The Relationship between Teachers' Technology Proficiencies and their Levels of Integrating Technology into their Lessons

Year 2023, , 808 - 821, 31.12.2023

Menekşe Eskici , Semih Çayak

https://doi.org/10.31681/jetol.1331971

Abstract

This study aims to examine the relationship between teachers' technology proficiencies and their level of integrating technology into their lessons. In this research, which was designed in a relational survey model, as data collection tools, the “Technology Proficiency Self-Assessment Scale for 21st Century Learning” developed by Christensen and Knezek and adapted to Turkish conditions by Fidan, Debbağ and Çukurbaşı (2020); and “Teachers' Technology Integration Indicators Scale” developed by Çakıroğlu, Gökoğlu and Çebi (2015) were used. The research sample consisted of 398 teachers working in public schools in the Pendik and Tuzla districts of Istanbul. The findings showed that teachers' technology proficiencies and technology integration levels were high. In addition, teachers' technology proficiencies and their ability to integrate technology into their lessons did not show statistically significant differences according to teachers' gender, professional seniority and education level. However, both the technology proficiency of the teachers and the level of integrating technology into their lessons showed statistically significant differences according to their educational status. These differences in both variables were significantly higher for teachers with graduate education than those with undergraduate education. According to another finding obtained from this research, there was a positive, high level and significant relationship between teachers' technology proficiency and their ability to integrate technology into their lessons. As a result of the regression analysis, it was seen that technological proficiency was a significant predictor of technology integration. Technological proficiency explains 53.9% of technology integration.

