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Öğretmenler için Bilgi ve İletişim Teknolojileri Entegrasyonu Yeterlikleri Ölçeğinin Türkçe’ye Uyarlanması

Year 2019, Volume: 8 Issue: 2, 437 - 456, 30.06.2019
https://doi.org/10.14686/buefad.442836

Abstract

References

  • Artun, H., & Günüç, S. (2016). Student’s perception scale about instructors’ technology integration competence: validity And reliability study. YYU Journal of Education Faculty, 13(1), 544-566.Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107(2), 238.Bollen, K.A. (1990). Overall Fit in Covariance Structure Models: Two Types of Sample Size Effects. Psychological Bulletin, 107(2), 256-59.Briggs, S. R., & Cheek, J. M. (1986). The role of factor analysis in the development and evaluation of personality scales. Journal of Personality, 54, 106-148Brown, T. A. (2006). Confirmatory Factor Analysis for Applied Research. New York: Guilford Press.Büyüköztürk, Ş. (2007). Sosyal bilimler için veri analizi el kitabı [Data analysis handbook for social sciences]. Ankara: Pegem Publishing. Cenker, B., & Akgül, E. M. (2011). Investigation of elementary school teachers' understandings on change management in schools. Sakarya University Journal of Education, 1(1), 6-14.Christensen, R. (2002). Effects of technology integration education on the attitudes of teachers and students. Journal of Research on Technology in Education, 34(4), 411-433.Çağıltay, K., Çakıroğlu, J., Çağıltay, N., & Çakıroğlu, E. (2001). Teachers’ perspectives about the use of computers in education. Hacettepe Journal of Education, 21(1), 19-28.Çakıroğlu, Ü., Gökoğlu, S., & Çebi, A. (2015). Basic indicators for teachers’ technology integration: a scale development study. Gazi University Gazi Journal of Faculty of Education, 35(3), 507-522.Çırak, S., & Demir, S. (2014). Examining classroom teachers’ views about their competencies concerning the integration of technology. Gaziantep University Journal of Social Sciences, 13(1), 99-113.Çoklar, A. N., & Yurdakul, I. K. (2017). Technology integration experiences of teachers. Discourse and Communication for Sustainable Education, 8(1), 19-31. Davies, R. (2011). Understanding technology literacy: A framework for evaluating educational technology integration. Techtrends. Linking Research & Practice to Improve Learning, 55(5), 45-52. doi:10.1007/s11528-011-0527-3. Erişti, S. D., Kurt, A. A., & Dindar, M. (2012). Teachers’ views about effective use of technology in classrooms. Turkish Online Journal of Qualitative Inquiry, 3(2), 30-41.Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration. Educational Technology Research and Development, 53(4), 25-39.Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255-284.Haşlaman, T., Kuşkaya-Mumcu, F., & Usluel, Y. K. (2007). The integration of information and communication technologies in learning and teaching process: A lesson plan example. Eğitim ve Bilim Dergisi, 32(146), 54-63.Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223-252.Hooper, D., Coughlan, J., & Mullen, M. (2008). Structural Equation Modelling: Guidelines for Determining Model Fit. Electronic Journal of Business Research Methods, 6, 53-60.Howard, R.M., & Davies, L.J. (2009). Plagiarism in the Internet Age. Educational Leadership, 66(6), 64-67. Hsu, S. (2010a). The relationship between teacher’s technology integration ability and usage. Journal of Educational Computing Research, 43(3), 309-325.Hsu, S. (2010b). Developing a scale for teacher integration of information and communication technology ingrades 1–9. Journal of Computer Assisted Learning, 26, 175–189. doi: 10.1111/j.1365-2729.2010.00348.x.Hsu, S. (2017). Developing and validating a scale for measuring changes in teachers’ ICT integration proficiency over time. Computers & Education, 111, 18-30. Hu, L. T., & Bentler, P. M. (1999). Cut off criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55.Ilgaz, H., & Usluel, Y. (2011). Teacher competencies accordıng to ICT integration into the teaching processes and professional development. Eğitim Bilimleri ve Uygulama, 10(19), 87-106.International Society for Technology in Education [ISTE](2014). ISTE Standards Teachers. http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-T_PDF.pdf. Jacobs, H. H. (2010). Curriculum 21: Essential education for a changing world.Alexandria, Virginia.Jöreskog, K., & Sörbom, D. (1993). LISREL 8: Structural Equation Modeling with the SIMPLIS