Students' Expectations on the Use of Information and Communication Technologies in Instruction in a Kyrgyzstan University
Author(s):
Gulshat Muhametjanova (presenting / submitting) Kursat Cagiltay
Conference:
ECER 2012
Network:
21. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Format:
Paper

Session Information

ERG SES H 11, Technology

Parallel Paper Session

Time:
2012-09-18
13:15-14:45
Room:
FCEE - Aula 4.3
Chair:

Contribution

INTRODUCTION

There are a number of key factors influencing teachers’ integration of technology into instruction, such as their attitudes toward teaching and learning (Cuban, 2001), their beliefs about instructional process (Ertmer, 1999). Furthermore, such factors as lack of time, lack of equipment, lack of training were defined by Beggs (2000) and Newhouse (1999) as barriers to technology integration.

Regarding the integration of technology into education there exist many studies about the situation in developed countries but, almost no studies from Former Soviet Union Countries.

This research was conducted in Kyrgyzstan-Turkey Manas University located in Bishkek, Kyrgyzstan. Manas University considered as young university with about 3500 students and 200 full-time instructors; it was opened in 1995 jointly by governments of Kyrgyzstan and Turkey (Manas University students’ statistics, 2010).  Within good technological base in comparison with other governmental universities in Kyrgyzstan, no study was conducted to identify how technology is used by instructors and students, and what are the expectation of students and instructors regarding use of technology during instruction.

The objective of this study is to help the administration and instructors to integrate technology more effective into instruction by considering students’ expectations, and perceptions on ICT usage during instruction. The main research questions that guided this study are presented below: 1. What is the students’ level of ICT use? 2. What is the students’ expectations regarding instructors’ use of ICT?

Method

METHOD 200 students (85 males and 115 females) of the Manas University in 2010-2011 fall semesters were the sample of this study. Questionnaire was used as a data collection method with close-ended and open-ended questions. The questionnaire for students consists of questions related questions related to demographic information of the students, Level of Instructors and students’ use of technology during and after instruction, and students’ expectations on ICT use from instructors. The questionnaire for students was adapted from Tinmaz (2004) study. The items of the questionnaire consist of demographic information, Likert type questions related to the degree of using technology during instruction; competency in using technology; attitudes towards possible barriers, and perceptions towards better integrating technology. To check the reliability and validity of instruments peer reviews were obtained from three graduate students, and three experts in the field, who examined the questionnaire, and in response to their feedback instrument were revised. Furthermore, a pilot study was conducted with 60 students and Cronbach alpha was calculated as .84 (for students’ questionnaire) denoting as satisfactory reliability. Questionnaire was distributed to students at the beginning of 2010-2011 fall semesters. Permission from the university administration as well as from the instructors was obtained.

Expected Outcomes

Descriptive results on Technologies used by Instructors and Students and Expected technologies and methods in classroom will be presented. The results of this study will contribute to Kyrgyzstan Turkey Manas University. In addition, the results might be useful in strategic planning of the university. Moreover, other universities in Kyrgyzstan and Ministry of education might benefit from the results of this study. CONCLUSION According to results, students state that only 4.5% of instructors use Internet for the instructional purposes. At the same time students use internet, cell phones, and forum for educational purposes. They expect from instructors use of rich learning environments with simulations, videos related with topic, internet based communication through emails and forums, and e-learning platform. It can be concluded, that instructors need training on how to integrate ICT into instruction.

References

1. Cuban, L. (2001). Oversold and underused: Computer in the classroom. Cambridge, MA: Harvard University Press 2. Ertmer, P. (1999). Addressing first-and second-order barriers to change: strategies for technology integration. Educational Technology Research and Development, 47 (4), 47-61. 3. Beggs, T. A. (2000). Influences and barriers to the adoption of instructional technology. Retrieved November 24, 2009 from www.mtsu.edu/%7Eitconf/proceed00/beggs/beggs.htm 4. Newhouse, P. (1999). Examining how teachers adjust to the availability of portable computers. Australian Journal of Educational Technology, 15(2), 148-166. Retrieved December 06, 2009 from www.ascilite.org.au/ajet/ajet15/newhouse.html 5. Computer Center (2009), Manas University, August 2009 6. Tinmaz, H. (2004), An assessment of preservise teachers’ technology perception in relation to their subject area, Middle East Technical University

Author Information

Gulshat Muhametjanova (presenting / submitting)
Middle East Technical University
Computer Education and Instructional Technologies
Ankara
Kursat Cagiltay
Middle East Technical University, Turkey

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