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«February 2015 Volume 5 Issue 1 ISSN: 2146-7463 JOURNAL OF EDUCATIONAL AND INSTRUCTIONAL STUDIES IN THE WORLD February 2015, ...»

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JOURNAL OF EDUCATIONAL

AND INSTRUCTIONAL STUDIES

IN THE WORLD

February 2015

Volume 5 Issue 1

ISSN: 2146-7463

http://www.wjeis.org

JOURNAL OF EDUCATIONAL AND INSTRUCTIONAL STUDIES

IN THE WORLD

February 2015, Volume: 5 Issue: 1 ISSN: 2146-7463 Contact Addresses Prof. Dr. Zeki Kaya, Gazi Üniversitesi, Gazi Eğitim Fakültesi, Eğitim Bilimleri Bölümü 06500 Teknikokullar Ankara/Türkiye E. Mail: wjeis1@gmail.com Phone: +903122028230 Fax: +903122228483 Prof. Dr. Uğur Demiray, Anadolu Üniversitesi, İletişim Bilimleri Fakültesi, Yunusemre Kampüsü, 26470 Eskişehir/Türkiye E. Mail: wjeis1@gmail.com Phone: +905422322167 Assist. Prof. Dr. Ilknur Istifci, Anadolu Üniversitesi, Yabancı Diller Yüksek Okulu, İki Eylül Kampusü, 26470 Eskişehir/Türkiye E. Mail: wjeis1@gmail.com Phone: +902223350580 Sponsors Abstracting & Indexing Journal of Educational and Instructional Studies in the World (WJEIS) is currently indexed, abstracted and listed

starting with the first issue in:

Editors Prof. Dr. Zeki Kaya, Gazi University, Turkey Prof. Dr. Ugur Demiray, Anadolu University, Turkey Assoc. Prof. Dr. Murat Hismanoglu, Usak University, Turkey

COPYRIGHT @ JOURNAL OF EDUCATIONAL AND INSTRUCTIONAL STUDIES IN THE WORLD i

JOURNAL OF EDUCATIONAL AND INSTRUCTIONAL STUDIES

IN THE WORLD

February 2015, Volume: 5 Issue: 1 ISSN: 2146-7463 Associate Editors Assist. Prof. Dr. Huseyin Kafes, Akdeniz University, Turkey Assist. Prof. Dr. Ilknur Istifci, Anadolu University, Turkey Assist Prof. Dr. Mustafa Caner, Akdeniz University, Turkey Eitorial Board Prof. Dr. Abdul Hakim Juri, University of Kuala Lumpur, Malaysia Prof. Dr. Ahmet Mahiroğlu, Gazi University, Turkey Prof. Dr. Ali H. Raddaoui, University of Sfax, Tunisia Prof. Dr. Augustyn Bańka, Nicolaus Copernicus University, Poland Prof. Dr. Boriss Misnevs, Transport and Telecommunication Institute, Latvia Prof. Dr. Emine Demiray, Anadolu University, Turkey Prof. Dr. Ezendu Ariwa, University of Bedfordshire, United Kingdom Prof. Dr. Feyzi Ulug, TODAIE, Turkey Prof. Dr. Francis Glasgow, Guyana University, South America Prof. Dr. Jim Flood, Open University, United Kingdom Prof. Dr. Jozef Gašparík, Slovak University of Technology in Bratislava, Slovakia Prof. Dr. Gonca Telli Yamamoto, Okan University, Turkey Prof. Dr. I. Hakki Mirici, Hacettepe University, Turkey Prof. Dr. K. M. Gupta, Motilal Nehru National Institute of Technology, India Prof. Dr. Mehmet Ali Kısakurek, Ankara University, Turkey Prof. Dr. Mehmet Durdu Karsli, Çanakkale Onsekiz Mart University, Turkey Prof. Dr. Mehmet Kesim, Anadolu University, Turkey Prof. Dr. Mehmet Sisman, Osman Gazi University, Turkey Prof. Dr. Modafar Ati, Abu Dhabi University, United Arab Emirates Prof. Dr. Mohamed Abolgasem Artemimi, Zawia Engineering College, Libya Prof. Dr. Mohamed Ziad Hamdan, Modern Education House, Syria Prof. Dr. Mufit Komleksiz, Cyprus International University,TRNC Prof. Dr. Nedim Gurses, Anadolu University, Turkey Prof. Dr. Paul Kawachi, Bejing Normal University, China Prof. Dr. Ramesh C. Sharma, Indira Gandhi National Open University, India Prof. Dr. Rozhan M. Idrus, School of Distance Education, University Sains, Malaysia Prof. Dr. Santosh Panda, Indira Gandhi National Open University, India Prof. Dr. Sharif H. Guseynov, Transport and Telecommunication Institute, Latvia Prof. Dr. Tamar Lominadze, Georgian Technical University, Georgia Prof. Dr. Tayyip Duman, Gazi University, Turkey Prof. Dr. Tony Townsend, University of Glasgow, United Kingdom Prof. Dr. Valentina Dagiene, Institute of Mathematics and Informatics, Lithuania Prof. Dr. Yoav Yair,The Open University of Israel, Israel Prof. Dr. Yuksel Kavak, Hacettepe University, Turkey Assoc. Prof. Dr. Antonis Lionarakis, Hellenic Open University, Greece Assoc. Prof. Dr. Bahadir Eristi, Anadolu University, Turkey Assoc. Prof. Dr. Emine Kolac, Anadolu University, Turkey Assoc. Prof. Dr. Murat Hismanoglu, Usak University, Turkey Assoc. Prof. Dr. Natalija Lepkova, Vilnius Gediminas Technical University, Lithuania Assoc. Prof. Dr. Shivakumar Deene, Karnataka State Open University, India Assoc. Prof. Dr. Steve Wheeler, University of Plymouth, United Kingdom Assoc. Prof. Dr. Suzan Duygu Eristi, Anadolu University, Turkey Assist. Prof. Dr. Huseyin Kafes, Akdeniz University, Turkey Assist. Prof. Dr. Ilknur Istifci, Anadolu University, Turkey Assist Prof. Dr. Mustafa Caner, Akdeniz University, Turkey Assist. Prof. Dr. Irfan Yurdabakan, Dokuz Eykul University, Turkey Assist. Prof. Dr. Katherine Sinitsa, International Research and Training Center, Ukrania

