Öğretmen Adaylarının Çevrimiçi Bilgi Arama Stratejileri ile Teknostres Düzeyleri Arasındaki İlişki

Canan Çolak Yakar; Özge Metin

doi:10.35675/befdergi.1589570

Research Article

The Relationship Between Preservice Teachers' Online Information Seeking Strategies and Technostress Levels

Year 2025, Volume: 20 Issue: 46, 585 - 606, 30.06.2025

Canan Çolak Yakar , Özge Metin

https://doi.org/10.35675/befdergi.1589570

Abstract

This study aimed to reveal the relationship between preservice teachers' online information seeking strategies and their level of technostress. The study was conducted with 424 preservice teachers using the survey method. It was found that there was a small negative correlation between the factor of organizing information from advanced information seeking strategies and technostress levels. On the other hand, it was found that there was a small positive correlation between the factors of technical features and visuality and single-source use from simple online information seeking strategies and technostress levels. It was concluded that as the level of organizing information, which is an advanced online information seeking strategy, increases, the technostress levels of preservice teachers decrease. In this direction, effective and advanced information search practices of search engines, databases and online libraries can be integrated into educational activities to develop simple and complex information and data search strategies.

Keywords

Online information seeking strategy , preservice teachers , technostress

References

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Öğretmen Adaylarının Çevrimiçi Bilgi Arama Stratejileri ile Teknostres Düzeyleri Arasındaki İlişki

Year 2025, Volume: 20 Issue: 46, 585 - 606, 30.06.2025

Canan Çolak Yakar , Özge Metin

https://doi.org/10.35675/befdergi.1589570

Abstract

Bu çalışmanın amacı öğretmen adaylarının çevrimiçi bilgi arama ve yorumlama stratejileri ile teknostres düzeyleri arasındaki ilişkiyi ortaya koymaktır. Çalışma 424 öğretmen adayıyla, tarama yöntemi kullanılarak gerçekleştirilmiştir. Verilerin toplanmasında Web Ortamında Bilgi Arama ve Yorumlama Stratejileri (WOBAYS) ve Teknoloji Destekli Öğrenme Ortamında Teknostres Düzeyleri ölçekleri kullanılmıştır. Öğretmen adaylarının gelişmiş bilgi arama stratejilerinden bilgiyi organize etme faktörü ile teknostres düzeyleri arasında negatif yönde küçük düzeyde ilişki olduğu tespit edilmiştir. Ayrıca öğretmen adaylarının basit çevrimiçi bilgi arama stratejilerinden teknik özellikler, görsellik ve tek kaynak kullanımı faktörleriyle teknostres düzeyleri arasında pozitif yönde küçük düzeyde ilişki olduğu ortaya çıkmıştır. Bulgular doğrultusunda gelişmiş çevrimiçi bilgi arama stratejisi olan bilgiyi organize etme düzeyi arttıkça öğretmen adaylarının teknostres düzeylerinin azaldığı sonucuna varılmıştır. Öğretmen adayları basit ve karmaşık bilgi ve veri arama stratejilerini geliştirmeleri için arama motorları, veritabanları ve çevrimiçi kütüphanelerinin etkili ve gelişmiş bilgi arama pratikleri eğitim-öğretim etkinliklerine entegre edilebilir. Böylece öğretmen adaylarının olası teknostres kaynaklarının önüne geçilebilir.