Keywords

Educational technology, Technology integration, Technology proficiency, Teacher

References

• Aixia, D., & Wang, D. (2011). Factors influencing learner attitudes toward e-learning and development of e-learning environment based on the integrated e-learning platform. International Journal of e-Education, e-Business, e-Management and e-Learning, 1(3), 264. http://dx.doi.org/10.7763/IJEEEE.2011.V1.43
• Alaei Kharaem, R., Narimani, M., & Alaei Kharaem, S. (2012). A comparison of self-efficacy beliefs and achievement motivation in students with and without learning disability. Journal of Learning Disabilities, 1(3), 85-104.
• Asiri, M. M. (2022). Employing technology acceptance model to assess the reality of using augmented reality applications in teaching from teachers’ point of view in Najran. Journal of Positive School Psychology, 6(2), 5241-5255.
• Bakır, G. (2022). Branş öğretmenlerinin yenilikçi öğretmen özellikleri ve teknoloji entegrasyonunu gerçekleştirebilme yeterliliklerinin incelenmesi. (Yayınlanmamış Yüksek Lisans Tezi). Necmettin Erbakan Üniversitesi, Fen Bilimleri Enstitüsü, Bilgisayar ve Öğretim Teknolojileri Eğitimi Anabilim Dalı, Konya.
• Birişçi, S. & Kul, Ü. (2018). Pedagojik formasyon eğitimi alan öğretmen adaylarının teknoloji entegrasyonu öz-yeterlik inanışlarının incelenmesi. Fen Matematik Girişimcilik ve Teknoloji Eğitimi Dergisi, 1(1), 1-18.Retrieved from https://dergipark.org.tr/en/pub/fmgted/issue/40553/452349
• Büyüköztürk, Ş. (2011). Sosyal bilimler için veri analizi el kitabı - istatistik, araştırma deseni, spss uygulamaları ve yorum (15. Baskı). Ankara: Pegem Akademi
• Bowman, M. A., Vongkulluksn, V. W., Jiang, Z., & Xie, K. (2022). Teachers’ exposure to professional development and the quality of their instructional technology use: The mediating role of teachers’ value and ability beliefs. Journal of Research on Technology in Education, 54(2), 188-204. https://doi.org/10.1080/15391523.2020.1830895
• Caluza, L.J.B. (2020). Development of J48 algorithm-based application in predicting teacher’s techno-pedagogical competence. Mindanao Journal of Science and Technology 18, (2). 293-310.
• Chen, X., Zou, D., Xie, H., Cheng, G., & Liu, C. (2022). Two decades of artificial intelligence in education. Educational Technology & Society, 25(1), 28-47.
• Chou, C., & Peng, H. (2011). Promoting awareness of Internet safety in Taiwan in-service teacher education: A ten-year experience. The Internet and Higher Education, 14(1), 44-53. https://doi.org/10.1016/j.iheduc.2010.03.006
• Chunyan, L., Haitao, C., & Guolin, L. (2014). The effect of Web2. 0 on learning management system. International Journal of Multimedia and Ubiquitous Engineering, 9(10), 67-78. http://dx.doi.org/10.14257/ijmue.2014.9.10.07
• 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.
• Demir, S. & Bozkurt, A. (2011). İlköğretim matematik öğretmenlerinin teknoloji entegrasyonundaki öğretmen yeterliklerine ilişkin görüşleri. İlköğretim Online, 10 (3), 850-860. Retrieved from https://dergipark.org.tr/en/pub/ilkonline/issue/8591/106780
• Devedžić, V. (2004). Web intelligence and artificial intelligence in education. Journal of Educational Technology & Society, 7(4), 29-39.
• Dúo-Terrón, P. (2023). Analysis of scratch software in scientific production for 20 years: programming in education to develop computational thinking and steam disciplines. Education Sciences, 13(4), 404. https://doi.org/10.3390/educsci13040404
• Eden, S., Heiman, T., & Olenik‐Shemesh, D. (2013). Teachers’ perceptions, beliefs and concerns about cyberbullying. British journal of educational technology, 44(6), 1036-1052.
• Elkıran, Y. M. (2021). Türkçe öğretmeni adaylarının akademik okuryazarlık düzeyleri ile teknoloji yeterliği öz-değerlendirmeleri arasındaki ilişki. Manisa Celal Bayar Üniversitesi Sosyal Bilimler Dergisi, 19 (3), 325-343. DOI: 10.18026/cbayarsos.975296
• Elmalı, Ş. & Balkan Kıyıcı, F. (2022). Technology-based professional development program: Experiences of science teachers. Journal of Educational Technology & Online Learning, 5(2), 297-315. https://doi.org/10.31681/jetol.1081367
• Fidan, M., Debbag, M., & Çukurbasi, B. (2020). Technology proficiency self-assessments of teachers becoming professional in the 21st century: A scale adaptation study. Pegem Journal of Education and Instruction, 10(2), 465-492.
• Foulger, T.S., Graziano, K.J., Schmidt-Crawford, D. & Slykhuis, D.A. (2017). Teacher educator technology competencies. Journal of Technology and Teacher Education, 25(4), 413-448. Teacher Educator Technology Competencies - Learning & Technology Library (LearnTechLib)
• George, D., & Mallery, M. (2003). Using SPSS for Windows step by step: A simple guide and reference. Boston, MA: Allyn & Bacon.
• Güngör, H. & Atman Uslu, N. (2022). Öğretmenlerin teknoloji ile öğretime yönelik duygularının ölçülmesi: Bir geçerlik ve güvenirlik çalışması. Instructional Technology and Lifelong Learning 3(2), 115-128. https://doi.org/10.52911/itall.1079254