Command Language. Chicago, IL: Scientific Software International Inc. Kafyulilo, A., Fisser, P., & Voogt, J. (2016). Teacher design in teams as a professional development arrangement for developing technology integration knowledge and skills of science teachers in Tanzania. Education and Information Technologies, 21(2), 301-318. doi:10.1007/s10639-014-9321-0.Kline, R. B. (2010). Principles and practice of structural equation modeling (3rd ed.). New York: The Guildford Press.Lawrence, J. E. & Tar, U. A. (2018). Factors that influence teachers’ adoption and integration of ICT in teaching/learning process. Educational Media International, 55(1), 79-105, DOI: 10.1080/09523987.2018.1439712. Lim, C. P. (2007). Effective integration of ICT in Singapore schools: Pedagogical and policy implications, Education Technology Research Development, 55, 83-116.Mazman, S. G., & Usluel, Y. K. (2011). ICT integration into learning-teaching process: models and indicators. Educational Technology theory and practice, 1(1), 62-79.Mısırlı, Z. A. (2016). Integrating technology into teaching and learning using variety of models. Ihlara Eğitim Araştırmaları Dergisi, 1(2), 37-48.Milli Eğitim Bakanlığı [MEB] (2017). Öğretmenlik mesleği genel yeterlilikleri [General competencies for teaching profession]. Öğretmen Yetiştirme ve Eğitimi Genel Müdürlüğü, Ankara. Retrieved 20 June 2018 from https://oygm.meb.gov.tr/meb_iys_dosyalar/2017_12/11115355_YYRETMENLYK_MESLEYY_GENEL_YETERLYKLERY.pdf Mumcu, F. K., Haşlaman, T., & Usluel, Y. K. (2008). Teknolojik pedagojik içerik bilgisi modeli çerçevesinde etkili teknoloji entegrasyonunun göstergeleri [Indicators of effective technology integration within the technological pedagogical content knowledge model]. 8th International Educational Technology Conference, Anadolu University, Eskişehir, 296-299.Niederhauser, D. S., & Perkmen, S. (2008) Validation of the ıntrapersonal technology ıntegration scale: assessing the ınfluence of ıntrapersonal factors that ınfluence technology ıntegration. Computers in the Schools, 25(1-2), 98-111, DOI:10.1080/07380560802157956.Nunnally, J.C (1978). Psychometric Theory. Newyork: Mcgraw Hill.Öçal, M., & Şimşek, M. (2017). Pre-service mathematics teachers’ opinions about FATİH project and technology use in mathematics education. Turkish Online Journal of Qualitative Inquiry, 8(1), 91-121. DOI: 10.17569/tojqi.288857Özerbaş, M. F. (2010). The evaluation on technological problems faced within the application of new program from the teachers' perspective. Ahi Evran University Journal of Faculty of Education, 11(2), 267-283.Pittman, T. & Gaines, T. (2015). Technology integration in third, fourth and fifth grade classrooms in a Florida school district. Educational Technology Research and Development, 63(4), 539-554. DOI 10.1007/s11423-015-9391-8. Schreiber, J. B., Nora, A., Stage, F. K., Barlow, E. A., & King, J. (2006). Reporting structural equation modeling and confirmatory factor analysis results: A review. The Journal of Educational Research, 99(6), 323-338So, H.J, & Kim, B. (2009). Learning about problem based learning: Student teachers integrating technology, pedagogy and content knowledge. Australasian Journal of Educational Technology, 25(1), 101-116. Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Boston, Allyn and Bacon.Tezci, E. (2011). Turkish primary school teachers’ perceptions of school culture regarding ICT integration. Educational Technology Research and Development, 59, 429-443.Tezci, E. (2016). Developing a scale for measuring ICT integration approaches for teachers. Kastamonu Education Journal, 24(2), 975-992.Tondeur, J., van Braak, J., & Valcke, M. (2007). Curricula and the use of ICT in education: Two worlds apart?. British Journal of Educational Technology, 38, 962–976.Tsai, H. C. (2015). A senior teacher’s implementation of technology integration. International Education Studies, 8(6), 151-161.Türel, Y.K., Özdemir, T.Y., & Varol, F. (2017). Teachers’ ICT skills scale: Reliability and Validity. Cukurova University Faculty of Education Journal 46(2), 503-516. Yalın, H. İ., Karadeniz, S., & Şahin, S. (2007). Barriers to information and communication technologies integration into elementary schools in Turkey. Journal of Applied Sciences, 7(24), 4036-4039.Yu-Liang, T. (2011). Introducing new technology to teachers: A pilot evaluation. International Journal of Technology in Teaching & Learning, 7(2), 136-151.

