Creating technology-enriched classrooms: implementational challenges in Turkish education

Abstract

This paper provides an overview of the status of educational technology in Turkey. In the face of severe social and economic challenges, many developing nations, including Turkey, are looking to education as a potential remedy. Recognizing that in an increasingly technology-dependent world, information and communications technology skills and knowledge are critical in order to compete in the global marketplace, Turkey is firmly committed not only to improving its education system, but also to incorporating the use of educational technologies into the instructional strategy and curriculum used in schools. This is a critical initiative because, as research shows, technology-enriched educational environments can provide students with significantly expanded learning opportunities, which are linked with increased levels of academic achievement. However, like many other developing countries, Turkey is struggling to overcome a number of serious barriers to full technology integration at the classroom level, the most significant of which is non-compliance on the part of teachers. With respect to technology use in education, teachers are consistently failing to utilize technological tools for instruction purposes, for a variety of reasons. Turkey must address these reasons in order to ensure that the agenda of technology adoption into schools, an enormously expensive undertaking, does not fail.

Keywords:

• technology integration
• technology use in education
• Turkey
• educational technology

Notes on contributor

Serhat Kurt is an instructional designer at Minnesota State University in Mankato, USA. Before moving to Minnesota, Kurt worked as an assistant professor in the School of Education at Ataturk University in Turkey. Kurt has a master's degree from Purdue University. He received his PhD degree in Education from The University of Illinois at Urbana-Champaign. His research interests include distance education, Web 2.0 and the semantic web and their implications for education, open education and accessible education.