Sınıf Öğretmenlerinin Web 2.0 Araçlarını Kullanım Yetkinlikleri: Bireysel Yenilikçilik Özellikleri ile Sosyo-demografik Değişkenlerin Yordayıcı Rolleri

Year 2025, Issue: 57, 99 - 109, 02.06.2025

Dilek Üstün Konur , Ömer Nayci , Hasan Fehmi Özdemir

https://doi.org/10.33418/education.1610226

Abstract

Bu çalışmanın amacı, sınıf öğretmenlerinin Web 2.0 araçlarını kullanımı yetkinlik düzeylerini ve bireysel yenilikçiliklerini incelemek ve bu değişkenler arasındaki ilişkiyi belirlemektir. İlişkisel tarama türündeki bu çalışmanın örneklemini 2023-24 eğitim-öğretim yılında Şırnak ilinin iki ilçesinde görev yapan 309 sınıf öğretmeni oluşturmaktadır. Veri toplama aracı olarak Bireysel Yenilikçilik Ölçeği ve Web 2.0 Araçları Kullanımı Yetkinliği Ölçeği kullanılmıştır. Verilerin analizinde sınıf öğretmenlerinin Web 2.0 Araçları kullanımı yetkinliği ve bireysel yenilikçilik düzeyleri betimsel istatistikler kullanılarak incelenmiş, ayrıca toplam Web 2.0 araçlarını kullanımı yetkinliği puanları doğrusal regresyon denkleminde modellenmiştir. Çalışma, sınıf öğretmenlerinin hem Web 2.0 araçlarını kullanımı yetkinlik düzeylerinin hem de bireysel yenilikçilik düzeylerinin orta düzeyde olduğunu ortaya koymuştur. Erkek öğretmenler Web 2.0 araçlarını kullanımı yetkinliği açısından daha yüksek bir ortalamaya sahipken, kadın öğretmenler bireysel yenilikçilik düzeyleri açısından daha yüksek bir ortalamaya sahiptir. Lisansüstü eğitim almış öğretmenlerin hem Web 2.0 araçlarını kullanımı yetkinlik düzeyleri hem de bireysel yenilikçilik düzeyleri ortalamalarının diğer tüm kategorilerden daha yüksek olması dikkat çeken bir diğer bulgudur. Regresyon analizi sonucunda bireysel yenilikçiliğin Web 2.0 araçlarını kullanımı yetkinliği puanını etkileyen anlamlı bir yordayıcı olmadığı sonucuna ulaşılmıştır. Ancak lisansüstü eğitime sahip olma, 4. sınıf öğretmenliği yapma ve hizmet içi eğitim alma Web 2.0 araçları kullanımı yetkinliğini olumlu yönde etkileyen anlamlı yordayıcılar olmuştur. Elde edilen bulgular bağlamında bazı önerilerde bulunulmuştur.

Keywords

Web 2.0 araçları , bireysel yenilikçilik özellikleri , sınıf öğretmenleri

Classroom Teachers' Competencies in Using Web 2.0 Tools: Predictive Roles of Individual Innovative Characteristics and Socio-demographic Variables

Abstract

This study aims to examine the level of competence in using Web 2.0 tools and individual innovativeness of classroom teachers and to determine the relationship between these variables. The sample of this relational survey-type study consisted of 309 classroom teachers working in two districts of Şırnak province in the 2023-24 academic year. Individual Innovation Scale and Web 2.0 Tools Usage Competence Scale were used as data collection instruments. In the data analysis, classroom teachers' Web 2.0 Tools Usage Competence and Individual innovativeness levels were examined using descriptive statistics, also the total Web 2.0 Tools Usage Competence scores were modeled in a linear regression equation. The study revealed that both the classroom teachers' competency levels in using Web 2.0 tools and their individual innovativeness levels were at a moderate level. While male teachers had a higher average in terms of competence in using Web 2.0 tools, female teachers had a higher average in terms of individual innovativeness levels. Another noteworthy finding is that both of the average scores of the competency levels in using Web 2.0 tools and individual innovativeness levels for teachers with postgraduate education were higher than all other categories. As a result of the regression analysis, it was concluded that individual innovativeness was not a significant predictor affecting the Web 2.0 tools usage competence score. However, having postgraduate education, teaching 4th grade, and receiving in-service training were significant predictors that positively affected the Web 2.0 tools usage competence. Some suggestions were made in the context of the findings.

Keywords

Web 2.0 tools , individual innovativeness , classroom teachers

Ethical Statement

Şırnak University Scientific Research Ethics Committee gave its consent for this study to be carried out on 08/12/2023 with the document issue number: 605.01-87070

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