Öğretim Elemanlarının Bireysel Yenilikçilik Özellikleri ve Öğretim Teknolojilerine Yönelik Kabulleri

Year 2017, , 291 - 322, 30.07.2017

Fatma Akgün

https://doi.org/10.17569/tojqi.292135

Cited By: 9

Abstract

Çalışmanın amacı Eğitim Fakültesinde görevli
öğretim elemanlarının bireysel yenilikçilik özellikleri ile öğretim teknolojilerine
yönelik kabullerinin incelenmesidir. Karma yöntemsel yaklaşımla incelenen
araştırmanın çalışma grubunda 2013-2014 Öğretim yılında bir devlet
üniversitesinde görev yapan 92 öğretim elemanı yer almaktadır. Araştırmada nicel
veriler için Hurt, Joseph ve Cook (1977) tarafından geliştirilen ve Türk
kültürüne uyarlaması Kılıçer ve Odabaşı (2010) tarafından gerçekleştirilen
“Bireysel Yenilikçilik” ölçeği ve Davis, tarafından geliştirilen “Teknoloji
Kabul Ölçeği (TAM) ”kullanılmıştır (Davis, 1989). TAM ölçeği araştırmacı
tarafından Türk kültürüne uyarlanmıştır. Nitel veriler ise yarı yapılandırılmış
görüşme formu kullanılarak farklı uzmanlık alanı ve kıdeme sahip 13 öğretim
elemanından toplanmıştır. Nicel verilerin çözümlenmesinde istatiksel testlerden,
nitel verilerin çözümlenmesinde ise içerik analizinden yararlanılmıştır. Nicel
ve nitel verilerden elde edilen bulgulara göre öğretim elemanlarının yüksek
düzeyde bireysel yenilikçi özelliğine sahip olup, öncü olma karakterinde oldukları
ve öğretim teknolojilerine yönelik kabul, kullanım ve yarar algısına ilişkin
olumlu görüş içerisinde bulundukları ortaya çıkmıştır. Katılımcıların bireysel
yenilikçilik özellikleri ve öğretim teknolojilerine yönelik kabul algıları
arasında pozitif yönlü ve anlamlı bir ilişki olduğu belirlenmiştir. Çalışmada
ayrıca nicel ve nitel verilerin birbirini desteklediği görülmüş ve katılımcılar
tarafından yenilikçilik ve öğretim teknolojilerinin kabulüne ilişkin yorumlarda
bulunulmuş ve araştırmacı tarafından bazı öneriler sunulmuştur.

Keywords

Bireysel yenilikçilik, teknoloji kabulu, öğretim teknolojileri, öğretim elemanı

Investigation of Instructional Technology Acceptance and Individual Innovativeness of Academicians

Abstract

The purpose of this study is to investigate individual innovativeness
and instructional technologies acceptance of academicians in Faculty of
Education. The participants of this mixed methods study are 92 academicians on
duty between the years of 2013 and 2014 in public universities. This study was
conducted using a scale of “Individual Innovativeness”, created by Hurt,
Joseph, and Cook (1997) and adapted by Kılıcer and Odabasi to comply with
Turkish culture. Another scale of “Technology Acceptance Model (TAM)” developed
by Davis (1989) was also used for the purpose of this study. TAM scale was
adapted by the researcher to comply with Turkish culture. Qualitative data were collected from 13 academicians
with different specialty areas and
seniority using semi-structured interview form. Statistical tests were used to
analyze quantitative data, and content analysis was used to analyze qualitative
data. According to the findings obtained from quantitative and
qualitative data that academicians have high levels of individual innovative
characteristics such as leadership characteristic. The academicians also have
positive perspectives towards acceptance, usage, and usefulness of instructional technologies. This study found a
positive and significant relationship between participants’ individual
innovativeness characteristics and acceptance perception towards instructional
technology. This study also showed that qualitative and quantitative data
supported one another. The researcher made suggestions regarding innovativeness
and instructional technology acceptance.

Keywords

Individual innovativeness, technology acceptance, instructional technologies, academicians

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