Academic journal article Kuram ve Uygulamada Egitim Bilimleri

The Use of Tablet PC and Interactive Board from the Perspectives of Teachers and Students: Evaluation of the FATIH Project*

Academic journal article Kuram ve Uygulamada Egitim Bilimleri

The Use of Tablet PC and Interactive Board from the Perspectives of Teachers and Students: Evaluation of the FATIH Project*

Article excerpt


The main purpose of this study was to evaluate the early implementation results of the "Movement of Enhanci ng Opportunities and Improving Technology", abbreviated as FATIH project from the perspectives of participating teachers and students. Specifically, to investigate (a) whether or not Interactive Boards (IB) and Tablet Comput- ers distributed to teachers and students in the pilot schools were used, (b) the effectiveness of those technolo- gies in teaching and learning, and (c) the problems and issues emerged with regard to use of IB and Tablet computers. To accomplish these goals, 11 schools from U different cities were selected. Different data collection instruments (teacher and student questionnaires, semi-structured interviews, in-class observations, and focus groups] were used. The collected data were analyzed using the techniques and procedures of mixed method approach. The results revealed that although there is a promising use of IB, there is limited, in some cases no, use of Tablet computers. Both teachers and students were in favor of IBs, but were also skeptical about Tablet computers. In addition to technical problems, some pedagogical and professional development issues were found to be important results.

Key Words

FATiH Project, Information Technologies, Tablet PC and Interactive Board Use, Perspectives of Teachers and Students, Technology Integration.

It is inconceivable that the technology, specifically the information technologies (IT), cannot be kept out of educational systems especially in such an era in which the technological advances are everywhere (Friedman, 2005). Considering the benefits and changes technology brought to in other fields (i.e. banking, e-commerce, communication), educators in the world and in Turkey have been studying and discussing the possibility of technology use in teaching and learning activities through various projects and research studies. According to Çakiroglu, Akkan, and Güven (2012), technology integration in educational settings is considered as the one of the fundamental reforms. In this sense, US and some other developed countries' governments and institutions have already initiated technology integration projects with large amount of budgets to transform their educational systems (Chen, Kao, & Sheu, 2003; Crompton & Keane, 2012; Dale, 2008; Joureau, 2011; Milli Egitim Bakanhgi [MEB], 2012a; Ricci, 2011; Quality Education Data, 2004; Russell, O'Dwyer, Bebell, & Tao, 2007; Saine, 2012; Vallance &Numata, 2011).

Similar to the projects implemented in many developed countries, with the aim of enabling equal opportunities to all students (Anderson & Dexter, 2005; Atal & Usluel, 2011; Bonifaz & Zucker, 2004; Coppock, Smith, & Howell, 2009; Dailyrecord, 2010; Eren & ízmirli, 2012; Ertmer, Ottenbreit-Leftwich, Sadik, Sendurur, & Sendurur, 2012; Fri-tic, 2012; Fourgous, 2010; Gateway, 2004; Ingram, Willcutt, & Jordan, 2008; Kim & Jung, 2010; Laptops for Learning Task Force, 2004; Lesardoises, 2012; Lewin & Luckin, 2010; Lowther, Strahl, Inan, & Ross, 2008; Marcant ,2012; Massé, 2012; News Report, 2007; Ntdtv, 2011; Prensky, 2001; Saran & Seferoglu 2010; Seferoglu, 2009; U.S. Department of Education, Office of Educational Technology, 2010; Windschitl & Sahl, 2002). Turkey has also started piloting its government supported technology integration project-FATIH in 2012 at 52 public schools (4 elementary, 48 high school) and planned to extend the project to all public schools in next few years (MEB, 2012b, 2012c).

The main objective of the project has been determined as to transform schools into more productive places in which students learn better. More specifically, the main objectives of the FATÎH project are to:

(1) Provide equal educational opportunities to students from different regions; (2) to improve information technologies used in schools, and (3) to integrate technology into teaching and learning activities to support students' learning (MEB, 2012c). …

Search by... Author
Show... All Results Primary Sources Peer-reviewed


An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.