Research Article
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Year 2016, Volume 3, Issue 1, 14 - 21, 01.04.2016
https://doi.org/10.17275/per.15.49.3.1

Abstract

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integrating information technology into instruction in junior high school language domain teachers in Kaohsiung City, Unpublished Master Degree Thesis, National Sun Yat-sen University, Kaohsiung, Taiwan.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.
  • Hu, S., and Kuh, G. D. (2002). Being (Dis)Engaged in Educationally Purposeful Activities: The Influences of Student and Institutional Characteristics. Research in Higher Education, 43(5), 555.
  • Jung, I. (2005). ICT-Pedagogy integration in teacher training: application cases worldwide. Educational Technology and Society, 8(2), 94-101.
  • Karasar, N. (1999). Research Method. Ankara: Nobel Publishing.
  • Krumsvik, R. J. (2008). Situated learning and teachers’ digital competence. Education and Information Technologies, 13(4), 279-290.
  • Mäkinen, M. (2006). Digital empowerment as a process for enhancing citizens' participation. E-learning and Digital Media, 3(3), 381-395.
  • O'reilly, T. (2007). What is Web 2.0: Design patterns and business models for the next generation of software. Communications & strategies, (1), 17.
  • Timur, B., Timur, S., & Akkoyunlu, B. (2014). Determinig pre-service teachers’ digital empowerment level. Mugla Sitki Kocman University Institute of Social Sciences Journal, (33), 41-59.
  • Yildiz, C., & Kaya, M. K. (2012). An investigation into high school students’ digital literacy level. Usak University Journal of Social Sciences, 2012,(11), 82-96.
  • Zhou, L., Burgoon, J. K., Zhang, D., & Nunamaker, J. F. (2004). Language dominance in inter personal deception via computer-mediated communication. Computers in Human Behavior, 20(3), 381-402.

Investigation the Technology Usage Level of Teacher Candidates

Year 2016, Volume 3, Issue 1, 14 - 21, 01.04.2016
https://doi.org/10.17275/per.15.49.3.1

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.

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.
  • Hu, S., and Kuh, G. D. (2002). Being (Dis)Engaged in Educationally Purposeful Activities: The Influences of Student and Institutional Characteristics. Research in Higher Education, 43(5), 555.
  • Jung, I. (2005). ICT-Pedagogy integration in teacher training: application cases worldwide. Educational Technology and Society, 8(2), 94-101.
  • Karasar, N. (1999). Research Method. Ankara: Nobel Publishing.
  • Krumsvik, R. J. (2008). Situated learning and teachers’ digital competence. Education and Information Technologies, 13(4), 279-290.
  • Mäkinen, M. (2006). Digital empowerment as a process for enhancing citizens' participation. E-learning and Digital Media, 3(3), 381-395.
  • O'reilly, T. (2007). What is Web 2.0: Design patterns and business models for the next generation of software. Communications & strategies, (1), 17.
  • Timur, B., Timur, S., & Akkoyunlu, B. (2014). Determinig pre-service teachers’ digital empowerment level. Mugla Sitki Kocman University Institute of Social Sciences Journal, (33), 41-59.
  • Yildiz, C., & Kaya, M. K. (2012). An investigation into high school students’ digital literacy level. Usak University Journal of Social Sciences, 2012,(11), 82-96.
  • Zhou, L., Burgoon, J. K., Zhang, D., & Nunamaker, J. F. (2004). Language dominance in inter personal deception via computer-mediated communication. Computers in Human Behavior, 20(3), 381-402.

Details

Primary Language English
Subjects Education, Scientific Disciplines
Journal Section Research Articles
Authors

Agâh Tuğrul KORUCU (Primary Author)


Ahmet YÜCEL


Mustafa M. GÜNDOĞDU


Tarık GENÇTÜRK

Publication Date April 1, 2016
Published in Issue Year 2016, Volume 3, Issue 1

Cite

APA Korucu, A. T. , Yücel, A. , Gündoğdu, M. M. & Gençtürk, T. (2016). Investigation the Technology Usage Level of Teacher Candidates . Participatory Educational Research , 3 (1) , 14-21 . DOI: 10.17275/per.15.49.3.1