Vol.

II (LXIV)
No. 1/2012

01 - 09

Perceptions of computers and information and

communication technology among regular and special needs
teachers in Cyprus
Zafer Bekirogullari*
Cag University, Psychology Department, Mersin, 33800, Turkey

Abstract
Computers and related technologies provide important means of instruction for regular students and
students with special needs. Integrating computers and technologies in schools has lagged their
development and use. The future use of computers and technologies in schools largely depend upon
teachers knowledge and skills and their attitudes towards implementing computers and ICT into the
curriculum. This exploratory study investigated attitudes held by regular and special needs teachers in
Cyprus toward using computers and ICT. Regular teachers made greater use of computers and
technologies than special needs teachers. Overall, teachers reported they used computers daily to access
the Internet for using electronic mail, Facebook, and online chats, but computers and technologies did
not play any substantive role in their classrooms for instruction. No teacher in either group reported
using these tools in school: films or videos, the Internet, audiocassette players, or Microsoft
PowerPoint. Yet, regular and special needs teachers generally regarded computers and technologies
positively. To integrate computers and technologies within schools requires that teachers understand
their potential to help students. Teachers need instruction in using computers and related technologies.
Teacher preparation programs must include computers and ICT as essential components in teacher
education.
Keywords: teachers; attitudes; computers; technology; special education

1. Introduction
The development and use of computers and related information and communication
technology (ICT) have become ubiquitous in modern societies. The United Nations
Educational Scientific and Cultural Organization ([UNESCO], Anderson & Van
Weert, 2002) has worked toward ensuring that students in all nations gain access to
the most effective means to prepare students to thrive in the 21st century. In
describing the use of ICT in schools, UNESCO identified four stages of
implementation into the curriculum: (a) discovering ICT tools, (b) learning how to use
them, (c) understanding how and when to use ICT tools to achieve particular goals,
and (d) specializing in their use (p. 17). The first two stages identify the use of ICT in
regular classrooms in schools in Cyprus.
Computers play a key role in education (Bureau of Labor Statistics, 2009; Moeini
& Uzun, 2009). For example, teachers use computers to access the Internet to
retrieve information, introduce students to a wide scope of new content, and provide a
basis for independent study and research. The use of computers and ICT in
classrooms provides potential educational advantages for active engagement (Gross,
Szekrenyes, & Tuduce, 2003), motivation (Kremenska, 2007), interactive learning
(Bureau of Labor Statistics, 2009), and improved student achievement (Means,
Toyama, Murphy, Bakia, & Jones, 2009).

* Corresponding author: Tel.:+90 324 651 48 00 ; fax: +90 324 651 48 11

E-mail address: bekirogullari@cag.edu.tr

Zafer Bekirogullari /Journal of Educational Sciences & Psychology

1.1. Teachers attitudes towards using computers

Since the 1980s, numerous researchers have recognized the need to identify
teachers attitudes towards the use of computers in the classroom (Cavas, Cavas,
Karaoglan, & Kisla, 2009; Loyd & Loyd, 1985; Stevens, 1980; Woodrow, 1991).
Hardy (1998), Long and Steffey (1991), and Willis, Thompson, and Sadera (1999)
found that teachers often expressed positive attitudes toward using computers in
schools, particularly for accessing information on the World Wide Web. Computers
have also been used for teaching students with special needs (Moeini & Uzun, 2009;
Peak, McPherson, Barrio, Knezek, Ellison, & Christensen, 2009; Yamamoto, 2008;
Yusuf & Fakomogbon, 2008) and integrating technology for special needs students
(Cook & Pittman, 2003). Despite teachers support for using computers in schools,
many teachers have not integrated computers and technology or used these tools to
supplement instruction (Bauer & Kenton, 2005; Dumoulin & Bourdeau, 2000; Yusuf
& Fakomogbon, 2008). Billions of dollars have been spent to equip classrooms in the
United States with computers, but no substantive evidence has yet been presented that
student performance has increased significantly among children or adolescents as a
result of using computers or ICT (Peak, et al.). Bennett (2002) questioned whether
schools would ever implement the potential for learning that computers and ICT offer.
He argued that more effective education would result only if citizens, educators,
parents, and politicians understand how computers could be used in schools
effectively and software developers would create useful software: Until schools can
permit a major alteration in the way teaching is carried on, they must necessar ly
continue to miss out on the improvement that computer technology can bring (p.
625).
2. Methodology
2.1. Objective
2.1.1. Problem statement
Countries throughout the world regard ICT as a core component for learning
(Anderson & Van Weert, 2002). In particular, the use of computers is considered as
essential to learning as reading, mathematics, and writing. The use of computers and
ICT is an important means to secure equal access to education and to equal quality
(Moeini & Uzun, 2009). Yet many teachers have not integrated computers and
technology or used these tools for instruction (Bauer & Kenton, 2005; Dumoulin &
Bourdeau, 2000; Yusuf & Fakomogbon, 2008). The rate and extent of implementation
of computers and other aspects of ICT in schools is relared to the attitude of teachers
and school officials toward their use. Because it has been assumed that special needs
students would benefit from the use of computers and other technologies, their use to
instruct students with special needs has increasingly interested educational
professionals in Cyprus.
2.1.2. Purpose of the study
This exploratory study sought to identify the attitudes of a sample of regular and
special needs teachers (N = 26) in Cyprus towards the classroom use of computers
and ICT. Data in this study were collected during interviews conducted by the
researcher.
2.1.3. Research methods
A qualitative research method was used in this study. The researcher asked 16
opened-ended and closed-ended questions during semi-structured interviews to collect
data to use as the basis for understanding teachers attitudes toward computers and
ICT. The sample, a purposeful sample of 11 regular and 15 special needs teachers,
were employed in schools in Cyprus (see Table 1), which displays the age, gender,
and years of teaching experience of the sample members. All teachers in the sample

