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Öğretmen Adaylarının Bilgi, İletişim ve Mobil Teknolojileri Kullanma Becerileri Üzerine İlişkisel bir Çalışma

Year 2023, Volume: 11 Issue: 22, 836 - 865, 27.10.2023
https://doi.org/10.18009/jcer.1341122

Abstract

Bu çalışmada öğretmen adaylarının bilgi ve iletişim teknolojileri ile mobil teknolojileri kullanma becerilerinin çeşitli değişkenler açısından değerlendirilmesi amaçlanmıştır. İlişkisel tarama modelinde tasarlanan bu araştırma, bir devlet üniversitenin çeşitli öğretmenlik bölümlerinde okuyan 113 öğrenciyle gerçekleştirilmiştir. Yüzde, frekans, t-testi, ANOVA, korelasyon ve regresyon analizi gibi çeşitli istatistiksel analizlerin yapıldığı bu çalışmada, öğretmen adaylarının teknoloji kullanma becerisinin ve teknoloji kullanma becerisine verdiği önemin yüksek düzeyde olduğu tespit edilmiştir. Araştırmada, teknoloji kullanma becerisine verilen önem ile iletişim teknolojilerini kullanma becerisi arasında pozitif yönlü ve anlamlı ilişki tespit edilmiştir. Ayrıca, bilgi teknolojilerini kullanma becerisi ile iletişim teknolojilerini kullanma becerisi ve mobil teknolojileri kullanma becerisi arasında pozitif yönlü ve anlamlı ilişki tespit edilmiştir. İletişim teknolojilerini kullanma becerisi ile mobil teknolojileri kullanma becerisi arasında pozitif yönlü ve anlamlı ilişki vardır.

Thanks

Teşekkür eder, iyi çalışmalar dilerim.

