An investigation of office management and executive assistant lecturers’ attitudes towards information technology

Yıl 2018, Cilt: 13 Sayı: 49, 23 - 42, 31.03.2018

Selami Eryılmaz Zeynep Yıldırım

Öz

This study aims to investigate the attitudes of office management and
executive assistant department lecturers working at a vocational school
towards information technology and the extent to which they use technology
tools in their life. Research population consists of 455 office management
and executive assistant department lecturers working at a vocational
school in Turkey and the sample consist of 100 lecturers who returned
the survey. Data were collected with “Office Management and Executive
Assistant Lecturers’ Attitudes Towards Information Technology Survey
Scale”, which was published in “Computers in the Schools” journal in
2014 and named “Measuring Teacher Attitude Towards Instructional
Technology: A Confirmatory Factor Analysis of TAC and TAC”. The score
of the reliability check, done with Cronbach Alpha, was 0.858 for the
questionnaire. In order to ensure the accuracy of the data mixed methods
research was used combining both quantitative and qualitative research
methods. The results of the data analysis yielded positive findings regarding
office management and executive assistant lecturers towards information
technology and their use of the computer, e-mail, multi-media, world wide
web (www) correlating with their positive attitudes (p<0.05)

Anahtar Kelimeler

Office management, information technology, technology usage, education technology

Büro yönetimi ve yönetici asistanlığı öğretim elemanlarının bilgi teknolojilerine olan tutumlarının belirlenmesine yönelik bir alan çalışması

Öz

Bu çalışma, Meslek Yüksekokullarının Büro Yönetimi ve Yönetici
Asistanlığı programında görev yapmakta olan öğretim elemanlarının bilgi
teknolojilerine olan tutumlarını ve teknoloji kullanımlarını araştırmayı
amaçlamaktadır. Araştırmanın evrenini Türkiye’de bulunan Meslek
Yüksekokullarının Büro Yönetimi ve Yönetici Asistanlığı programında
görev yapmakta olan 455 öğretim elemanı oluşturmaktadır. 455 öğretim
elemanına anket verileri ulaştırılmış fakat yalnızca 100 öğretim elemanı
anket verilerine geri dönüş yapığı için, araştırmanın örneklemini 100
öğretim elemanı oluşturmuştur. Bu araştırmanın verileri “Büro Yönetimi
ve Yönetici Asistanlığı Öğretim Elemanlarının Bilgi Teknolojilerine Olan
Tutumları Ölçeği” ile toplanmıştır. Ölçek 2014 yılında “Okullarda
Bilgisayar: Disiplinlerarası Uygulama, Teori ve Uygulamalı Araştırma
Dergisinde (Computers in the Schools: Journal of Practice, Theory and
Applied Research)” yayınlanmış olan “Öğretmenlerin Öğretim (bilgi ve
bilgisayar) Teknolojilerine Olan Tutumları: Doğrulayıcı Faktör Analizi
(Measuring Teacher Attitudes Toward Instructional Technology: A
Confirmatory Factor Analysis of the TAC and TAT)” makalesinden Türkçeye
uyarlanılarak kullanılmıştır. Yapılan güvenilirlik analizi sonucunda
cronbach alfa değeri 0.858 olarak bulunmuştur. Araştırmada nitel ve
nicel yöntemlerin birarada kullanıldığı karma araştırma modeli
kullanılmıştır. Bu araştırma sonucunda, Büro Yönetimi ve Yönetici
Asistanlığı programında görev yapmakta olan öğretim elemanlarının bilgi
teknolojilerine olan tutumlarının pozitif düzeyde olduğu ve
tutumlarındaki bu pozitifliğin teknoloji kullanımlarıyla (bilgisayar
kullanımı, internet kullanımı (www), e-mail kullanımı, çoklu-mesya
kullanımı) parelellik gösterdiği saptanmıştır.