Adaptation of Teachers’ ICT Integration Proficiency Scale into Turkish

Year 2019, Volume: 8 Issue: 2, 437 - 456, 30.06.2019
https://doi.org/10.14686/buefad.442836

Abstract

The
purpose of the present study is to explore validity and reliability of the
Turkish adaptation of the “Teachers’ ICT Integration Proficiency Scale (TIPS)”
developed by Hsu (2017) from National Taiwan University. After the translation
stages of the Turkish form, it was applied to a total of 362 teachers from
different branches employed by different school types. The construct and
concurrent validity were used to determine the validity of the scale.
Confirmatory factor analysis completed for construct validity observed the
Turkish form of the scale had 5 dimensions and that this model had good fit
(χ2=151.58, SD=53, RMSEA=0.08, GFI=0.93, AGFI=0.88, CFI=0.95, NFI=0.91,
NNFI=0.96). For concurrent validity, there were significant correlations
observed between TIPS and TICTS. The Cronbach alpha coefficient and item-total
correlations were examined to determine the reliability of the scale. The
Cronbach alpha internal consistency reliability coefficients for the dimensions
of the scale of preparation (α = .77), production (α = .83), instruction (α =
.90), development (α = .79) and issues (α = .79) were determined to have
sufficient reliability. The correlation coefficients between the items and
total of the Turkish form of the scale were found to vary from 0.37 to 0.69.
These results show that the Turkish form of the scale is a valid and reliable
scale.