References

  • Akgün, F. (2020). Öğretmen adaylarının bilgi ve iletişim teknolojileri yeterlikleri ve bilgi ve bilgi işlemsel düşünme becerilerinin çeşitli değişkenler açısından değerlendirilmesi. Trakya Üniversitesi Sosyal Bilimler Dergisi, 22(1), 629-654.
  • Alameri, J., Ahmad-Bani-Ismail, H., Akour, A., & Fakhouri, H. (2020). Blended learning and the use of ICT technology perceptions among university of Jordan students. In: Jain, L., Peng, SL., Alhadidi, B., Pal, S. (eds) Intelligent Computing Paradigm and Cutting-edge Technologies. ICICCT 2019. Learning and Analytics in Intelligent Systems, vol 9. Springer, Cham. https://doi.org/10.1007/978-3-030-38501-9_27
  • Atalay, N. & Anagün, Ş. S. (2014). Kırsal alanlarda görev yapan sınıf öğretmenlerinin bilgi ve iletişim teknolojilerinin kullanımına ilişkin görüşleri. Eğitimde Nitel Araştırmalar Dergisi, 2(3).
  • Aydoğmuş, M., & Karadağ, Y. (2020). Öğretmen adaylarının bilgi ve iletişim teknolojileri (BİT) yeterlikleri: Ondokuz Mayıs Üniversitesi örneği. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 16(3), 686-705.
  • Babbie, E. R. (2016). The practice of social research. Boston: Cengage Learning.
  • Bağcı, H., Üngören, Y., Horzum, M. B., & Ünsal, İ. (2020). Öğretmen adaylarının bilgi ve iletişim teknolojileri becerilerinin incelenmesi. Journal of Interdisciplinary Education: Theory and Practice, 2(1), 43-54.
  • Bebell, D., & O'Dwyer, L. (2010). Educational outcomes and research from 1:1 computing settings. Journal of Technology, Learning, and Assessment, 9(1).
  • Becit-İşçitürk, G. (2012). Öğretmen adaylarının bilgi ve iletişim teknolojilerini kabul ve kullanımlarının çeşitli değişkenler açısından incelenmesi. Yayınlanmamış Doktora Tezi, Anadolu Üniversitesi, Eskişehir.
  • Borokhovski, E., Pickup, D., El Saadi, L., Rabah, J., & Tamim, R.M. (2018). Gender and ICT: Meta-analysis and systematic review. Canada: Commonwealth of Learning.
  • Büyüköztürk, Ş. (2011). Sosyal bilimler için veri analizi el kitabı: İstatistik, araştırma deseni, SPSS uygulamaları ve yorum (15. Baskı). Ankara: Pegem Akademi.
  • Castells, M. (2010). The information age: Economy, society, and culture, Volume I: The rise of the network society. Oxford: Wiley-Blackwell.
  • Chai, C. S., Hwee-Ling-Koh, J., & Tsai, C. C. (2011). Exploring the profiles and interplays of pre-service and in-service teachers' technological pedagogical content knowledge (TPACK) in China. Journal of Educational Technology & Society, 14(1), 158-169.
  • Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2010). Facilitating pre-service teachers' development of technological, pedagogical, and content knowledge (TPACK). Educational Technology & Society, 13(4), 63-73.
  • Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. USA: John Wiley & Sons.
  • Creswell, J. W. (2014). Research design: qualitative, quantitative, and mixed methods approaches. Thousands Oak, CA: Sage.
  • Davies, R. S. (2011). Understanding technology literacy: A framework for evaluating educational technology integration. TechTrends, 55(5), 45-52.
  • Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340.
  • Dede, C. (2006). Online professional development for teachers: Emerging models and methods. USA: Harvard Education Press.
  • Earl, L. M., & Katz, S. (2006). Rethinking classroom assessment with purpose in mind. Winnipeg: Manitoba Education, Citizenship and Youth.
  • Ersöz, B. & Özmen, M. (2020). Dijitalleşme ve bilişim teknolojilerinin çalışanlar üzerindeki etkileri. Bilişim Teknolojileri Online Dergisi, 11(42), 170-179.
  • 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.
  • Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423-435.
  • Eshet-Alkalai, Y. (2004). Digital literacy: A conceptual framework for survival skills in the digital era. Journal of Educational Multimedia and Hypermedia, 13(1), 93-106.
  • European Commission. (2013). Survey of schools: ICT in education. Retrieved from https://publications.jrc.ec.europa.eu/repository/bitstream/JRC87011/lb-na-26089-en-n.pdf
  • Fraillon, J., Ainley, J., Schulz, W., Friedman, T., & Gebhardt, E. (2014). Preparing for life in a digital age. New Zeland: Springer.
  • Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915-945.
  • Gökçearslan, Ş., Karademir Coşkun, T., & Şahin, S. (2019). Öğretmen adayı bilgi ve iletişim teknolojisi yeterlikleri ölçeğinin Türkçe’ye uyarlanması. Kastamonu Education Journal, 27(4), 1435-1444.
  • Guskey, T. R. (2000). Evaluating professional development. Thousand Oaks: Corwin Press.
  • Hasselbring, T. S., & Bausch, M. E. (2005). Assistive technology, universal design, universal design for learning: Improved learning opportunities. Journal of Special Education Technology, 20(4), 49-60.