Zafer Bekirogullari /Journal of Educational Sciences & Psychology

were younger than 36, and the vast majority was 30 or younger. Nine (82%) of the 11
special needs teachers have taught no more than 2 years. The majority of regular
teachers (n = 9, 60%) have taught 3 years or more.
Table 1.
Age, Gender, and Teaching Experience of Sample
Special Needs
Teachers
Gender
n
Female
7
Male
4
Total
11
Age
22-25
5

64
36
100

Regular
Teachers
n
8
7
15

45

26-30
5
45
7
30-35
1
9
4
Total
11
99
15
Years of Teaching Experience
Fewer than 1
4
36
0
1-2
5
45
6
3-5
1
9
2
6-10
1
9
7
Total
11
99
15
Note: Percentage columns do not always equal 100 because of rounding.

53
47
100
27
47
27
101
0
40
13
47
100

Guided by curriculum experts and the content of items on attitude surveys used in
previous studies, an interview form was developed and tested on four teachers.
Responses of these teachers were recorded on audiocassette tapes and analyzed to
confirm that responses were directly related to the target questions. After revising the
form based upon teachers feedback, the researcher interviewed and collected data
during FebruaryNovember 2009.
The research process in this study consisted of three concurrent processes: data
reduction, data display, and conclusions and verification. These processes occurred
concurrently during and after data collection (Miles & Huberman, 1994). Data
reduction refers to selecting, focusing, simplifying, abstracting and transforming
collected data. Data were reduced to make them more readily accessible and
understandable (Berg, 2004; Kvale, 1996) and displayed in ways that allowed for
drawing conclusions (Berg; Miles & Huberman). The third component, conclusions
and verifying outcomes, did not begin until data collection was completed (Miles &
Huberman).
Coding Data. During interviews, the recorded responses of participants were
encoded in print and numbered. Results were classified as one of four different forms
(Y ld m & im ek, 2005). Interviewer notes and audiocassettes were given to a
qualitative expert to evaluate. The researcher was not restricted to asking only
preselected questions. Respondents were told in advance that the questions posed
would be used as a guide. Questions were asked for clarification and understanding.
Some questions were intended to extend a response or clarify a previous comment,
and additional questions were sometimes based on statements heard during earlier
interviews. Comments were solicited about topics when respondents did not provide
the information the researcher sought. Interviews were conversational and informal.
After each interview, the researcher wrote a 1-2 page summary to record information
and comments evoked during interviews.

Zafer Bekirogullari /Journal of Educational Sciences & Psychology

Each recorded interview was transcribed into text. After interviews were completed
for a particular school, the converted interviews were read, and thematic elements
were used to construct a matrix for respondents answers to questions and comments.
Comments, information, notes, and quotations were grouped according to themes. A
code list was created and relevant information served to develop a key list. To make
the information accurate we checked it using the accuracy formula suggested by Miles
and Huberman (1994), which yielded a score of 94%. (a rating of 70% or more is
regarded as accurate.)
Codes were categorized according to themes and organized to determine
similarities among responses. Based on themes and codes, participants answers and
comments were encoded as clear and direct. To determine which notes a particular
respondent contributed, footnotes were inserted within quotation marks. Later, these
notes were linked to the corresponding respondent. During the final stage, a detailed
analysis of the information and data collected were completed and conclusions were
formulated.
3. Results
Teachers were asked about their use of computers (see Table 2). All teachers in both
groups stated they used a computer. Only two teachers stated that they did not have a
computer, and only one teacher reported not having an e-mail account. Seven of 11
(64%) regular teachers and 4 (36%) of 11 special needs teachers reported having a
Facebook account.
Table 2.
Teachers Access to Computers
Yes
1. Do you use a computer?
Special Needs Teachers
Regular Teachers
2. Do you have a computer?
Special Needs Teachers
Regular Teachers
3. Do you have an e-mail account?
Special Needs Teachers
Regular Teachers
4. Do you use Facebook?
Special Needs Teachers
Regular Teachers