References

  • Artun, H., & Günüç, S. (2016). Student’s perception scale about instructors’ technology integration competence: validity And reliability study. YYU Journal of Education Faculty, 13(1), 544-566.Bentler, P. M. (1990). Comparative fit indexes in structural models. Psychological Bulletin, 107(2), 238.Bollen, K.A. (1990). Overall Fit in Covariance Structure Models: Two Types of Sample Size Effects. Psychological Bulletin, 107(2), 256-59.Briggs, S. R., & Cheek, J. M. (1986). The role of factor analysis in the development and evaluation of personality scales. Journal of Personality, 54, 106-148Brown, T. A. (2006). Confirmatory Factor Analysis for Applied Research. New York: Guilford Press.Büyüköztürk, Ş. (2007). Sosyal bilimler için veri analizi el kitabı [Data analysis handbook for social sciences]. Ankara: Pegem Publishing. Cenker, B., & Akgül, E. M. (2011). Investigation of elementary school teachers' understandings on change management in schools. Sakarya University Journal of Education, 1(1), 6-14.Christensen, R. (2002). Effects of technology integration education on the attitudes of teachers and students. Journal of Research on Technology in Education, 34(4), 411-433.Çağıltay, K., Çakıroğlu, J., Çağıltay, N., & Çakıroğlu, E. (2001). Teachers’ perspectives about the use of computers in education. Hacettepe Journal of Education, 21(1), 19-28.Çakıroğlu, Ü., Gökoğlu, S., & Çebi, A. (2015). Basic indicators for teachers’ technology integration: a scale development study. Gazi University Gazi Journal of Faculty of Education, 35(3), 507-522.Çırak, S., & Demir, S. (2014). Examining classroom teachers’ views about their competencies concerning the integration of technology. Gaziantep University Journal of Social Sciences, 13(1), 99-113.Çoklar, A. N., & Yurdakul, I. K. (2017). Technology integration experiences of teachers. Discourse and Communication for Sustainable Education, 8(1), 19-31. Davies, R. (2011). Understanding technology literacy: A framework for evaluating educational technology integration. Techtrends. Linking Research & Practice to Improve Learning, 55(5), 45-52. doi:10.1007/s11528-011-0527-3. Erişti, S. D., Kurt, A. A., & Dindar, M. (2012). Teachers’ views about effective use of technology in classrooms. Turkish Online Journal of Qualitative Inquiry, 3(2), 30-41.Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration. Educational Technology Research and Development, 53(4), 25-39.Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255-284.Haşlaman, T., Kuşkaya-Mumcu, F., & Usluel, Y. K. (2007). The integration of information and communication technologies in learning and teaching process: A lesson plan example. Eğitim ve Bilim Dergisi, 32(146), 54-63.Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55(3), 223-252.Hooper, D., Coughlan, J., & Mullen, M. (2008). Structural Equation Modelling: Guidelines for Determining Model Fit. Electronic Journal of Business Research Methods, 6, 53-60.Howard, R.M., & Davies, L.J. (2009). Plagiarism in the Internet Age. Educational Leadership, 66(6), 64-67. Hsu, S. (2010a). The relationship between teacher’s technology integration ability and usage. Journal of Educational Computing Research, 43(3), 309-325.Hsu, S. (2010b). Developing a scale for teacher integration of information and communication technology ingrades 1–9. Journal of Computer Assisted Learning, 26, 175–189. doi: 10.1111/j.1365-2729.2010.00348.x.Hsu, S. (2017). Developing and validating a scale for measuring changes in teachers’ ICT integration proficiency over time. Computers & Education, 111, 18-30. Hu, L. T., & Bentler, P. M. (1999). Cut off criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55.Ilgaz, H., & Usluel, Y. (2011). Teacher competencies accordıng to ICT integration into the teaching processes and professional development. Eğitim Bilimleri ve Uygulama, 10(19), 87-106.International Society for Technology in Education [ISTE](2014). ISTE Standards Teachers. http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-T_PDF.pdf. Jacobs, H. H. (2010). Curriculum 21: Essential education for a changing world.Alexandria, Virginia.Jöreskog, K., & Sörbom, D. (1993). LISREL 8: Structural Equation Modeling with the SIMPLIS Command Language. Chicago, IL: Scientific Software International Inc. Kafyulilo, A., Fisser, P., & Voogt, J. (2016). Teacher design in teams as a professional development arrangement for developing technology integration knowledge and skills of science teachers in Tanzania. Education and Information Technologies, 21(2), 301-318. doi:10.1007/s10639-014-9321-0.Kline, R. B. (2010). Principles and