Keywords

Çevrimiçi bilgi arama stratejisi , öğretmen adayları , teknostres

References

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Amin, E. B., Al-Dmour, R., Al-Dmour, H., & Al-Dmour, A. (2024). Technostress impact on educator productivity: Gender differences in Jordan's Higher Education. Electronic Journal of e-Learning, 22(8), 60-75. https://doi.org/10.34190/ejel.22.8.3608
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Bakker, A. B., & Demerouti, E. (2017). Job demands–resources theory: Taking stock and looking forward. Journal of Occupational Health Psychology, 22(3), 273-285. https://doi.org/10.1037/ocp0000056
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Baş, M., Balaman, F., & Balcı, S. (2021). Üniversite öğrencilerinin teknoloji destekli öğrenme ortamında teknostres düzeyleri ölçeğinin Türkçeye uyarlanması: Geçerlik-güvenirlik çalışması. EKEV Akademi Dergisi, (87), 451-470.
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Bilal, D. (2000). Children's use of the Yahooligans! web search engine: I. Cognitive, physical, and affective behaviors on fact-based search tasks. Journal of the American Society for Information Science, 51(7), 646-665. https://doi.org/10.1002/(SICI)1097-4571(2000)51:7<646::AID-ASI6>3.0.CO;2-A
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Brečko, B. N., Ferrari, A., & Punie, Y., (2014). DIGCOMP: A framework for developing and understanding digital competence in Europe. eLearning Papers, 3-17, ISNN: 1887-1542, www.openeducationeuropa.eu/en/elearning_papers adresinden 24 Kasım 2024 tarihinde alındı.
Brod, C. (1984). Technostress: The human cost of the computer revolution. Addison-Wesley.
Califf, C. B., Sarker, S., & Sarker, S. (2020). The bright and dark sides of technostress: A mixed-methods study involving healthcare IT. MIS Quarterly, 44(2), 809-856. DOI:10.25300/MISQ/2020/14818
Chowdhury, S., Gibb, F., & Landoni, M. (2011). Uncertainty in information seeking and retrieval: A study in an academic environment. Information Processing & Management, 47(2), 157-175. https://doi.org/10.1016/j.ipm.2010.09.006
Çalışkan, M., & Çoklar, A. N. (2022). Öğretmen adaylarının teknostres düzeylerinin belirlenmesi. Anadolu Üniversitesi Eğitim Fakültesi Dergisi (AUJEF), 6(3), 341-354. https://doi.org/10.34056/aujef.1106453
Çebi, A., & Özdemir, T. B. (2019). The role of digital nativity and digital citizenship in predicting high school students’ online information searching strategies. Egitim ve Bilim, 44(200), 47-57, DOI: 10.15390/EB.2019.8379
Çoklar, A. N., & Şahin, Y. L. (2011). Technostress levels of social network users based on ICTs in Turkey. European Journal of Social Sciences, 23(2), 171-182.
Çoklar, A., Efilti, E., Şahin, Y., & Akçay, A. (2016). Determining the reasons of technostress experienced by teachers: A qualitative study. Turkish Online Journal of Qualitative Inquiry, 7(2), 71-96. https://doi.org/10.17569/tojqi.96082
Davidson, M., & Glassner, A. (2017). Cross-border collaborative learning in the professional development of teachers: case study–online course for the professional development of teachers in a digital age. In M. Khorsrow-Pour (Ed.), Educational leadership and administration: Concepts, methodologies, tools, and applications (pp.1348-1379). IGI Global. DOI: 10.4018/978-1-5225-1624-8.ch063
Dong, Y., Xu, C., Chai, C. S., & Zhai, X. (2020). Exploring the structural relationship among teachers’ technostress, technological pedagogical content knowledge (TPACK), computer self-efficacy and school support. Asia-Pacific Edu Res, 29, 147–157. https://doi.org/10.1007/s40299-019-00461-5
Duman, B., & Oğuz, T. (2023). Eğitim alanında yapılan teknostres konulu araştırmalar üzerine sistematik bir analiz. Bartın Üniversitesi Eğitim Araştırmaları Dergisi, 7(2), 195-210.
Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online learning and emergency remote teaching: Opportunities and challenges in emergency situations. Education and Information Technologies, 25, 5751–5769. https://doi.org/10.3390/soc10040086
Fidan, M., & Yeleğen, H. C. (2022). Öğretmenlerin dijital yeterliklerinin çeşitli değişkenler açısından incelenmesi ve dijital yeterlik gereksinimleri. Ege Eğitim Dergisi, 23(2), 150-170. https://doi.org/10.12984/egeefd.1075367
Fraenkel, J., Wallen, N., & Hyun, H., (2006). How to design and evaluate research in education. McGraw-Hill Education.
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Details

Primary Language	Turkish
Subjects	Educational Technology and Computing, Specialist Studies in Education (Other)
Journal Section	Research Article
Authors	Canan Çolak Yakar 0000-0003-4760-6387 Özge Metin 0000-0003-3150-0967
Submission Date	November 22, 2024
Acceptance Date	March 11, 2025
Early Pub Date	June 19, 2025
Publication Date	June 30, 2025
Published in Issue	Year 2025 Volume: 20 Issue: 46

Cite

APA	Çolak Yakar, C., & Metin, Ö. (2025). Öğretmen Adaylarının Çevrimiçi Bilgi Arama Stratejileri ile Teknostres Düzeyleri Arasındaki İlişki. Bayburt Eğitim Fakültesi Dergisi, 20(46), 585-606. https://doi.org/10.35675/befdergi.1589570

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