  • Howell, J. (2012). Teaching with ICT: Digital pedagogies for collaboration and creativity. Melbourne, Victoria: Oxford University Press.
  • Haznedar, Ö. (2012). Üniversite öğrencilerinin bilgi ve iletişim teknolojileri becerilerinin ve e-öğrenmeye yönelik tutumlarının farklı değişkenler açısından incelenmesi. (Yayımlanmamış yüksek lisans tezi), Dokuz Eylül Üniversitesi, İzmir.
  • 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.
  • Jonassen, D., Howland, J., Moore, J., & Marra, R. M. (2003). Learning to solve problems with technology: A constructivist perspective. New York: Prentice Hall.
  • Kabakçı-Yurdakul, I. (2011). Öğretmen adaylarının teknopedagojik eğitim yeterliklerinin bilgi ve iletişim teknolojilerini kullanımları açısından değerlendirilmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 40, 397-408.
  • Kay, R. H. (2006). Evaluating strategies used to incorporate technology into pre-service education: A review of the literature. Journal of Research on Technology in Education, 38(4), 383-408.
  • Kazakoff, E. R., Sullivan, A., & Bers, M. U. (2019). The effect of a classroom-based intensive robotics and programming workshop on sequencing ability in early childhood. Computers & Education, 142, 103634.
  • Koehler, M. J., Mishra, P., & Cain, W. (2013). What is technological pedagogical content knowledge (TPACK)? Journal of Education, 193(3), 13–19. https://doi.org/10.1177/002205741319300303
  • Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)?. Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
  • Lai, K. W., & Pratt, K. (2019). Information and communication technology (ICT) in education. In The SAGE Encyclopedia of Higher Education (Vols. 1-5). Thousans Oaks: Sage.
  • Lin, C. & Zhang, Y. & Zheng, B. (2017). The roles of learning strategies and motivation in online language learning: A structural equation modeling analysis. Computers & Education. 113. 10.1016/j.compedu.2017.05.014.
  • Motteram, G. (2013). Innovations in learning technologies for English language teaching. London: British Council.
  • Mouza, C. (2009). Does research-based professional development make a difference? A longitudinal investigation of teacher learning in technology integration. Teachers College Record, 111(5), 1195-1241.
  • Polly, D., Mims, C., Shepherd, C.E. & Inan, F. (2010). Evidence of impact: Transforming teacher education with preparing tomorrow's teachers to teach with technology (PT3) grants. Teaching and Teacher Education: An International Journal of Research and Studies, 26(4), 863-870.
  • Prensky, M. (2010). Teaching digital natives: Partnering for real learning. Thousand Oaks: Corwin Press.
  • Roblyer, M. D., & Doering, A. H. (2012). Integrating educational technology into teaching. Harlow: Pearson.
  • Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Simsar, A., & Kadim, M. (2017). Okul öncesi öğretmenlerinin bilişim teknolojilerini kullanma durumları ve bunun öğretime etkisi. Sosyal Bilimler Dergisi, 7(14), 127-146.
  • Şad, S. N., & Nalçacı, Ö. İ. (2015). Öğretmen adaylarının eğitimde bilgi ve iletişim teknolojilerini kullanmaya ilişkin yeterlilik algıları. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 11(1), 177-197.
  • Teo, T. (2008). Pre-service teachers' attitudes towards computer use: A Singapore survey. Australasian Journal of Educational Technology, 24(4), 413-424.
  • Tomlinson, C. A., & Imbeau, M. B. (2010). Leading and managing a differentiated classroom. Alexandria, VA: ASCD.
  • Tondeur, J., Scherer, R., Siddiq, F., & Baran, E. (2017). A comprehensive investigation of TPACK within pre-service teachers' ICT profiles: Mind the gap!. Australasian Journal of Educational Technology, 33(3), 46-60.
  • Tondeur, J., van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers & Education, 59(1), 134-144.
  • Trust, T. & Krutka, D. & Carpenter, J. (2016). “Together we are better”: Professional learning networks for teachers. Computers & Education. 102. 15-34.
  • UNESCO (2002). Information and communication technology in education: A curriculum for schools and programme of teacher development. Paris: United Nations Educational, Scientific, and Cultural Organization.
  • Voogt, J., & Roblin, N. P. (2012). A comparative analysis of international frameworks for 21st century competences: Implications for national curriculum policies. Journal of Curriculum Studies, 44, 299-321.
  • Wilkinson, A., Roberts, J., & While, A. E. (2010). Construction of an instrument to measure student information and communication technology skills, experience and attitudes to e-learning. Computers in Human Behavior, 26, 1369-1376.

