Outline

  • Abstract
  • Keywords
  • 1. Introduction
  • 2. Methodology
  • 2.1. Participants
  • 2.2. Data Gathering Tool
  • 2.3. Data Analysis
  • 2.4. Findings
  • 3. Discussion
  • 4. Conclusion and Recommendation
  • Conflict of Interest
  • References

رئوس مطالب

  • چکیده
  • کلیدواژه ها
  • 1.مقدمه
  • 2. متدولوژی
  • 2.1.شرکت کنندگان
  • 2.2.ابزار جمع آوری داده
  • 2.3. آنالیز داده
  • 2.4 یافته ها
  • 3.بحث
  • 4. نتیجه گیری و توصیه

Abstract

The goal of this study was to determine school counselors’ opinions concerning the use of information and communication technology (ICT) in school counseling practices. The participants were 61 school counselors (54 female, 7 male) who worked in middle (17), high (23), middle/high (19), and primary (2) schools. The mean age was 33.4 years. The Internet Usage Questionnaire was used to collect participants’ opinions. The data were analyzed using descriptive statistics, the Mann Whitney U test and the Kruskal Wallis test. The results of this study revealed that the school counselors had overall positive opinions about the use of ICT in school counseling. No significant differences were found according to gender, age, degree, work setting, seniority, or student/school counselor ratio. The results also revealed that school counselors had positive opinions about using web pages and computer-based programs, somewhat positive opinions about using Internet-based interventions, and negative opinions about using online counseling.

Keywords: - - -

4. Conclusion and recommendation

This study suggests that school counselors working in secondary schools in North Cyprus acknowledge the positive gains that rapidly developing technology will bring to school counseling services (Hayden et al., 2008; Savas & Hamamcı, 2010). Given that school counselors have positive opinions concerning the use of ICT in school counseling applications, it is promising that their opinions do not differ by age, level of education or length of service.

In other words, school counselors, no matter what their age, tenure and level of education, are open to integrate ICT in their practices.

This brings the importance of training into the picture. The project aimed to explore the use of ICT in guidance and counseling in Europe (JOBTRIBU, 2012) reported that ‘‘. . .even the most developed counseling systems in Europe, reported low numbers of clients when compared to face to face counseling’’ (p. 17) and concluded that, in order to integrate ICT in counseling practices, it is necessary to brige development of tools with actual implementation of these instruments in the practices. This is only possible with the training of practitioners. The authors recognize that research on the integration of ICT with school counseling is still in the preliminary stage in North Cyprus. But the importance of this research findings is to provide a starting point to develop an action plan with regard to integrating ICT in school counseling, to future research, and to counselor education in North Cyprus.

The implications from the study suggest that an action plan to integrate ICT in school counseling is a necessity that schools should provide training to school counselors, develop technical infrastructure to support the use ICT, and managed their budget. There are many aspects that this study did not answer: What is the technological literacy of school counselors?, What kind of professional development opportunities do school counselors already have?, What do school counselors already use with respect to ICT in their practices and what is their experiences with it? What are the obstacles school counselors perceive?. Studies will help to find answers to these questions.

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