre-service teachers: Their use and attitudes toward the Internet. Journal of Educational Technology & Society, 8, 90-103. [24] Yal??nalp, S., & A?kar, P. (2003). Investigation of aims of information search of students Internet using style. The Turkish Online Journal of Educational Technology, 2, 100-107. [25] Zimmerer, C., Thiele, S., Salzer, R., Krauseneck, A., & Koerndle, H. (2003). Internet teaching: Laboratory course in analytical chemistry. Microchimica Acta, 142, 153-159. doi:10.1007/s00604-003-0012-6
[1] Arslan, A., & Erdo?an, Y. (2006). Investigating the correlations between Turkish students’ personality characteristics and Internet attitudes. Proceedings of the 5th WSEAS International Conference on Education and Educational Technology, Tenerife, 16-18 December 2006, 28- 33. [2] Becker, H. (1999). Internet use by teachers: Conditions of professional use and teacher-directed student use. Irvine, CA: Center for Research on Information Technology and Organizations. [3] Biri?ci, S., Metin, M., & Karaka?, M. (2009). Prospective elemantary teachers’ attitudes toward computer and Internet use: A sample from Turkey. World Applied Sciences Journal, 6, 1433-1440. [4] Chen, V. J., Lin, C., Yen, C. D., & Linn, K. P. (2011). The interaction effects of familiarity, breadth and media usage on web browsing experience. Computers in Human Behavior, 27, 2141-2152. doi:10.1016/j.chb.2011.06.008 [5] Erdem, M., & Akkoyunlu, B. (2002). Information literacy skills and characteristics of learning environments on equipping students with these skills. Journal of Qafqaz University, 9, 125-132. [6] Hürriyet, A. (2010). Poisoned gas panic in Marmara University. URL (last checked 15 October 2012). http://www.hurriyet.com.tr/gundem/16052842.asp [7] ??man, A., & Dabaj, F. (2004). Attitudes of students towards Internet. URL (last checked 15 August 2011). http://tojde.anadolu.edu.tr/tojde16/articles/dabaj.htm [8] Joo, J. E. (1999). Cultural issues of the Internet in classrooms. British Journal of Educational Technology, 30, 245-250. doi:10.1111/1467-8535.00113 [9] Karaman, S., & A??ky?ld?z, M. (2006). Chemistry prospective teachers’ attitudes toward using Internet resources and difficulties. Ahi Evran University Faculty of Education Journal, 7, 207-215. [10] Karasar, N. (2000). Scientific research methods—Term, scopes, tecniques. Ankara: Nobel Publication. [11] Lenhart, A., Purcell, K., Smith, A., & Zickuhr, K. (2010). Social media & mobile Internet use among teens and young adults. Washington DC: Pew Research Center. [12] Luan, W. S., Fung, N. S., Nawawi, M., & Hong, T. S. (2005). Experienced and inexperienced Internet users among pre-service teachers: Their use and attitudes toward the Internet. Educational Technology & Society, 81, 90-103. [13] Lynch, O. (1998). All change please. Times Educational Supplement Online, 35. [14] Odaba??, H. F., ?oklar, A. N., & Kabak??, I. (2007). The new world: Internet—What are the responsibilities of parents in the new world. Aybast? Kabata? Symposium, 8, 1-9. [15] Okay, ?. (2010). A research on investigation of Internet using purposes of technical teacher candidates. Electronic Journal of Machine Technologies, 7, 97-109. [16] Rowand, C. (2000). Teacher use of computers and the Internet in public schools. Washington DC: National Center for Education Statistics. [17] Schrader, P. G., Leu, D. J., Kinzer, C. K., Ataya, R., Teale, W. H., Labbo, L. D., & Cammack, D. (2003). Using Internet delivered video cases, to support pre-service teachers’ understanding of effective early literacy instruction: An exploratory study. Instructional Science, 31, 317-340. doi:10.1023/A:1024690111227 [18] Tav?anc?l, E., & Keser, H. (2002). Developing a teachers using attitudes towards Internet scale. Educational Science and Practice, 1, 79-100. [19] Teo, T. (2008). Pre-service teachers’ attitudes towards computer use: A Singapore survey. Australasian Journal of Educational Technology, 24, 413-424. [20] Tuncer, N. (2000). Internet use by children. Turkish Librarians, 14, 205- 212. [21] Usta, E., Bozdo?an, A. E., & Yild?r?m, K. (2007). Evaluating elementary pre-service teachers’ attitudes toward Internet use. Ahi Evran University Faculty of Education Journal, 8, 209-222. [22] Wallace, R. M. (2004). A framework for understanding teaching with the Internet. American Educational Research Journal, 41, 447-488. doi:10.3102/00028312041002447 [23] Wong, S. L., Ng, S. F., Mokhtar N., & Tang, S. H. (2005). Experienced and inexperienced Internet users among pre-service teachers: Their use and attitudes toward the Internet. Journal of Educational Technology & Society, 8, 90-103. [24] Yal??nalp, S., & A?kar, P. (2003). Investigation of aims of information search of students Internet using style. The Turkish Online Journal of Educational Technology, 2, 100-107. [25] Zimmerer, C., Thiele, S., Salzer, R., Krauseneck, A., & Koerndle, H. (2003). Internet teaching: Laboratory course in analytical chemistry. Microchimica Acta, 142, 153-159. doi:10.1007/s00604-003-0012-6