A PROPOSAL OF FRAMEWORK FOR PROFESSIONAL DEVELOPMENT OF TURKISH TEACHERS WITH RESPECT TO INFORMATION AND COMMUNICATION TECHNOLOGIES

Studies in recent literature indicate that professional development programs for
teachers addressing Information and Communication Technologies (ICTs) are either
inefficient or far from being productive. The reasons behind the inefficiency of such
professional development activities are considered as the incompatibility between
the level of training and teachers‘ ICT skills, and the lack of active use of ICTs by
teachers in the teaching and learning processes. Bearing this problem in mind, the
current study aims at proposing a framework for organizing professional
development activities for Turkish teachers regarding ICTs with an emphasis on
teachers‘ ICT-related needs, competencies and levels of technology use.
Within the framework, it is suggested that teachers‘ levels and categories of
technology use be determined in the first place, which will be followed by a fourstage
professional development structure leading to teachers‘ effective ICT use and
integration of ICTs in teaching-learning processes.