Okul Yöneticilerinin Eğitimde Bilgi ve İletişim Teknolojileri Kullanımına Yönelik Öz-Yeterlik Formunun Geliştirilmesi

Year 2021, , 663 - 680, 05.10.2021

Uğur Ferhat Ermiş , Demet Hatice Somuncuoğlu Özerbaş

https://doi.org/10.14686/buefad.983795

Abstract

Bu araştırmanın amacı eğitimde bilgi ve iletişim teknolojileri öz yeterliklerini belirlemeye yönelik güncel, geçerli ve güvenilir bir ölçme aracı geliştirmektir. Öncelikle, ISTE’nin 2018 yılında belirlemiş olduğu standartlarda yer alan başlıklar baz alınarak madde havuzu oluşturulmuştur. Maddeler alan uzmanlarının görüşlerine sunulmuş ve uzmanların dönütleri doğrultusunda bazı maddeler revize edilmiş ve madde havuzuna yeni maddeler eklenmiştir. Açımlayıcı Faktör Analizi için 162 , Doğrulayıcı Faktör Analizi ve güvenilirlik analizleri için 167 katılımcıdan veri toplanmıştır. Açımlayıcı ve Doğrulayıcı Faktör Analizleri sonunda “Equity and Citizenship Advocate (7 items”, “Visionary Planner (4 items) ”, “Empowering Leader (5 items)”, “Systems Designer (5 items)” and “Connected Learner (8 items)” ölçeklerinden oluşan Eğitimde Bilgi ve İletişim Teknolojileri Kullanımı Öz Yeterlik Formu’nun son haline ulaşıldı. Formda yer alan ölçeklerin güvenilirlik düzeylerini belirlemek amacıyla Cronbach's Alpha iç tutarlılık katsayısı, alt ve üst gruplardaki madde ayırt edicilik indeksleri ve madde toplam korelasyonu analizleri gerçekleştirildi. Analizlerden elde edilen bulgular formda yer alan ölçeklerin geçerli ve güvenilir olduklarını gösterdi.

Keywords

Bilgi ve iletişim teknolojileri, öz yeterlik, eğitimde teknoloji

The Development of the Self-Efficacy Form for School Administrators' Use of Information and Communication Technologies in Education

Abstract

The purpose of this study was to develop an up-to-date, valid and reliable instrument to measure self-efficacy for the use of information and communication technologies in education. To achieve this, we formed a pool of items based on the technology standarts issued by ISTE in 2018. The items in the pool were ecamined by field experts and then some items were revised. Further, we have added some new items. We recruited a total of 162 participants for exploratory factor analysis, whereas a total of 167 participants took part in the confirmatory factor analysis. Based on the exploratory and confirmatory factor analyses, we have developed the The Self-Efficacy Form for the Use of Information and Communication Technologies in Education, which includes such scales as “Equity and Citizenship Advocate (7 items”, “Visionary Planner (4 items) ”, “Empowering Leader (5 items)”, “Systems Designer (5 items)” and “Connected Learner (8 items)”. We performed the Cronbach’s Alpha internal consistency coefficients, item discrimination indexes in the lower and upper groups and the item total correlations to reliability levels of the scales. We have concluded that the instruments are valid and reliable data collections tools.

Keywords

Information and communication technologies, self-efficacy, technology in education

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