Investigation the Technology Usage Level of Teacher Candidates
Abstract
Necessity
to train individuals who are away from the digital divide that is defined as
the gap between the masses who can make use of information technology
effectively and who do not have access to information technology due to lack of
education (Uckan, 2009). The aim of this study is to analyse the digital
competence of teacher candidates in terms of different variables. The study
group consisted of 200 teacher candidates who study at different departments
Necmettin Erbakan University. Screening model was used as the research method
in the present study. As data collection tools, a personal data form which was
developed by researchers and by which the demographic characteristics of the
study group students were obtained, and “The Digital Competence Scale” were
used. As result of this research, positive steps need to be taken for the
integration of information and communication technology into classes before
teacher candidates are graduated from faculties, teacher candidates need to be
assisted to use information and communication technology both in daily and
educational life, and they need to be guided to acquire using skills of technology.
Internet zones need to be developed so that teacher candidates can exchange
their knowledge and experience with friends. An easily, cheaply and constantly
accessible Internet infrastructure may be constructed among universities and
schools, and applications may be developed so that teacher candidates and
lecturers use in order to come together in different educational environments.
Keywords
References
- Açıkgöz, Ü. K. (2005). Active learning. Izmir: Education World Publications.
- Akkoyunlu, B., & Soylu, Y. (2010). A study on teachers’ digital empowerment. Turkish Librarianship, 24(4), 748-768.
- Akkoyunlu, B., Soylu, M. Y., & Caglar, M. (2010). A study on developing “Digital Empowerment Scale” for university students. Hacettepe University Journal of Education, 39(39), 10-19. Akpinar, Y. (2003). The effect of higher education in the use of new information technologies by the teachers: the case of Istanbul schools. The Turkish Online Journal of Education Technology, 2(2), 79-96.
- Ala-Mutka, K., Punie, Y., & Redecker, C. (2008). Digital competence for lifelong learning. Institute for Prospective Technological Studies (IPTS), European Commission, Joint Research Centre. Technical Note: JRC, 48708, 271-282.
- Bandura, A. (1986). Social foundations of thought and action. Englewood Cliffs, NJ: Prentice Hall.
- Bawden, D. (2001). Information and digital literacies: a review of concepts. Journal of documentation, 57(2), 218-259.
- Calik, T., & Sezgin, F. (2005). Globalization, information society and education. Kastamonu Education Journal, 13(1), 55-66.
- Chen, X. (2004). A study of stages of concern, layers of adoption, encouraging and obstructive factors about integrating information technology into instruction in junior high school language domain teachers in Kaohsiung City, Unpublished Master Degree Thesis, National Sun Yat-sen University, Kaohsiung, Taiwan.
- Erkan,S.(2004). A survey of teachers ' attitudes toward computers. Manas Journal of Social Studies, 12.
- Goktas, Y., Yildirim, Z., & Yildirim, S. (2008). Status of ICT in schools of teacher education: Deans’ views. Education and Science, 33(149), 30-50.