Anahtar Kelimeler

Büro yönetimi, bilgi teknolojileri, teknoloji kullanımı, eğitim teknolojileri

Kaynakça

• [1] Bally, D., & Levy, Y., (2008) Emerging Educational Technology Assessing the Factory that Influence Instructors’ Acceptance in Information Systems and Other Classrooms. Journal of Information Systems Education, 19 (4), 431-444.
• [2] Barak, M. 2006. Instructional principles for fosteringn learning with ICT: teachers’ perspectives as learners and instructors. Education and Information Technologies. 11(1), 121–135.
• [3] Bidaki, M. Z., & Mobasheri, N. (2013). Teachers’ views of the effects of the interactive white board (IWB) on teaching. 2nd World Conference on Educational Technology Research, (pp. 140-144).
• [4] Broos, A. 2005. Gender and information and communication technologies (ICT) anxiety: male selfassurance and female hesitation. CyberPsychology & Behavior, 8 (1), 21–31.
• [5] Cai, Z., Fan, X., & Du, J. (2017). Gender and attitudes toward technology use: A meta-analysis. Computer and Education. 105, 1-13.
• [6] Campbell, K., & Varnhagen, S. (2002). When faculty use instructional technologies: Using Clark’s delivery model to understand gender differences. Canadian Journal of Higher Education, 32(1), 31-56.
• [7] Cavas, B., Cavas, P., Karaoğlan, B., & Kisla, T. (2009). A Study On Science Teachers’ Attitudes Toward Informatiın and Communication Technologies In Education. The Turkish Online Journal of Educational Technology. 8(2), 20-31.
• [8] Davis, F.D., Bagozzi R., & Warshaw P.(1989). User acceptance of computer technology: A comparison of two theoretical models. Management Science. 35(8), 982-1003.
• [9] Deniz, L. (2005). Computer attitudes of primary school classroom and subject teachers. The Turkish Online Journal of Educational Technology. 4(4), 191-203.
• [10] Eryılmaz,S., & Akbaba, S.(2013). Trends in Educational Technology Research: British Journal of Educational Technology (Bjet) Evaluation of the Articles Published in the Journal. Gazi University Faculty of Industrial Arts Education Journal. 32, 52-82
• [11] Fluck, A. E. (2001). Some national and regional frameworks for integrating information and communication technology into school education. Educational Technology & Society, 4(3), 145-152.
• [12] Gulbahar, Y. (2008). ICT Usage in Higher Education: A Case Study on Pre-service Teachers and Instructors. The Turkish Online Journal of Educational Technology. 7(1). Retrieved from http:// www.csun.edu/~mdr52471/sed514/files/Article%20%232.pdf
• [13] Isleem, M. (2003). Relationships of selected factors and the level of computer use for instructional purposes by technology education teachers in Ohio public schools: a statewide survey (Doctoral dissertation). Retrieved from https://etd.ohiolink.edu/
• [14] Kalogiannakis, M. (2010). Training with ICT for ICT from the trainer’s perspective. a local ICT teacher training experience. Education and Information Technologies. 15 (1), 3–17.
• [15] Kersaint, G., Horton, B., Stohl, H., & Garofalo, J. (2003). Technology beliefs and practices of mathematics education faculty. Journal of Technology and Teacher Education, 11(4), 549–577.
• [16] Khvilon, E., & Patru, M., (Eds). (2002). Information and Communication Technology: A Curriculum for Schools and Programme of Teacher Development. Paris: UNESCO.
• [17] Konca, S. A., Özel, E., & Zelyurt, H. (2016). Attitudes of Preschool Teachers towards Using Information and Communication Technologies (ICT). International Journal of Research in Education and Science. 2(1), 10-15.
• [18] Lal, C. (2014). Attitudinal Study of User and Non-User Teachers’ towards ICT in Relation to Their School Teaching Subjects. Universal Journal of Educational Research. 2(3), 213-218
• [19] Livingstone, S. (2012). Critical reflections on the benefits of ICT in education. Oxford Review of Education. 38 (1), 9–24.
• [20] Meadows, J. (2004). Science and ICT in the Primary School: a Creative Approach to Big Ideas. London: David Fulton.
• [21] Mustafina, A. (2016). Teachers’ attitudes toward technology iIntegration in a Kazakhstani secondary school. International Journal of Research in Education and Science. 2(2), 322-332.