practice of structural equation modeling (3rd ed.). New York: The Guildford Press.Lawrence, J. E. & Tar, U. A. (2018). Factors that influence teachers’ adoption and integration of ICT in teaching/learning process. Educational Media International, 55(1), 79-105, DOI: 10.1080/09523987.2018.1439712. Lim, C. P. (2007). Effective integration of ICT in Singapore schools: Pedagogical and policy implications, Education Technology Research Development, 55, 83-116.Mazman, S. G., & Usluel, Y. K. (2011). ICT integration into learning-teaching process: models and indicators. Educational Technology theory and practice, 1(1), 62-79.Mısırlı, Z. A. (2016). Integrating technology into teaching and learning using variety of models. Ihlara Eğitim Araştırmaları Dergisi, 1(2), 37-48.Milli Eğitim Bakanlığı [MEB] (2017). Öğretmenlik mesleği genel yeterlilikleri [General competencies for teaching profession]. Öğretmen Yetiştirme ve Eğitimi Genel Müdürlüğü, Ankara. Retrieved 20 June 2018 from https://oygm.meb.gov.tr/meb_iys_dosyalar/2017_12/11115355_YYRETMENLYK_MESLEYY_GENEL_YETERLYKLERY.pdf Mumcu, F. K., Haşlaman, T., & Usluel, Y. K. (2008). Teknolojik pedagojik içerik bilgisi modeli çerçevesinde etkili teknoloji entegrasyonunun göstergeleri [Indicators of effective technology integration within the technological pedagogical content knowledge model]. 8th International Educational Technology Conference, Anadolu University, Eskişehir, 296-299.Niederhauser, D. S., & Perkmen, S. (2008) Validation of the ıntrapersonal technology ıntegration scale: assessing the ınfluence of ıntrapersonal factors that ınfluence technology ıntegration. Computers in the Schools, 25(1-2), 98-111, DOI:10.1080/07380560802157956.Nunnally, J.C (1978). Psychometric Theory. Newyork: Mcgraw Hill.Öçal, M., & Şimşek, M. (2017). Pre-service mathematics teachers’ opinions about FATİH project and technology use in mathematics education. Turkish Online Journal of Qualitative Inquiry, 8(1), 91-121. DOI: 10.17569/tojqi.288857Özerbaş, M. F. (2010). The evaluation on technological problems faced within the application of new program from the teachers' perspective. Ahi Evran University Journal of Faculty of Education, 11(2), 267-283.Pittman, T. & Gaines, T. (2015). Technology integration in third, fourth and fifth grade classrooms in a Florida school district. Educational Technology Research and Development, 63(4), 539-554. DOI 10.1007/s11423-015-9391-8. Schreiber, J. B., Nora, A., Stage, F. K., Barlow, E. A., & King, J. (2006). Reporting structural equation modeling and confirmatory factor analysis results: A review. The Journal of Educational Research, 99(6), 323-338So, H.J, & Kim, B. (2009). Learning about problem based learning: Student teachers integrating technology, pedagogy and content knowledge. Australasian Journal of Educational Technology, 25(1), 101-116. Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Boston, Allyn and Bacon.Tezci, E. (2011). Turkish primary school teachers’ perceptions of school culture regarding ICT integration. Educational Technology Research and Development, 59, 429-443.Tezci, E. (2016). Developing a scale for measuring ICT integration approaches for teachers. Kastamonu Education Journal, 24(2), 975-992.Tondeur, J., van Braak, J., & Valcke, M. (2007). Curricula and the use of ICT in education: Two worlds apart?. British Journal of Educational Technology, 38, 962–976.Tsai, H. C. (2015). A senior teacher’s implementation of technology integration. International Education Studies, 8(6), 151-161.Türel, Y.K., Özdemir, T.Y., & Varol, F. (2017). Teachers’ ICT skills scale: Reliability and Validity. Cukurova University Faculty of Education Journal 46(2), 503-516. Yalın, H. İ., Karadeniz, S., & Şahin, S. (2007). Barriers to information and communication technologies integration into elementary schools in Turkey. Journal of Applied Sciences, 7(24), 4036-4039.Yu-Liang, T. (2011). Introducing new technology to teachers: A pilot evaluation. International Journal of Technology in Teaching & Learning, 7(2), 136-151.
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Details

Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

Ümit Kul 0000-0002-3651-4519

Salih Birişçi 0000-0001-7131-5112

Veli Kutay 0000-0002-8408-2183

Publication Date June 30, 2019
Published in Issue Year 2019 Volume: 8 Issue: 2

Cite

APA Kul, Ü., Birişçi, S., & Kutay, V. (2019). Adaptation of Teachers’ ICT Integration Proficiency Scale into Turkish. Bartın University Journal of Faculty of Education, 8(2), 437-456. https://doi.org/10.14686/buefad.442836

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