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Öğretim Elemanlarının Bireysel Yenilikçilik Özellikleri ve Öğretim Teknolojilerine Yönelik Kabulleri

Year 2017, , 291 - 322, 30.07.2017
https://doi.org/10.17569/tojqi.292135

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.

References

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Investigation of Instructional Technology Acceptance and Individual Innovativeness of Academicians

Year 2017, , 291 - 322, 30.07.2017
https://doi.org/10.17569/tojqi.292135

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.

References

  • Akman, I., & Mishra, A. (2015). Sector diversity in green ınformation technology practices: Technology acceptance model perspective. Computers in Human Behavior, 49, 477–486.
  • Akdeniz, A., & Kadı, A. (2016, July). Investigating individual innovativeness levels and lifelong learning tendencies of students in TMSC. ICLEL 2016, July 21th-23th, Leipaja University, Liepaja-LATVIA.
  • Al-Husseini, S. Elbeltagi, I. (2016). Transformational leadership and innovation: A comparison study between Iraq's public and private higher education. Studies in Higher Education, 41(1), 159-181. DOI: 10.1080/03075079.2014.927848
  • Argon, T., İsmetoğlu, M., & Yılmaz, Çelik-Yılmaz, D. (2015). Branş öğretmenlerinin teknopedagojik eğitim yeterlilikleri ile bireysel yenilikçilik düzeylerine ilişkin görüşleri [The opinions of branch teachers about their technopedagogical education competencies and individual innovativeness levels]. Journal of Research in Education and Teaching, 4(2), 319-333.
  • Arı, E., Yılmaz, V., & Bekteş, R. (2016). Üniversite öğrencilerinin sosyal ağ kullanımına ilişkin davranışlarının teknoloji kabul modeli ile araştırılması [Researching the behaviours of the university students regarding social networking by technology acceptance model]. Int. Journal of Management Economics and Business, 12(27), 67-81.
  • Avcu, D. Ü. & Gökdaş, İ. (2012). İlköğretim ikinci kademe öğretmenlerinin bilgi ve iletişim teknolojilerine ilişkin kabul ve kullanım niyetleri [Acceptance and usage intentions related to information and communication technologies of second cycle primary school teachers]. Jounal of Educational Sciences, 3(1), 42-59.
  • Bakkenes, I., Vermunt, J. D., & Wubbels, T. (2010). Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers. Learning and Instruction, 20(6), 533-548.
  • Baki, A., & Gökçek, T. (2012). Karma Yöntem Araştırmalarına Genel Bir Bakış. Elektronik Sosyal Bilimler Dergisi, 11(42), 1-21.
  • Bolat, Y., İ, Aydemir, M. ve Karaman, S. (2017). Uzaktan eğitim öğrencilerinin öğretimsel etkinliklerde mobil internet kullanımlarının teknoloji kabul modeline göre incelenmesi [Investigation of Distance Learners’ Mobile Internet Usage for Instructional Activities Based on The Technology Acceptance Model]. GUJGEF, 37(1), 63-91
  • Brenner, A. M., & Brill, J. M. (2016). Investigating practices in teacher education that promote and inhibit technology ıntegration transfer in early career teachers. TechTrends, 60, 136–144.
  • Brown, T. A. (2006). Confirmatory factor analysis: For applied research. New York, NY: Guilford Press.
  • Bülbül, T., & Çuhadar, C. (2012). Okul yöneticilerinin teknoloji liderliği öz-yeterlik algıları ile bilgi ve iletişim teknolojilerine yönelik kabulleri arasındaki ilişkinin incelenmesi [Analysis of the relationship between school administrators’ perceptions of technology leadership self-efficacy and their acceptance of ICT]. Mehmet Akif Ersoy University Journal of Education Faculty, 23, 474 - 499.
  • Chang, C, T., Hajiyev, J., & Su, C., R. (2017). Examining the students’ behavioral intention to use elearning in Azerbaijan? The General Extended Technology Acceptance Model for E-learning approach. Computers and Education, 111, 128-143.
  • Chen, H. J., & Lu, J. T. (2016) Clarifying the impact of social escapism in users’ acceptance for online entertaining services—An extension of the technology acceptance model based on online karaoke television services users. Information Systems Management, 33(2), 141-153, doi: 10.1080/10580530.2016.1155949
  • Cheng, C. I., Chen, S. C., & Yen, D. C. (2015). Continuance intention of e-portfolio system: A confirmatory and multi-group invariance analysis of technology acceptance model. Computer Standards & Interfaces, 42, 17–23.
  • Chuttur, M.Y. (2009). Overview of the technology acceptance model: Origins, developments and future directions. Association for Information Systems, 9(37), 1-20.
  • Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Thousand Oaks, CA: Sage.
  • Çoklar, A. N., & Özbek, A. (2017). Analyzing of relationship between teachers’ individual innovativeness levels and their tpack self-efficacies. Journal of Human Sciences, 14(1), 427-440. doi:10.14687/jhs.v14i1.4413
  • Davis, F. (1985). A technology acceptance model for empirically testing new end-user information systems: theory and results, (unpublished doctoral dissertation). MIT Sloan School of Management, Cambridge, MA.
  • Davis, F. (1989). Perceived usefulness, perceived ease of use, and user acceptance of ınformation technology. Retrieved from www.jstor.org
  • Demir Başaran, S., & Keleş, S. (2015). Yenilikçi kimdir? Öğretmenlerin yenilikçilik düzeylerinin incelenmesi [Who is Innovative? Examination of Teachers’ Innovativeness Level]. H.U. Journal of Education, 30(4), 106-118.
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There are 77 citations in total.