–  –  –

Assist. Prof. Dr. Merih Taskaya, Akdeniz University, Turkey Assist. Prof. Dr. Roxana Criu, Cuza University, Romania Assist. Prof. Dr. Zdena Lustigova, Charles University, Czech Republic Dr. Hisham Mobaideen, Mu'tah University, Jordan Dr. Simon Stobart, University of Teesside, United Kingdom

–  –  –

Dear WJEIS Readers, WJEIS appears on your screen now as Volume 5, Number 1. In this issue it publishes 10 articles.





Colleagues that are in editorial board worked hard to determine the articles of this issue. There are also some rd articles that were presented in “3 World Conference on Educational and Instructional Studies –WCEIS, 06November 2014”with the contribution of 22 countries. Articles are evaluated by the referees that are either in editorial board or outside the board.

Although WJEIS is a new journal, it has been welcomed with interest. A lot of journals from various universities are in the evaluation process. We would like to thank cordially our colleagues who work hard in editorial board to evaluate the articles, writers who contribute to our journal and all readers.

st 1 February, 2015 Best regards Prof. Dr. Zeki Kaya Prof. Dr. Uğur Demiray Assoc. Prof. Dr. Murat Hişmanoğlu

–  –  –

CONTENTS……………………………………………………………………………………………………………………………………………….……iii From Editors…………………………………………………………………………………………………………………………………………………iv

01. TURKISH K-12 EFL TEACHERS’ ATTITUDES TOWARD ICT INTEGRATION INTO LANGUAGE INSTRUCTION……………………………………………………………………………………………………………………..1 Murat Hismanoglu- TURKEY

02. NETWORK OF STAFF AND TEACHERS IN CHILDCARE SERVICES………………………………………………………………..12 Stanko Blatnik- SLOVENIA, Sanja Selimović- SLOVENIA, Eva Szalma- UNITED KINGDOM, M. Begona Arenas Romero- SPAIN, Renate Hahner- GERMANY, Anne Marie LipphardtGERMANY, Svenja Pokorny- ITALY

03. UNDERSTANDING THE EFFECTS OF THE SCIENCE MUSEUM OF PHYSICS SUBJECTS

OF VOCATIONAL HIGH SCHOOLS STUDENTS…………………………………………………………………………………………………18 Hakan Türkmen, Mehmet Sertkahya- TURKEY

04. POOR RURAL PARENTS AND SCHOOL MANAGEMENT: EXPLORING AFRICAN MODELS

IN ENHANCING PARENTAL INVOLVEMENT…………………………………………………………………………………………………..27 Vuyisile Msila, Tshilidzi Netshitangani- SOUTH AFRICA

05. THE VALIDITY AND RELIABILITY OF TURKISH VERSION OF THE SANTA CLARA STRENGTH

OF RELIGIOUS FAITH QUESTIONNAIRE…………………………………………………………………………………………………………35 Ahmet Akin, Mehmet Emin Turan, Yunus Altundag - TURKEY

06. THE EFFECT OF READING ON IMPROVEMENT OF COMMUNICATION SKILLS……………………………………………39 Çağrı Tuğrul Mart, Behçet Çelik, Mustafa Bingöl, Naci Yıldız- IRAQ

07. TRAINING PROGRAM OF THE NURSING SPECIALIZATION STUDENTS

FOR WORK IN REHABILITATION HOSPITALS…………………………………………………………………………………………………47 Pavlinka P. Dobrilova, Anna M. Marinova, Iveta M. Marinova, Penka A. Marinova- BULGARIA

