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During COVID-19 Pandemic ICT Integration Proficiency as a Predictor of Web 2.0 Self Efficacy Beliefs of Teachers

Yıl 2022, Cilt: 51 Sayı: 1, 391 - 409, 27.04.2022
https://doi.org/10.14812/cuefd.817463

Öz

This study was designed to examine the relationship between teachers’ self-efficacy beliefs in using Web 2.0 technologies and their level of proficiency in using Information and Communication Technologies (ICT). The study group comprised of 336 teachers employed in different branches in state schools. Within this scope, “ICT Integration Proficiency for Teachers (TIPS)” and the “Web 2.0 Practical Content Development Self-Efficacy Belief (W2SEBS)” scales were used. The validity of the scales used in the research was tested with confirmatory factor analysis and the scales were seen to be valid. The multiple regression model created for the prediction of Web 2.0 self-efficacy beliefs by information and communication technology integration proficiency was found to be significant. Accordingly, ICT proficiency of teachers is thought to assist in the development of self-efficacy beliefs about the use of Web 2.0 tools.

Kaynakça

  • Abbitt, J. T. (2011). An investigation of the relationship between self-efficacy beliefs about technology integration and technological pedagogical content knowledge (TPACK) among preservice teachers. Journal of Digital Learning in Teacher Education, 27(4), 134-143.https://doi.org/10.1080/21532974.2011.10784670
  • Anderson, P. (2007, February 2). What is web 2.0? Ideas, technologies and implications for education. JISC TechWatch report. http://www.jisc.ac.uk/media/documents/techwatch/tsw0701b.pdf
  • Bandura, A. (1997). Self efficacy: Toward a unifying theory of behaioral change. Psychological Review, 84(2), 191-215.https://doi.org/10.1037/0033-295X.84.2.191
  • Birişçi, S., & Kul, Ü. (2019). Predictors of technology integration self-efficacy beliefs of preservice teachers. Contemporary Educational Technology, 10(1),75-93, https://doi.org/10.30935/cet.512537
  • Birişçi, S., Kul, Ü., Aksu, Z., Akaslan, D., & Çelik, S. (2018). Web 2.0 rapid content development self-efficacy perception scale. Educational Technology Theory and Practice, 8(1), 187-208. https://doi.org/10.17943/etku.335164
  • Blume, C. (2020). German teachers’ digital habitus and their pandemic pedagogy. Postdigital Science and Education 2, 879-905. https://doi.org/10.1007/s42438-020-00174-9
  • Bozkurt, A. (2020). Koronavirüs (Covid-19) pandemi süreci ve pandemi sonrası dünyada eğitime yönelik değerlendirmeler: Yeni normal ve yeni eğitim paradigması. Açıköğretim Uygulamaları ve Araştırmları Dergisi, 6(3), 112-142.https://dergipark.org.tr/en/download/article-file/1215818
  • Butler, J. (2012). Grappling with change: Web 2.0 and teacher education. In D. Polly, C. Mims, & K.A. Persichitte (Eds.), Developing technology-rich teacher education programs: Key issues (pp. 135-150). IGI Global.
  • Caladine, R. (2008). Enhancing e-learning with media-rich content and interactions. Information Science.
  • Chai, C. S., & Lim, C. P. (2011). The Internet and teacher education: Traversing between the digitized world and schools. The Internet and Higher Education, 14(1), 3-9.http://dx.doi.org/10.1016/j.iheduc.2010.04.003
  • Chang, G.,& Yano, S. (2020). How are countries addressing the Covid-19 challenges in education? A snapshot of policy measures.https://world-education-blog.org/2020/03/24/how-are-countries-addressing-the-covid-19-challenges-in-education-a-snapshot-of-policy-measures/
  • Crompton, H. (2017). ISTE standards for educators. International Society for Technology in Education.
  • Çoklar, A. N., & Yurdakul, I. K. (2017). Technology integration experiences of teachers. Discourse and Communication for Sustainable Education, 8(1), 19-31. http://dx.doi.org/10.1515/dcse-2017-0002
  • Conole, G. (2012). Designing for learning in an open world. Springer.
  • Crawford, J., Butler-Henderson, K., Rudolph, J., Malkawi, B., Glowatz, M., Burton, R., Magni, P. A., & Lam, S. (2020). COVID-19: 20 countries’ higher education intra-period digital pedagogy responses. Journal of Applied Learning & Teaching, 3(1), 9-28. https://doi.org/http://dx.doi.org/10.1680/geot.2008.T.003
  • Creswell, J. W. (2014). Research design: qualitative, quantitative, and mixed methods approaches (4th ed). SAGE Publications.
  • D’souza, Q. (2006, October 10). Web 2.0 ideas for educators: A guide to RSS and more. https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.176.97&rep=rep1&type=pdf
  • Ertmer, P. A. (1999). Addressing first- and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47-61.https://doi.org/10.1007/BF02299597
