The current study aims to explore ICT integration in Turkish K-12 schools purposively selected as a representation of F@tih and non-F@tih public schools, as well as including a private school.
Materials and methods:
A convergent mixed methods design was employed with a multiple case strategy as such it will enable to make casewise comparison. The quantitative data was collected through e-capacity measurement scales. Concurrently, the qualitative data was gathered through three open-ended questions.
The evaluation results illustrate that a private school outperformed all public schools, including F@tih and non-F@tih schools. However there are some promising results indicating that F@tih project has made some significant inroads into improvement of ICT related school conditions, specifically ICT infrastructure of public schools.
Yet, the findings also illustrate that ICT coordination and support, ICT vision and policy and teachers’ ICT training and their ICT use are policy domains that should be addressed and improved in both F@tih and non-F@tih schools. In addition, the qualitative findings showed strong parallelism with the quantitative results and mostly concurred with them.
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