No

11
15

100
100

0
0

0
0

9
15

82
100

2
0

18
0

10
15

91
100

0
0

0
0

7
11

64
73

4
4

36
27

All 15 (100%) regular teachers and 7 (64%) of 11 special needs teachers reported
using a computer every day. Four special needs teachers reported using a computer 34 times each week.
Table 3.
Frequency of Use of Computers
Frequency
Daily
Special Needs Teachers
Regular Teachers
3-4 times each week
Special Needs Teachers
Regular Teachers

Yes

7
15

64
100

4
0

36
0

Communication, convenience, and self-improvement were the three most

frequently mentioned factors for using computers (see Table 4). To acquire
information and to participate in an international online community were noted by
several regular teachers. Not all teachers, however, regarded computers positively.

Zafer Bekirogullari /Journal of Educational Sciences & Psychology

During an interview, one teacher said, Today, the computer is unfortunately a

necessary device for improvement. However, a regular teacher said, Technology is
giving me the opportunity of being part of an international academic world in my
field, so it helps me to improve my knowledge by reading research.
Table 4.
Teachers Use of Computers and Technology
What uses do you make of technology and computers?
Uses
Special Needs Teachers
n
%
Communication
4
36
Self-improvement
4
36
Convenience
3
27
Access
2
18
Source
2
18
Information
2
18
management
Sharing
2
18
Information
2
18
Curiosity satisfier
2
18
Necessity
1
9
Socialize
0
0
Research
0
0
Participate in an
0
0
international
online community
Successful

n
6
6
4
2
0
2

Regular Teachers
%
40
40
27
13
0

0
8
0
2
4
4
6
3

13
0
17
0
13
27
27
40
40

Books and the Internet were reported by more than half of the teachers in both as
sources for following developments in their selected fields (see Table 5). Four regular
teachers reported reading academic journals, but no special needs teachers reported
this practice. Books were used by teachers in both groups. One teacher stated during
an interview, Of course I use books. They are the most reliable and the most accurate
sources. Regular teachers reported the greater use of the Internet.
Table 5.
Sources for Following Developments in Selected Field
Which devices, tools, and methods do you use to follow developments in your field?
Sources
Special Needs Teachers
Regular Teachers
n
%
n
%
Book
8
73
8
53
Internet
6
55
12
80
Television
3
27
2
18
Attend conferences
2
18
0
0
Consult experts
2
18
0
0
Academic journals
0
0
4
27

Zafer Bekirogullari /Journal of Educational Sciences & Psychology

All regular teachers reported allotting time for using computers for Internet
activities (see Table 6). Special needs teachers ranked the use of computers for chats
as their most frequent activity. More than half of special needs teachers and regular
teacher allotted time for using Facebook and reviewing research. Regular teachers
identified chats and using computers to operate Microsoft Office programs as the
most frequent activity. During an interview, a female teacher said, I find Facebook
very useful in terms of socializing. I engage in social life from which I am away all
day thanks to it. An interviewed male teacher said, There are plenty of harmful
websites, and I choose chatting with my friends. It is better than spending time in
nonsensical sites.
Table 6.
Computer Activities
How do teachers spend time when using computers?
Activity
Special Needs Teachers
n
%
Chat
11
100
Facebook
7
64
Research
6
55
Internet
2
18
Watching video
1
9
Listening to music
1
9
Reading newspapers
0
0
Microsoft Office
0
0
programs

Regular Teachers
n
%
10
67
12
80
14
93
15
100
0
0
2
13
4
6
15
100

Technology was reported as scarcely used by special needs and by regular teachers
(see Table 7). Playing music on a mobile phone was the only use of technology
mentioned by more than two of three teachers. Regular teachers did not identify any
use of technology. A female teacher said, The perception levels of the students in my
classroom do not necessitate use of technology. If it is necessary, sometimes I use my
mobile phone to play music, but thats all. There is need for more. Another female
teacher said, Our students do not need technology at all. More striking were the
technologies that teachers did not mention; for example, no teacher in either group
identified using film or videos, the Internet, audiocassette players, or Microsoft
PowerPointcommonly used technologies to enhance instruction and to offer options
for understanding course content.
Table 7.
Use of Technology in the Classroom
For what purpose do you use technology in the classroom?
Activity
Special Needs Teachers
n
%
Play music on
mobile
8
73
phone
Play music on
cassette
2
18
player
Play
2
18
None
3
27

n
0

Regular Teachers
%
0

0
0

0
0

All regular teachers concluded that technology affected children and increases their
interests (see Table 8). Special needs teachers differed, 7 (64%) teachers saying that
technology does not affect children. Moreover, special needs teachers did not believe
that technology helped to motivate children, to increase learning, or to aid
remembering remember what they learned. The vast majority of regular teachers
credited technology as positively related to motivation, learning, and memory. A male
special needs teacher said, Of course I dont believe in the necessity to use

