January 1996 — Features

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Use of Computers at High Schools in Turkey

Dr. Omer A. Yedekcioglu, Koc University, Istanbul, Turkey

  • Providing hardware and training teachers in the BASIC programming language did not raise the efficiency and effectiveness of education considerably.
  • The hardware proved inadequate for teacher training and the software used.
  • Teacher training focused on using computer applications rather than training teachers to develop software.
  • The main considerations for software were its suitability to the curriculum and education system plus ease of use.
  • Priority was given to applications software for short-term needs.
  • Organisations developing informatics products and services for education should collaborate with universities.
  • The involvement of universities in the CAE Project should be further promoted. The same article listed the positive and negative aspects of the developments in the CAE Project for the 1984-88 period:

    Positive Aspects

    • CAE has had a positive influence in increasing pupils' motivation to learn.
    • Involving private firms helped advance the popularity of the CAE concept.
    • Training of teachers and administrators in computing gave rise to a core of cadres.
    • The awareness of adults about computing was raised considerably.

    Negative Aspects

    • Software was not developed with compatibility to the curriculum in mind.
    • Successfully involving teachers in CAE did not occur.
    • Selected teachers were not trained in an adequate fashion.
    • Private firms did not provide appropriate hardware and software.
    • Private firms' involvement was below expectations.

    CAE in Turkey &emdash; 1989-1991

    In 1989, the M'E invited private firms to take part in the CAE Project. A total of 28 firms (17 local and 11 foreign) joined in 50 selected schools. The M'E also invited some universities to take part by training teachers in programming and computer literacy.

    In the academic year 1989-90, with 9 out of 28 private firms, an agreement was reached to carry out experimental projects in 58 schools. During these projects, 800 computers already purchased for 40 schools plus 378 newly purchased PCs for 18 more schools were to be put into effective use. On the training side, 750 more teachers were trained; several software programs for 37 different subject areas were also developed.