Pre-service Teachers’ Information, Communication, and Mobile Technology Skills: A Correlational Study

Year 2023, Volume: 11 Issue: 22, 836 - 865, 27.10.2023
https://doi.org/10.18009/jcer.1341122

Abstract

This study aims to evaluate pre-service teachers’ skills of information, communication, and mobile technologies in terms of various variables. This correlational study was conducted on 113 pre-service teachers studying at various teaching departments of a state university, in Turkey. Such statistical analyses as percentage, frequency, t-test, ANOVA, correlation, and regression were used for data analysis. Results revealed that the importance pre-service teachers give to the skill of using technology and their levels of technology use skill were at a high level, and there was a significantly positive relationship between these two. There was also a significantly positive correlation between the skills of using communication technologies and mobile technologies, and between the importance given to the skill of technology use and the skill of communication technologies use. Accordingly, the importance given to the skill of technology use predicts almost 4 % of the variance in the skill of communication technologies use.

References

  • Akgün, F. (2020). Öğretmen adaylarının bilgi ve iletişim teknolojileri yeterlikleri ve bilgi ve bilgi işlemsel düşünme becerilerinin çeşitli değişkenler açısından değerlendirilmesi. Trakya Üniversitesi Sosyal Bilimler Dergisi, 22(1), 629-654.
  • Alameri, J., Ahmad-Bani-Ismail, H., Akour, A., & Fakhouri, H. (2020). Blended learning and the use of ICT technology perceptions among university of Jordan students. In: Jain, L., Peng, SL., Alhadidi, B., Pal, S. (eds) Intelligent Computing Paradigm and Cutting-edge Technologies. ICICCT 2019. Learning and Analytics in Intelligent Systems, vol 9. Springer, Cham. https://doi.org/10.1007/978-3-030-38501-9_27
  • Atalay, N. & Anagün, Ş. S. (2014). Kırsal alanlarda görev yapan sınıf öğretmenlerinin bilgi ve iletişim teknolojilerinin kullanımına ilişkin görüşleri. Eğitimde Nitel Araştırmalar Dergisi, 2(3).
  • Aydoğmuş, M., & Karadağ, Y. (2020). Öğretmen adaylarının bilgi ve iletişim teknolojileri (BİT) yeterlikleri: Ondokuz Mayıs Üniversitesi örneği. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 16(3), 686-705.
  • Babbie, E. R. (2016). The practice of social research. Boston: Cengage Learning.
  • Bağcı, H., Üngören, Y., Horzum, M. B., & Ünsal, İ. (2020). Öğretmen adaylarının bilgi ve iletişim teknolojileri becerilerinin incelenmesi. Journal of Interdisciplinary Education: Theory and Practice, 2(1), 43-54.
  • Bebell, D., & O'Dwyer, L. (2010). Educational outcomes and research from 1:1 computing settings. Journal of Technology, Learning, and Assessment, 9(1).
  • Becit-İşçitürk, G. (2012). Öğretmen adaylarının bilgi ve iletişim teknolojilerini kabul ve kullanımlarının çeşitli değişkenler açısından incelenmesi. Yayınlanmamış Doktora Tezi, Anadolu Üniversitesi, Eskişehir.
  • Borokhovski, E., Pickup, D., El Saadi, L., Rabah, J., & Tamim, R.M. (2018). Gender and ICT: Meta-analysis and systematic review. Canada: Commonwealth of Learning.
  • Büyüköztürk, Ş. (2011). Sosyal bilimler için veri analizi el kitabı: İstatistik, araştırma deseni, SPSS uygulamaları ve yorum (15. Baskı). Ankara: Pegem Akademi.
  • Castells, M. (2010). The information age: Economy, society, and culture, Volume I: The rise of the network society. Oxford: Wiley-Blackwell.
  • Chai, C. S., Hwee-Ling-Koh, J., & Tsai, C. C. (2011). Exploring the profiles and interplays of pre-service and in-service teachers' technological pedagogical content knowledge (TPACK) in China. Journal of Educational Technology & Society, 14(1), 158-169.
  • Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2010). Facilitating pre-service teachers' development of technological, pedagogical, and content knowledge (TPACK). Educational Technology & Society, 13(4), 63-73.
  • Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning. USA: John Wiley & Sons.
  • Creswell, J. W. (2014). Research design: qualitative, quantitative, and mixed methods approaches. Thousands Oak, CA: Sage.
  • Davies, R. S. (2011). Understanding technology literacy: A framework for evaluating educational technology integration. TechTrends, 55(5), 45-52.
  • Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319-340.
  • Dede, C. (2006). Online professional development for teachers: Emerging models and methods. USA: Harvard Education Press.
  • Earl, L. M., & Katz, S. (2006). Rethinking classroom assessment with purpose in mind. Winnipeg: Manitoba Education, Citizenship and Youth.
  • Ersöz, B. & Özmen, M. (2020). Dijitalleşme ve bilişim teknolojilerinin çalışanlar üzerindeki etkileri. Bilişim Teknolojileri Online Dergisi, 11(42), 170-179.
  • 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.
  • Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), 423-435.
  • Eshet-Alkalai, Y. (2004). Digital literacy: A conceptual framework for survival skills in the digital era. Journal of Educational Multimedia and Hypermedia, 13(1), 93-106.
  • European Commission. (2013). Survey of schools: ICT in education. Retrieved from https://publications.jrc.ec.europa.eu/repository/bitstream/JRC87011/lb-na-26089-en-n.pdf
  • Fraillon, J., Ainley, J., Schulz, W., Friedman, T., & Gebhardt, E. (2014). Preparing for life in a digital age. New Zeland: Springer.
  • Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915-945.
  • Gökçearslan, Ş., Karademir Coşkun, T., & Şahin, S. (2019). Öğretmen adayı bilgi ve iletişim teknolojisi yeterlikleri ölçeğinin Türkçe’ye uyarlanması. Kastamonu Education Journal, 27(4), 1435-1444.
  • Guskey, T. R. (2000). Evaluating professional development. Thousand Oaks: Corwin Press.
  • Hasselbring, T. S., & Bausch, M. E. (2005). Assistive technology, universal design, universal design for learning: Improved learning opportunities. Journal of Special Education Technology, 20(4), 49-60.
  • Howell, J. (2012). Teaching with ICT: Digital pedagogies for collaboration and creativity. Melbourne, Victoria: Oxford University Press.
  • Haznedar, Ö. (2012). Üniversite öğrencilerinin bilgi ve iletişim teknolojileri becerilerinin ve e-öğrenmeye yönelik tutumlarının farklı değişkenler açısından incelenmesi. (Yayımlanmamış yüksek lisans tezi), Dokuz Eylül Üniversitesi, İzmir.
  • 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.
  • Jonassen, D., Howland, J., Moore, J., & Marra, R. M. (2003). Learning to solve problems with technology: A constructivist perspective. New York: Prentice Hall.
  • Kabakçı-Yurdakul, I. (2011). Öğretmen adaylarının teknopedagojik eğitim yeterliklerinin bilgi ve iletişim teknolojilerini kullanımları açısından değerlendirilmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 40, 397-408.
  • Kay, R. H. (2006). Evaluating strategies used to incorporate technology into pre-service education: A review of the literature. Journal of Research on Technology in Education, 38(4), 383-408.
  • Kazakoff, E. R., Sullivan, A., & Bers, M. U. (2019). The effect of a classroom-based intensive robotics and programming workshop on sequencing ability in early childhood. Computers & Education, 142, 103634.
  • Koehler, M. J., Mishra, P., & Cain, W. (2013). What is technological pedagogical content knowledge (TPACK)? Journal of Education, 193(3), 13–19. https://doi.org/10.1177/002205741319300303
  • Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)?. Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