Zafer Bekirogullari /Journal of Educational Sciences & Psychology

technology. It does not affect children with disabilities. One female special needs
teacher said, I tried [using technology] again and again. It is not effective. Useless.
Table 8.
Does the use of technology and computer affect children?
Effect
Special Needs Teachers
n
%
Does not affect
7
64
Affects
3
27
Increases interest
1
9

Regular Teachers
n
%
0
0
15
100
15
100

Special needs teachers and regular teachers differed in consulting colleagues for
information regarding developments in their fields (see Table 9). About half of special
needs teachers reported consulting colleagues, but no regular teacher reported doing
so. Teachers in both groups reported using the Internet, but the groups differenced
markedly in their use of newspapers and academic journals. The latter two resources
were not reported as used by any special needs teachers. The majority of regular
teachers stated they read newspapers and academic journals to remain informed about
developments in their fields.
Table 9.
How do teachers follow developments related to their field?
Effect
Special Needs Teachers
n
%
Consult more experienced
6
55
colleagues
Books
4
36
Internet
3
8
Newspapers
0
0
Academic journals
0
0
Conferences
0
0

Regular Teachers
N
%
0
0
6
12
10
10
4

40
80
67
67
27

4. Discussions
The use and integration of computers and ICT in schools worldwide continues to
increase within regular and special education classrooms (Anderson & Van Weert,
2002; Means, et. al., 2009; Moeini & Uzun, 2009; Yamamoto, 2008). To
supplmement educational programs and improve student performance, the use of
computers and ICT potentially serve as important means to secure equal access and
equal educational quality for special needs students (Moeini & Uzun, 2009). Many
teachers, however, have yet to advantage students by integrating computers and
technologies in school (Bauer & Kenton, 2005; Dumoulin & Bourdeau, 2000; Yusuf
& Fakomogbon, 2008). Teachers attitudes towards the implementation of computers
and ICT play a key role in their use.
This study investigated the attitude of regular and special needs teachers in Cyprus
toward using computers and ICT. All teachers reported using computers, and with one
exception, all teachers used electronic mail. All regular teachers reported using
computers daily compared with 64% of special needs teachers. A majority of regular
teachers and special needs teachers reported using Facebook and chatting online. The
principal reasons reported by teachers from both groups for using computers were
communication, convenience, and self-improvement.
Books and the Internet were identified as the most frequent sources of information
about their selected fields. Few teachers acknowledged reading academic journals.
Participating in online chats was identified by the majority of regular teachers and by
all special needs teachers as their most frequent computer activity. The majority of

Zafer Bekirogullari /Journal of Educational Sciences & Psychology

regular teachers stated they read newspapers and academic journals to remain
informed about developments in their field.
Among activities related to technology that teachers specified they used in the
classroom, playing music on a mobile phone was the most popular activity. Not one
teacher in either group reported the use of film or videos, the Internet, audiocassette
players, or Microsoft PowerPoint, even though regular teachers believed that
technology motivated and positively affected students performance. The majority of
special needs teachers stated that technology did not motivate children or improve
academic achievement.
This study was exploratory, so strong conclusions cannot be made about the use of
computers and ICT by regular and special needs teachers in Cyprus. Regular and
special needs teachers generally regarded computers and technologies positively, a
finding reported in previous studies, but their potential for helping students, and
particularly for assisting special needs students, has yet to be realized. It is reasonable
to conclude that regular teachers and special needs teachers in Cyprus would profit
from workshops and professional development programs focused upon the use of
computers and ICT in schools. A wealth of information is available online that
teachers could use to maintain currency in their selected fields.
All teachers need to understand the potential for learning that computers and ICT
offer them and their students. Lacking a personal knowledge about computers and
ICT thwarts the teaching and use of computers in schools. Recommendations
proposed by Bauer and Kenton (2005) remain timely: (1) that teachers receive ICT
instruction; (2) that schools integrate computers and technologies into the curriculum;
(3) that schools provide the hardware and software needed to do so; and (4) that the
use of computers and ICT becomes an essential component of teacher preparation
programs.
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