Teachers’ Views on an ICT Reform in Education for Social Justice

Bulent Tarman; Ahmet Baytak; Harun Duman

doi:10.12973/eurasia.2015.1445a

Full Text (PDF)

Bulent Tarman ¹ ^* , Ahmet Baytak ², Harun Duman ³

More Detail

¹ Gazi University² Harran University³ Ministry of National Education (MoNE)^* Corresponding Author

Abstract

Background:
FATIH project (Movement of Enhancing Opportunities and Improving Technology) is an information and communication technologies (ICT) project to promote social justice for all schools in Turkey.

Materials and methods:
This study aims to explore how the FATIH project ensures social justice in the context of education.

Results:
The finding of the study shows that the teachers have hope that the project will overcome some injustice issues in TES but there are new injustice appearing with the project as well.

Conclusions:
Reforms are expected to change parts of a system that has problem or redesign the system to work with new technology.

Keywords

teaching
ICT
social justice

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 11, Issue 4, 2015, 865-874

https://doi.org/10.12973/eurasia.2015.1445a

Publication date: 13 Jul 2015

Article Views: 2658

Article Downloads: 1532

Open Access References How to cite this article

References

Banister, S. & Reinhart, R. V. (2011). TPCK for impact: Classroom teaching practices that promote social justice and narrow the digital divide in an urban middle school. Computers in the Schools, 28(1), 5-26.
Baytak, A. (2011). Reforms for technology integhration into Turkish Education System. Robert V (ed) Progress in Education, 26, 183-192.
Dyson, F. (1997). Technology and social justice, Carnigie Concil on Ethics and International Affairs 7-25.
French, S. (2007). Discourses in gender and technology: Taking a feminist gaze. E. Rooksby & J. Weckert (eds) Information Technology and Social Justice. Hershey: IGI Global, 171-188.
Furman, G. C. & Shields, C. M. (2003). How can educational leaders promote and support social justice and democratic community in schools?. Paper presented at Annual Meeting of the American Educational Research Association, Chicago, USA.
Gale, T. (2011). Social justice in Australian education: rethinking what we know for contemporary times. Keynote Speech delivered to the 2011 Australian College of Educators National Conference, July 2011 Available from http://austcolled.com.au/sites/default/files/document s/Keynote_2_GalePaper_0.pdf
Garii, B. & Rule, A. C. (2009). Integrating social justice with mathematics and science: An analysis of student teacher lessons. Teaching and Teacher Education, 25(3), 490-499.
Graham, M. (2011). Time machines and virtual portals: The spatialities of the digital divide. Progress in Development Studies, 11(3), 211–227.
Hellsten, S. K. (2007). From information society to global village of wisdom? E. Rooksby & J. Weckert (eds) Information Technology and Social Justice. Hershey: IGI Global, 1-28.
Horenczyk, G. & Tatar, M. (2002). Teachers’ attitudes towards multiculturalism and their perceptions of the school organizational culture. Teaching and Teacher Education 18(4), 435-445.
Light, A. & Luckin, R. (2008). Designing for social justice: people, technology, learning. Retrieved from www.futurelab.org.uk/openingeducation
MEB. (2013). FATIH projesi. Retrieved from http://fatihprojesi.meb.gov.tr
Philpott. R. & Dagenais. D. (2012). Grappling with social justice: Exploring new teachers' practice and experiences. Education, Citizenship and Social Justice 7, 85- 99.
Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon 9(5). 1-6.
Ransom, L. S. (2009). Sowing the seeds of citizenship and social justice : Service-learning in a public speaking course. Education, Citizenship and Social Justice, 4, 211-226.
Rawls, J. (1971). Theory of Justice. Harvard University Press: Cambridge
Rooksby, E. & Weckert, J. (2007). Preface. E. Rooksby & J. Weckert (eds) Information Technology and Social Justice. Hershey: IGI Global, vi-xvi.
Sen, A. (2010). The Idea of Justice. London: Penguin.
Sonu, D. Oppenheim, R. Epstein, S. E. & Agarwal, R. (2012). Educators Taking responsibility: The multiple and shifting positions of social justice, Education, Citizenship and Social Justice, 7, 175-191.
Syverson, P. (2007). An open assessment manifesto. The learning record. Retrieved from http://www.learningrecord.org/assessmentmanifesto.html
T.C. Anayasası. (2010). Madde 2, Ankara: Seckin.
Tarman, B. & Acun, I. (2010). Social Studies Education and a New Social Studies Movement. Journal of Social Studies Education Research, 1(1), 1-16.
Tarman, B. (2009). The Digital Divide in Education. ERIC, (ED508213).
Taysum, A. & Gunter, H. (2008). A critical approach to researching social justice and school leadership in England. Education, Citizenship and Social Justice, 3, 183- 201.
Tomul, E. (2009). Opinions of administrators on social justice practices in elementary schools. Eğitim ve Bilim 34(152), 126-138.
Ty, R. (2011). Social injustice, human rights-based education and citizens' direct action to promote social transformation in the Philippines. Education, Citizenship and Social Justice, 6, 205-221.
Wikipedia, (2014). Social justice. Available at: Wikipedi.org (accessed 9 February 2014).
Woodward, R. (2010). Social Justice Framework, 2008-2012: DLG.
Zimmerman, T. S. Krafchick, J. L. & Aberle, J. T. (2009). A university service-learning assignment: Delivering the FAIR curriculum to K-12 students to promote social justice. Education, Citizenship and Social Justice, 4, 195-212.

How to cite this article

APA

Tarman, B., Baytak, A., & Duman, H. (2015). Teachers’ Views on an ICT Reform in Education for Social Justice. Eurasia Journal of Mathematics, Science and Technology Education, 11(4), 865-874. https://doi.org/10.12973/eurasia.2015.1445a

Vancouver

Tarman B, Baytak A, Duman H. Teachers’ Views on an ICT Reform in Education for Social Justice. EURASIA J Math Sci Tech Ed. 2015;11(4):865-74. https://doi.org/10.12973/eurasia.2015.1445a

AMA

Tarman B, Baytak A, Duman H. Teachers’ Views on an ICT Reform in Education for Social Justice. EURASIA J Math Sci Tech Ed. 2015;11(4), 865-874. https://doi.org/10.12973/eurasia.2015.1445a

Chicago

Tarman, Bulent, Ahmet Baytak, and Harun Duman. "Teachers’ Views on an ICT Reform in Education for Social Justice". Eurasia Journal of Mathematics, Science and Technology Education 2015 11 no. 4 (2015): 865-874. https://doi.org/10.12973/eurasia.2015.1445a

Harvard

Tarman, B., Baytak, A., and Duman, H. (2015). Teachers’ Views on an ICT Reform in Education for Social Justice. Eurasia Journal of Mathematics, Science and Technology Education, 11(4), pp. 865-874. https://doi.org/10.12973/eurasia.2015.1445a

MLA

Tarman, Bulent et al. "Teachers’ Views on an ICT Reform in Education for Social Justice". Eurasia Journal of Mathematics, Science and Technology Education, vol. 11, no. 4, 2015, pp. 865-874. https://doi.org/10.12973/eurasia.2015.1445a