M. TEKEREK, O. ERCAN
Table 8.
Scheffe analysis towards enjoying of the use of Internet in teaching.
(I) Duration of
weekly use (hours)
(J) Duration of
weekly use (hours)
(I - J) Difference between
significance levels p
4 - 6 0.48684 (*) 0.024
7 - 9 0.49342 (*) 0.015
1 - 3
10 - + 0.46302 (*) 0.011
Note: p = 0.05.
When Table 7 is analyzed, it is seen that the mean of the to-
tal attitude points towards use of Internet in communication is
the highest (
= 3.17) for the chemistry teachers, who use
Internet for 10 hours or more during the week. There is no sig-
nificant difference between the duration of weekly use of
Internet and the mean of total attitude points towards the use of
Internet in communication (F(3.93) = 0.332; p > 0.05).
The mean of the total attitude points towards use of Internet
in exchange of information is the highest (
= 2.55) for the
chemistry teachers, who use Internet for 1 - 3 hours/week.
There is no significant difference between the duration of
weekly use of Internet and the mean of total attitude points
towards the use of Internet in exchange of information (F(3.93)
= 1.437; p > 0.05).
Results and Discussions
In this study, which aims to determine the attitude of chem-
istry teachers towards use of Internet, we have reached the fol-
lowing results:
One of the remarkable results of the study is that the teachers
in general have positive attitude towards use of Internet in
teaching. We consider the fact that the technological advances
have been reflected upon teaching materials within the recent
years increases the positive attitude towards use on Internet,
which is also a technological product, in teaching. Moreover it
is also understood that “learning from Internet” has also
speeded up recently with the fact that many encyclopedic in-
formation is available on Internet. It is an incontrovertible fact
that Internet will be more evident in teaching by the increase of
distance education practices. Thus Okay (2010) found out in a
study about use of Internet by teacher candidates that Internet is
intensely used for homework and research. Luan et al. (2005)
found out that Internet is mostly used in obtaining information
by university students. Similarly Usta, Bozdoğan and Yıldırım
(2007) found in their study that students mostly use Internet for
educational purposes. An interesting finding is that the teachers,
who have been on the job for 21 years or more, have the most
positive attitude towards use of Internet in teaching.
The reason of this may be the tendency of experienced
teachers to use Internet more functionally and usefully. Kara-
man and Açıkyıldız (2006) found in their study on attitude of
chemistry teacher candidates towards use of Internet sources
that the teacher candidates have positive attitude towards use of
Internet in generating teaching materials.
The most remarkable finding of the study is that female
teachers have more positive attitude than male teachers in use
of Internet in social interaction and communication. This find-
ing is in line with the use of Internet in communication. That is
to say female teachers have more positive attitude than male
teachers towards use of Internet in communication. Teachers,
who have been on the job for 1 - 6 years have the most positive
attitude towards use of Internet in social interaction as regards
years on the job variable (see Table 5).
In today’s world where unsynchronized and Internet based
education-teaching practices have become more common, the
attitude of teachers towards use of Internet in applied subjects
such as chemistry, is an important factor that needs to be taken
into account when applying these models.
Our study can be considered to elucidate practices to be de-
veloped and further studies to be carried on.
REFERENCES
Arslan, A., & Erdoğan, Y. (2006). Investigating the correlations between
Turkish students’ personality characteristics and Internet attitudes. Pro-
ceedings of the 5th WSEAS International Conference on Education
and Educational Technology, Tenerife, 16-18 December 2006, 28-
33.
Becker, H. (1999). Internet use by teachers: Conditions of professional
use and teacher-directed student use. Irvine, CA: Center for Resear-
ch on Information Technology and Organizations.
Birişci, S., Metin, M., & Karakaş, M. (2009). Prospective elemantary tea-
chers’ attitudes toward computer and Internet use: A sample from Tur-
key. World Applied Sciences Journal, 6, 1433-1440.
Chen, V. J., Lin, C., Yen, C. D., & Linn, K. P. (2011). The interaction
effects of familiarity, breadth and media usage on web browsing ex-
perience. Computers in Human Behavior, 27, 2141-2152.
doi:10.1016/j.chb.2011.06.008
Erdem, M., & Akkoyunlu, B. (2002). Information literacy skills and cha-
racteristics of learning environments on equipping students with these
skills. Journal of Qafqaz University, 9, 125-132.
Hürriyet, A. (2010). Poisoned gas panic in Marmara University. URL
(last checked 15 October 2012).
http://www.hurriyet.com.tr/gundem/16052842.asp
İşman, A., & Dabaj, F. (2004). Attitudes of students towards Internet.
URL (last checked 15 August 2011).
http://tojde.anadolu.edu.tr/tojde16/articles/dabaj.htm
Joo, J. E. (1999). Cultural issues of the Internet in classrooms. British
Journal of Educational Technology, 30, 245-250.
doi:10.1111/1467-8535.00113
Karaman, S., & Açıkyıldız, M. (2006). Chemistry prospective teachers’
attitudes toward using Internet resources and difficulties. Ahi Evran
University Faculty of Education Journal, 7, 207-215.
Karasar, N. (2000). Scientific research methods—Term, scopes, tecniques.
Ankara: Nobel Publication.
Lenhart, A., Purcell, K., Smith, A., & Zickuhr, K. (2010). Social media
& mobile Internet use among teens and young adults. Washington DC:
Pew Research Center.
Luan, W. S., Fung, N. S., Nawawi, M., & Hong, T. S. (2005). Experi-
enced and inexperienced Internet users among pre-service teachers:
Their use and attitudes toward the Internet. Educational Technology
& Society, 81, 90-103.
Lynch, O. (1998). All change please. Times Educational Supplement On-
line, 35.
Odabaşı, H. F., Çoklar, A. N., & Kabakçı, I. (2007). The new world:
Internet—What are the responsibilities of parents in the new world.
Aybastı Kabataş Symposium, 8, 1-9.
Okay, Ş. (2010). A research on investigation of Internet using purposes of
technical teacher candidates. Electronic Journal of Machine Technolo-
gies, 7, 97-109.
Rowand, C. (2000). Teacher use of computers and the Internet in public
schools. Washington DC: National Center for Education Statistics.
Schrader, P. G., Leu, D. J., Kinzer, C. K., Ataya, R., Teale, W. H., Labbo,
L. D., & Cammack, D. (2003). Using Internet delivered video cases, to
support pre-service teachers’ understanding of effective early literacy
instruction: An exploratory study. Instructional Science, 31, 317-340.
doi:10.1023/A:1024690111227
Copyright © 2012 SciRes.
302