Öğretim Elemanlarinin Teknoloji Entegrasyonu Yeterliğine Yönelik Öğrenci Algisi Ölçeği: Geçerlik ve Güvenirlik Çalişmasi

Year 2016, Volume: 13 Issue: 1, 544 - 566, 01.06.2016

Hüseyin Artun Selim Günüç

Abstract

Bu çalışmanın amacı, öğretmen adaylarının derslerine giren öğretim elemanlarının teknoloji entegrasyonu yeterliklerine yönelik algılarının belirlenmesidir. Çalışmada nicel yöntem kullanılmıştır. Çalışmanın verileri farklı bölümlerde öğrenim gören 505 öğretmen adayından elde edilmiştir. Bu örneklem grubunda yer alan öğretmen adaylarından toplamda 408 sağlıklı veri elde edilmiştir. 215 öğretmen adayı ile açımlayıcı faktör analizi (AFA), 193 öğretmen adayı ile de doğrulayıcı faktör analizi (DFA) yapılmıştır. Ölçek “hiçbir zaman”, “nadiren”, “bazen”, “çoğu zaman” ve “her zaman” şeklinde ifade edilen 5 kategorili derecelendirmeden oluşmaktadır. Algı ölçeğinin faktör yapısı AFA ile belirlenmiş, ardından DFA ile test edilmiştir. Ölçeğin Cronbach Alfa iç tutarlılık katsayısı .940 olarak hesaplanmıştır. Ölçeğe ait her bir alt faktörden elde edilen güvenirlik katsayısı; 12 maddelik birinci faktör için α=.909 ve 13 maddelik ikinci faktör için α=.904 olarak hesaplanmıştır. Ölçekte yer alan birinci faktörün “Teknolojiden Faydalanma” ve ikinci faktörün ise “Teknoloji Kullanımı” olarak adlandırılması kararlaştırılmıştır. Sonuç olarak, 25 maddeden oluşan iki faktörlü geçerli ve güvenilir bir ölçek geliştirilmiştir. Ölçeğe ilişkin alınan yüksek puan; öğretmen adaylarının, dersine giren öğretim elemanının/elemanlarının teknoloji entegrasyonu yeterliğini yüksek düzeyde algıladığına işaret etmektedir.

Keywords

Teknoloji Entegrasyonu, Algı, Ölçek Geliştirme, Geçerlik, Öğretim Elemanı, Öğretmen Adayı

Student’s Perception Scale About Instructors’ Technology Integration Competence: Validity And Reliability Study

Abstract

The aim of this study is to define preservice teachers’ perceptions about their instructors’ technology integration competence in their lessons. Quantitative method was used in the study. Data of the study wasgathered from 505 preservice teachers from different departments. 408 reliable data were gathered in total from the preservise teachers of this sample group. Explanatory factor analysis (EFA) was conducted with 215 preservice teachers and confirmatory factor analysis (CFA) was conducted with 193 preservice teachers. The scale iscomposed of 5 rating categorizations defined as “never”, “rarely”, “sometimes”, “frequently” and “always”. Factor structure of perception scale was defined with EFA and then was tested with confirmatory factor analysis (CFA). Cronbach Alpha Internal consistency of the scale was calculated as .940. Reliability coefficient obtained from each sub-factor belonging to scale was calculated for the first factor including 12 items as α=.909 and α=.904 for 13 items. The first and the second factors in the scale were decided to be named as “Making use of technology” and “Using technology” respectively. As a result, a valid and reliable scale composed of 25 items and 2 factors wasdeveloped. The high point taken related with scale shows that preservice teachers perceived that teaching staff/staffs’ technology integration competence at high level

Keywords

Technology Integration, Perception, Scale Development, Validity, Instructor, Preservice Teacher

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