• Haghshenas, M. (2019). A model for utilizing social softwares in learning management system of E-learning. Quarterly of Iranian Distance Education Journal, 1(4), 25-38. https://doi.org/10.30473/idej.2019.6124
• Hanid, M. F. A., Said, M. N. H. M., & Yahaya, N. (2020). Learning strategies using augmented reality technology in education: Meta-analysis. Universal Journal of Educational Research, 8(5), 51-56.
• Hasse, C. (2017). Technological literacy for teachers. Oxford Review of Education, 43(3), 365-378. https://doi.org/10.1080/03054985.2017.1305057
• Karasar, N. (2010). Bilimsel arastırma yöntemi (21. Basım). Nobel Yayın Dağıtım: Ankara.
• Kim, K. T. (2019). The structural relationship among digital literacy, learning strategies, and core competencies among south korean college students. Educational sciences: theory and practice, 19(2), 3-21. DOI 10.12738/estp.2019.2.001
• Lambot, G. V., & Yango, A. R. (2023). Secondary school heads' technology leadership skills, educational motivation, teachers’ techno-pedagogical competence in the city schools division of Laguna. Technium Social Sciences Journal, 44, 449-476. https://doi.org/10.47577/tssj.v44i1.8927
• Leema, K. M. & Saleem, T. M. (2017). Infusion of techno pedagogy in elementary teacher education curriculum: Perspectives and challenges. IOSR Journal of Humanities and Social Science, 22(1), 6-10. DOI: 10.9790/0837-2201010610
• López-Belmonte, J., Segura-Robles, A., Moreno-Guerrero, A. J., & Parra-González, M. E. (2021). Robotics in education: A scientific mapping of the literature in Web of Science. Electronics, 10(3), 291. https://doi.org/10.3390/electronics10030291
• Ly, T. N. L., Nguyen, T. L., & Nguyen, H. N.(2021).Using e-learning platforms in online classes: A survey on tertiary english teachers' perceptions. AsiaCALL Online Journal, 12(5), 34-53. EOI:http://eoi.citefactor.org/10.11251/acoj.12.05.004
• Pajares, F. (2003). Self-efficacy beliefs, motivation, and achievement in writing: A review of the literature. Reading &Writing Quarterly, 19(2), 139-158.
• Qurashi, G. U. D. & Jan, T. (2022). Techno-pedagogical competence of private and government secondary school teachers of Kashmir-a comparative study. International Journal of Indian Psychȯlogy, 10(3). 944-953.
• Raja, M., & Priya, G. G. (2021). Conceptual origins, technological advancements, and ımpacts of using virtual reality technology in education. Webology, 18(2). 116-134.
• Roll, I., & Wylie, R. (2016). Evolution and revolution in artificial intelligence in education. International Journal of Artificial Intelligence in Education, 26, 582-599.
• Sabuncu, F. H., Çalışır, E. Ç., & Kışla, T. (2022, August). Analysis of technology proficiency self-assessments of teachers in education. In 2nd Internatıonal Conference On Educatıonal Technology And Onlıne Learnıng-ICETOL 2022 (p. 275).
• Saphira, H. V., & Prahani, B. K. (2022). Profile of senior high school students’ critical thinking skills and the need of implementation PBL model assisted by augmented reality book. Jurnal Pendidikan Sains Indonesia, 10(3), 579-591. DOI: https://doi.org/10.24815/jpsi.v10i3.25031
• Soutthaboualy, T., Chatwattana, P., & Piriyasurawong, P. (2022). Interactive augmented reality technology via blended ınstruction lesson on cloud. Higher Education Studies, 12(3). 9-18. DOI:10.5539/hes.v12n3p9
• Sünger, İ., Çankaya, S., & Durak, G. (2022). Artırılmış gerçeklik: Lisansüstü tezlerin içerik analizi. International Journal of Computers in Education, 5(1), 31-48. https://doi.org/10.5281/zenodo.7504724
• Şarlakkaya, K. & Sülün, A. (2022). Fen bilimleri öğretmen adaylarının 21. yüzyıl öğrenmelerinde teknoloji yeterliliği öz-değerlendirme düzeylerinin belirlenmesi. Ege Bilimsel Araştırmalar Dergisi, 5 (1), 1-21.
• Thakur, N. (2015). A study on implementation of techno-pedagogical skills, its challenges and role to release at higher level of education. American International Journal of Research in Humanities, Arts and Social Sciences, 9(2), 182-186.
• Triansyah, F. A., Mitrayana, M., Yanti, F., Rabuandika, A., & Muhammed, I. (2023). Ortaokullarda Artırılmış Gerçeklik Araştırmaları: Bibliyometrik İnceleme. EDUKASIA: Jurnal Pendidikan Dan Pembelajaran, 4(1), 369-378. https://mail.jurnaledukasia.org/index.php/edukasia/article/view/268
• Turgut, G. & Başarmak, U. (2019). Ortaokul öğretmenlerinin teknoloji entegrasyonu yeterliklerinin farklı değişkenlere göre incelenmesi. Türk Akademik Yayınlar Dergisi 3(2),51-66.
• Yazıcıoğlu, Y., & Erdoğan, S. (2004). SPSS applied scientific research methods. Ankara: Detay Publishing.
• Zhang, Z. J., Zhang, C. L., Zhang, X. G., Liu, X. M., Zhang, H., Wang, J., & Liu, S. (2015). Relationship between self-efficacy beliefs and achievement motivation in student nurses. Chinese Nursing Research, 2(2-3), 67-70.
• Zhu, C., Wang, D., Cai, Y., & Engels, N. (2013). What core competencies are related to teachers' innovative teaching?. Asia-Pacific Journal of Teacher Education, 41(1), 9-27. https://doi.org/10.1080/1359866X.2012.753984