Examining Pre-service Teachers’ Attitudes, Beliefs, and Intentions Related to Using Educational Technologies

Abstract

One of the most common strategies used to integrate technology in teacher education programs is single technology courses. Technology integration is not modeled adequately in teacher education or schools. Therefore, the content of technology courses is crucial. This study aims to investigate the effect of a single technology course on 65 pre-service teachers’ attitudes, self-efficacy beliefs and intentions to use computers. Course focused to make pre-service teachers think reflectively about technology use. Single group pretest-posttest was utilized. Data collection tool (survey) was administered to participants both at the beginning and end of the course and data was analyzed via descriptive analysis, independent samples t-test, ANCOVA, and correlation analysis. At the beginning of the course, data was collected to describe participants’ technological background. Pre-service teachers mostly reported their computer proficiency as “intermediate” or “upper intermediate”. Findings show a significant increase in pre-service teachers’ attitudes and intentions at the 0.001 level and self-efficacy beliefs at the 0.05 level. Also, a positive moderate relationship (r =0.501) was found between attitudes and intentions. In the light of the findings, it is suggested to engage pre-service teachers with activities that persuade them to teach with technology and improve their attitudes pertaining to technology integration.

Keywords

• Pre-service teachers
• educational technologies
• attitudes towards educational technology
• computer self-efficacy
• technology course

Öğretmen Adaylarının Eğitim Teknolojilerine İlişkin Tutumlarının, Öz Yeterliklerinin ve Kullanım Amaçlarının İncelenmesi

Abstract

Öğretmen eğitimi programlarında yaygın bir biçimde kullanılan teknoloji entegrasyonu stratejilerinden birisi teknoloji dersleridir. Okullarda veya öğretmen eğitimi programlarında teknoloji kullanımı yeterli derecede modellenemediğinden teknoloji derslerinin içeriği büyük önem taşımaktadır. Bu çalışmada, içeriği öğretmen adaylarını teknolojinin kullanımı hakkında derin bir biçimde düşünmeye sevk etmeye odaklanmış bir bilgisayar dersinin 65 öğretmen adayının tutumları, öz yeterlik inançları ve bilgisayarı kullanım amaçları üzerindeki etkisinin incelenmesi amaçlanmıştır. Çalışma tek gruplu ön test-son test deneysel desen olarak tasarlanmıştır. Dersin başında ve sonunda öğretmen adaylarına uygulanan eğitim teknolojilerine ilişkin tutum, öz yeterlik ve bilgisayar kullanma amacı ölçeklerinden elde edilen veriler betimsel analiz, t-testi, ANCOVA ve korelasyon analizi kullanılarak analiz edilmiştir. Dersin başında öğretmen adaylarının teknolojik birikimlerinin tasvir edilmesi amacı ile toplanan verilere göre, öğretmen adayları bilgisayar kullanma düzeylerini orta veya iyi olarak belirtmişlerdir. Dersin sonunda öğretmen adaylarının tutum ve bilgisayar kullanım amaçlarında 0,001 seviyesinde; öz yeterliklerinde ise 0,05 seviyesinde anlamlı bir artış olduğu, öğretmen adaylarının tutum ve kullanım amaçları arasında orta derecede (r = 0,501) olumlu bir ilişki olduğu tespit edilmiştir. Elde edilen bulgular ışığında, öğretmen adaylarının teknoloji ile öğretim yapabilecekleri konusunda ikna olmalarını, teknoloji hakkında yansıtıcı bir biçimde düşünmelerini ve tutumlarının gelişmesini sağlayacak etkinlikler ile meşgul edilmeleri gerektiği önerilmiştir.

Keywords

• Öğretmen adayları
• eğitim teknolojileri
• eğitim teknolojilerine ilişkin tutum
• bilgisayar öz yeterliği
• bilgisayar dersi

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