  • Lai, K. W., & Pratt, K. (2019). Information and communication technology (ICT) in education. In The SAGE Encyclopedia of Higher Education (Vols. 1-5). Thousans Oaks: Sage.
  • Lin, C. & Zhang, Y. & Zheng, B. (2017). The roles of learning strategies and motivation in online language learning: A structural equation modeling analysis. Computers & Education. 113. 10.1016/j.compedu.2017.05.014.
  • Motteram, G. (2013). Innovations in learning technologies for English language teaching. London: British Council.
  • Mouza, C. (2009). Does research-based professional development make a difference? A longitudinal investigation of teacher learning in technology integration. Teachers College Record, 111(5), 1195-1241.
  • Polly, D., Mims, C., Shepherd, C.E. & Inan, F. (2010). Evidence of impact: Transforming teacher education with preparing tomorrow's teachers to teach with technology (PT3) grants. Teaching and Teacher Education: An International Journal of Research and Studies, 26(4), 863-870.
  • Prensky, M. (2010). Teaching digital natives: Partnering for real learning. Thousand Oaks: Corwin Press.
  • Roblyer, M. D., & Doering, A. H. (2012). Integrating educational technology into teaching. Harlow: Pearson.
  • Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Simsar, A., & Kadim, M. (2017). Okul öncesi öğretmenlerinin bilişim teknolojilerini kullanma durumları ve bunun öğretime etkisi. Sosyal Bilimler Dergisi, 7(14), 127-146.
  • Şad, S. N., & Nalçacı, Ö. İ. (2015). Öğretmen adaylarının eğitimde bilgi ve iletişim teknolojilerini kullanmaya ilişkin yeterlilik algıları. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 11(1), 177-197.
  • Teo, T. (2008). Pre-service teachers' attitudes towards computer use: A Singapore survey. Australasian Journal of Educational Technology, 24(4), 413-424.
  • Tomlinson, C. A., & Imbeau, M. B. (2010). Leading and managing a differentiated classroom. Alexandria, VA: ASCD.
  • Tondeur, J., Scherer, R., Siddiq, F., & Baran, E. (2017). A comprehensive investigation of TPACK within pre-service teachers' ICT profiles: Mind the gap!. Australasian Journal of Educational Technology, 33(3), 46-60.
  • Tondeur, J., van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers & Education, 59(1), 134-144.
  • Trust, T. & Krutka, D. & Carpenter, J. (2016). “Together we are better”: Professional learning networks for teachers. Computers & Education. 102. 15-34.
  • UNESCO (2002). Information and communication technology in education: A curriculum for schools and programme of teacher development. Paris: United Nations Educational, Scientific, and Cultural Organization.
  • Voogt, J., & Roblin, N. P. (2012). A comparative analysis of international frameworks for 21st century competences: Implications for national curriculum policies. Journal of Curriculum Studies, 44, 299-321.
  • Wilkinson, A., Roberts, J., & While, A. E. (2010). Construction of an instrument to measure student information and communication technology skills, experience and attitudes to e-learning. Computers in Human Behavior, 26, 1369-1376.
There are 56 citations in total.

Details

Primary Language Turkish
Subjects Instructional Technologies
Journal Section Research Article
Authors

Nazife Şen Ersoy 0000-0002-3335-7538

Yunus Dogan 0000-0002-5038-3404

Early Pub Date October 25, 2023
Publication Date October 27, 2023
Submission Date August 11, 2023
Acceptance Date October 4, 2023
Published in Issue Year 2023 Volume: 11 Issue: 22

Cite

APA Şen Ersoy, N., & Dogan, Y. (2023). Öğretmen Adaylarının Bilgi, İletişim ve Mobil Teknolojileri Kullanma Becerileri Üzerine İlişkisel bir Çalışma. Journal of Computer and Education Research, 11(22), 836-865. https://doi.org/10.18009/jcer.1341122

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