Problems in teching the course of information and communication technology through student-centered teaching approach a case in Eskişehir

This study aims at revealing the problems in teaching Information and Communication Technology in middle education through student-centered teaching approach. The problems observed are examined considering such dimensions as students, teachers, the school and the education program. It was also examined whether these problems vary depending on gender, education level, duty, professional seniority and previous participation in training on Student-Centered Education. The research data were collected through a questionnaire given to 37 teachers of Information and Communication Technology in middle education schools in central Eskisehir in 2005-2006. For the data analyses, t-test, one-way ANOVA, Kruskal Wallis test, Levene test measuring equal variance and Kolmogorov- Smirnov tests were applied. When the problems were examined in terms of the dimensions, it was concluded for the student dimension that the problems resulting from the student characteristics inappropriate to student-centered education hinder the activities in lessons. No problem that hinders the necessary activities for the lesson was found for the teacher dimension. It was revealed regarding the school dimension that teachers and students face the limitations of the school facilities during the activities and that the decreased number of course hours hinders these activities. The education program was found inappropriate to the student-centered teaching approach. It was concluded that the problems regarding the dimensions of students, teachers, the school and the teaching program did not significantly differ with respect to the teachers? gender, education level, duties at school, professional seniority and previous participation in training on Student-Centered Education.