• [22] Pelgrum, W. J. (2001). Obstacles to the integration of ICT in education: results from a worldwide educational assessment. Computers and Education. 37, 163–178.
• [23] Rana, N. (2012). A Study to Assess Teacher Educators’ Attitudes Towards Technology Integratıon in Classrooms. Journal of Educational Studies, Trends and Practices. 2(2), 190-205.
• [24] Rogers, E. M. (1995). Diffusion of innovations (4th ed.). USA: The Free Press.
• [25] Sadik, A. (2006). Factors influencing teachers’ attitudes toward personal use and school use of computers. Evaluatıon Revıew. 30(1), 86-113.
• [26] Saltan, F. (2015). Development and validation of information technology mentor teacher attitude scale: a pilot study. Participatory Educational Research. 2(1), 79-90.
• [27] Serhan, D. (2007). school principals’ attitudes towards the use of technology: United Arab Emirates technology workshop. The Turkish Online Journal of Educational Technology. 6(2), 42-46
• [28] Shah, M. P., & Empungan, L. J. (2015). ESL teachers’ attitudes towards using ICT in literature lessons. International Journal of English Language Education. 3(1), 201-218.
• [29] Shattuck, D., Corbell, K., Osbourne, J.,Knezek, G., Rhonda, C., & Grable, L. (2011). Measuring teacher attitude towards instructional echnology: A confirmatory factor analysis of the Tac and TAT. Computers in the school, 28, 291-315.
• [30] Tarman, B. & Baytak, A. (2011). The new role of technology in education: perspectives of social studies teachers. Gaziantep University Journal of Social Sciences. 10 (2). 891 -908.
• [31] Thomas, M., & H. Thomas. 2012. Using new social media and web 2.0 technologies in business school teaching and learning. Journal of Management Development. 31 (4), 358–367.
• [32] Teo, T. & Lee, C. B. (2010). Explaining The Intention To Use Technology Among Student And Teachers; An Application Of The Theory Of Planned Behavior, Campus Wide I-Information Systems, 27(2), 60-67.
• [33] Teo, T., & Wong, S. L. (2013). Modeling key drivers of e-learning satisfaction among student teachers. Journal of Educational Computing Research. 48(1), 71-95.
• [34] Teo, T., Fan, X., & Du, J. (2015). Technology acceptance among pre-service teachers: does gender matter. Australasian Journal of Educational Technology. 31(3), 235-251.
• [35] Tondeur, J., Braak J. V., Sang G., Voogt J., Fisser P., & Ottenbreit-Leftwich, A.. (2012). Preparing pre-service teachers to integrate technology in education: a synthesis of qualitative evidence. Computers & Education. 59 (1), 134–144.
• [36] Tural, N. (2002). University effects of globalization: several examples of the country. Eurasian Journal of Educational Research. 6, 99-120.
• [37] Venkatesh, V., & Davis, F. D. (2000). A theoretical extension of the technology acceptance model: four longitudinal field studies. Management Science. 46(2), 186–204.
• [38] Venkatesh, V., Croteau, A. M., & Rabah, J. (2014). Perceptions of Effectiveness of Instructional Uses of Technology in Higher Education in an Era of Web 2.0. Paper presented at the 47th Hawaii International Conference on System Science. Hawaii, USA. Retrieved from https://www.computer.org/csdl/proceedings/ hicss/2014/2504/00/2504a110.pdf
• [39] Valtonen, T., Pontinen, S., Kukkonen, J., Dillon, P., V, P., & Hacklin, S. (2011). Confronting the technological pedagogical knowledge of Finnish net generation studentteachers. Technology, Pedagogy and Education, 20(1).
• [40] Wang, Q. (2008). A generic model for guiding the integration of ICT into teaching and learning.” Innovations in Education and Teaching International. 45 (4): 411–419.
• [41] Yang, S. C., & Huang, Y. F. (2008). A study of high school English teachers’ behavior, concerns and beliefs in integrating information technology into English instruction. Computers in Human Behavior. 24(3), 1085-1103.
• [42] Yildirim, Z., (2015). The vocational school of Office management and executive assistant’s lecturers attitude of information Technologies and their proficiency levels: a field study. (Master’s Thesis), Gazi University Institute of Educational Sciences, Ankara
• Internet References
• [1] URL – 1: Council for Accreditation of Educator Preparation. (2010). CAEP standards for accreditation of educator preparation. Retrieved from http://www.caepsite.org/standards.html.