08. THE ROLE OF TEACHING BASED ON ART THERAPY WITH ORIGAMI METHOD

IN THE DECREASE OF ULTRA-ACTIVE PRE-ELEMENTARY SCHOOL CHILDREN’S IMPULSIVE DISORDER OF

KERMANSHAH TOWNSHIP (IN ROTATIONAL DISOBEDIENCE AND BEHAVIOR DISORDER PARAMETERS)….…..56

Arezou Zarei, Faramarz Malekian - IRAN

09. ACADEMIC SUCCESS, ANXIETY AND DEPRESSIVENESS AS THE PREDICTORS

OF LIFE SATISFACTION AMONG THE STUDENTS…………………………………………………………………………………………..63 Dušan Ranđelović, Miroslav Krstić, Jelena Babić-Antić -SERBIA

10. CREATIVE THINKING SKILLS ANALYZES OF VOCATIONAL HIGH SCHOOL STUDENTS…………………………………74 Hakan Türkmen, Mehmet Sertkahya- TURKEY

–  –  –

Abstract This study aims at revealing K-12 EFL teachers’ attitutes toward ICT integration into language instruction and explicating the factors impeding their positive attitudes. One hundred and eighty five K-12 EFL teachers (45 males) from Turkish primary and secondary education involved in the study. The methodology deployed in the study is mixed-method, including both quantitative and qualitative approaches to gathering, analyzing, interpreting, and reporting data. The results of the study unearthed K-12 EFL teachers’ fair ICT competence, their positive ICT attitudes, a number of barriers to and prominent suggestions for ICT integration into language education.

Key Words: Attitudes, language teachers, information and communication technology, foreign language teaching, ICT competence.

INTRODUCTION

The use of modern technology in teaching languages has gained momentum world-wide over the past decade (e.g., Chen, Belkada, & Okamoto, 2004; Warner, 2004). Information and communication technology (ICT) establishes an effective learning environment and it alters the learning and teaching process in which students are engaged in knowledge in an active, self directed and constructive way (Volman & Van Eck, 2001). Since countries view ICT as an effective tool for change and innovation in education (Eurydice, 2001; Papanastasiou & Angeli, 2008), they make investment in ICT. To illustrate, Turkey spent about $ 400 per person, and allocated 11.7% of its budget to ICT. However, this rate is lower than those of Europe and Central Asia, which allocate 22% of their budget to ICT, but higher than the rates in developing countries (World Bank, 2007).

The Turkish Ministry of National Education (MNE) struggles to disseminate ICT at schools just like other countries do to resolve educational problems and enable innovation in education. According to the objectives of Lisbon Submit in 2002, the European Union has been trying to make a shift to information-based economy and community and maximize digital literacy (Commission of European Communities, 2005). In this regard, the MNE attempts to establish computer labs and provide Internet connection at schools. Statistically, the schools having Internet connection in 2005 rose from 40% (World Bank, 2007) to 68.1% in 2006 (SPO, 2008). In addition, by 2001, 67% of 520 thousand teachers were taught computer courses (MNE, 2002). Aside from the opportunities provided by schools, the MNE established 6412 computer labs and about 124 thousand computers were distributed to schools. By the end of 2007, this number amounted to 604,000. In 2008, nearly 87% of 45,973 schools in formal education had Internet connection (MNE, 2008a, 2008b).

In spite of heavy expenditure on ICT infrastructure, it is disregarded that it is the teacher who will employ it in the classroom as a part of the curriculum (Niederhauser & Stoddart, 2001). Even if a school has ICT hardware and software, whether they are utilized efficiently or inefficiently depends on teachers. Nevertheless, how these teachers perceive these reform efforts is highly linked with variables such as belief and experience, level of knowledge, attitude toward ICT, educational applications, achievement expectations and learning-teaching approaches (Lim & Khine, 2006).

–  –  –

Although a number of research studies have been conducted to investigate teachers’ attitudes toward ICT integration into language instruction (e.g., Albirini 2006; Drent & Meelissen 2008; Afshari, Bakar, Luan, 2009), very few studies (e.g., Schoepp 2005; Empirica 2006) elucidated the factors obstructing K-12 EFL teachers’ positive attitudes toward ICT implementation. Under the light of these facts, the main purpose of this research study is not only to investigate K-12 EFL teachers’ attitudes toward ICT integration into language instruction but also unearth the factors obstructing their positive attitudes.

METHOD

Research Design The methodology employed in this study is mixed-method, covering both quantitative and qualitative approaches to collecting, analyzing, interpreting, and reporting data. A mixed-method research design incorporates the strengths of both qualitative and quantitative approaches, offsets their different weaknesses and provides a more comprehensive and complete set of data. Onwuegbuzie and Leech (2004) state that mixed methods research as the third research paradigm can help bridge the schism between quantitative and qualitative research. Methodological work on the mixed methods research paradigm can be viewed in several recent books (Creswell, 2003; Johnson & Christensen, 2004). In this study, the strategy of inquiry utilized in the quantitative part of the study is a questionnaire, while the strategy of inquiry deployed in the qualitative part is an interview.

Research Questions (1) What are K-12 EFL teachers’ levels of ICT competence?

(2) What are K-12 EFL teachers’ attitudes toward ICT integration into language instruction?

(3) What are the barriers that K-12 EFL teachers encounter when trying to infuse ICT into language instruction?



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