Details

Journal Section Articles
Authors

Fatma Akgün

Publication Date July 30, 2017
Submission Date February 14, 2017
Published in Issue Year 2017

Cite

APA Akgün, F. (2017). Investigation of Instructional Technology Acceptance and Individual Innovativeness of Academicians. Turkish Online Journal of Qualitative Inquiry, 8(3), 291-322. https://doi.org/10.17569/tojqi.292135
AMA Akgün F. Investigation of Instructional Technology Acceptance and Individual Innovativeness of Academicians. TOJQI. July 2017;8(3):291-322. doi:10.17569/tojqi.292135
Chicago Akgün, Fatma. “Investigation of Instructional Technology Acceptance and Individual Innovativeness of Academicians”. Turkish Online Journal of Qualitative Inquiry 8, no. 3 (July 2017): 291-322. https://doi.org/10.17569/tojqi.292135.
EndNote Akgün F (July 1, 2017) Investigation of Instructional Technology Acceptance and Individual Innovativeness of Academicians. Turkish Online Journal of Qualitative Inquiry 8 3 291–322.
IEEE F. Akgün, “Investigation of Instructional Technology Acceptance and Individual Innovativeness of Academicians”, TOJQI, vol. 8, no. 3, pp. 291–322, 2017, doi: 10.17569/tojqi.292135.
ISNAD Akgün, Fatma. “Investigation of Instructional Technology Acceptance and Individual Innovativeness of Academicians”. Turkish Online Journal of Qualitative Inquiry 8/3 (July 2017), 291-322. https://doi.org/10.17569/tojqi.292135.
JAMA Akgün F. Investigation of Instructional Technology Acceptance and Individual Innovativeness of Academicians. TOJQI. 2017;8:291–322.
MLA Akgün, Fatma. “Investigation of Instructional Technology Acceptance and Individual Innovativeness of Academicians”. Turkish Online Journal of Qualitative Inquiry, vol. 8, no. 3, 2017, pp. 291-22, doi:10.17569/tojqi.292135.
Vancouver Akgün F. Investigation of Instructional Technology Acceptance and Individual Innovativeness of Academicians. TOJQI. 2017;8(3):291-322.

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