  • Haşlaman, T., Kuşkaya-Mumcu, F., & Usluel, Y. K. (2007). The integration of Information and Communication Technologies in learning and teaching process: A lesson plan example. Education and Science, 32(146), 54-63.http://egitimvebilim.ted.org.tr/index.php/EB/article/view/733
  • Hsu, S. (2010). Developing a scale for teacher integration of information and communication technology in grades 1–9. Journal of Computer Assisted Learning, 26, 175-189. http://dx.doi.org/10.1111/j.1365-2729.2010.00348.x
  • Inan, F. A., & Lowther, D. L. (2010). Factors affecting technology integration in K-12 classrooms: A path model. Educational Technology Research & Development, 58(2), 137-154.https://doi.org/10.1007/s11423-009-9132-y
  • Jandrić, P. (2020). Postdigital research in the time of Covid-19. Postdigital Science and Education, 2, 233-238. https://doi.org/10.1007/s42438-020-00113-8.
  • Jandrić, P., Hayes, D., Truelove, I., Levinson, P., Mayo, P., Ryberg, T….(2020). Teaching in the age of Covid-19. Postdigital Science Education, 2, 1069-1230. https://doi.org/10.1007/s42438-020-00169-6
  • Kabakci-Yurdakul, I. (2011). Examining technopedagogical knowledge competencies of preservice teachers based on ICT usage. Hacettepe University Journal of Faculty of Education, 40,397- 408.https://dergipark.org.tr/tr/download/article-file/87379
  • Karademir, A., Yaman, F., & Saatçioğlu, Ö. (2020). Challenges of higher education institutions against COVID-19: The case of Turkey. Journal of Pedagogical Research.https://doi.org/10.33902/JPR.2020063574
  • Karahan, E.,& Bozan, M. A. & Akçay, A. O. (2020). Sınıf öğretmenliği lisans öğrencilerinin pandemi sürecindeki çevrim içi öğrenme deneyimlerinin incelenmesi.Turkish Studies, 15(4), 201-214. https://dx.doi.org/10.7827/TurkishStudies.44348
  • König, J., Biela, D. J.J.,& Glutsch, N. (2020) Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4). 608-622 https://doi.org/10.1080/02619768.2020.1809650
  • Kul, U. (2018). Influences of technology integrated professional development course on mathematics teachers. European Journal of Educational Research, 7(2), 233-243. http://doi.org/10.12973/eu-jer.7.2.233
  • Kul, Ü., & Birişçi, S. (2017). Describing pre-service teachers’ reasoning within drawing geometrical shapes in logo programming. Mehmet Akif Ersoy University Journal of the Faculty of Education, 44, 37-65. http://doi.org/10.21764/maeuefd.331250
  • Kul, Ü., Birişçi, S., & Kutay, V. (2019). Adaptation of teachers’ ICT integration proficiency scale into Turkish. Bartın University Journal of Faculty of Education, 8(2), 437-456. http://doi.org/10.14686/buefad.442836
  • Lawrence, J. E., & Tar, U. A. (2018). Factors that influence teachers’ adoption and integration of ICT in teaching/learning process. Educational Media International, 55(1), 79-105, http://doi.org/10.1080/09523987.2018.1439712
  • Lederman, F. (2020, March 3). Will shift to remote teaching be boon or bane for inline learning? Inside Higher Education. Inside Higher Ed https://www.insidehighered.com/digital-learning/article/2020/03/18/most-teaching-going-remote-will-help-or-hurt-online-learning
  • Lee, M.,& Tsai, C. (2010). Exploring teachers’ perceived self-efficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web. Instructional Science: An International Journal of the Learning Sciences, 38(1), 1-21.https://doi.org/10.1007/s11251-008-9075-4
  • Martinovic, D., & Zhang, Z. (2012). Situating ICT in the teacher education program: Overcoming challenges, fulfilling expectations. Teaching and Teacher Education, 28(3), 461-469. http://dx.doi.org/10.1016/j.tate.2011.12.001
  • Mazman, S. G., & Usluel, Y. K. (2011). ICT integration into learning-teaching process: Models and indicators. Education Technology Theory and Practice. 1(1), 62-79.
  • Mishra, L., Grupta, T., & Shree, A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open, https://doi.org/10.1016/j.ijedro.2020.100012
  • Mısırlı, Z. A. (2016). Integrating technology into teaching and learning using variety of models. Ihlara Eğitim Araştırmaları Dergisi, 1(2), 37-48.
  • Milli Eğitim Bakanlığı. (2020, 15 Nisan). Bakan Selçuk, koronavirüs’e karşı eğitim alanında alınan tedbirleri açıkladı. http://www.meb.gov.tr/bakan-selcuk-koronaviruse-karsi-egitim-alaninda-alinan-tedbirleri-acikladi/haber/20497/tr
  • National Council of of Teachers of Mathematics NCTM. (2000). Principles and standards for school mathematics. Author.
  • Niederhauser, D. S., & Perkmen, S. (2008) Validation of the intrapersonal technology integration scale: Assessing the influence of intrapersonal factors that influence technology integration. Computers in the Schools, 25(1-2), 98-111, http://doi.org/10.1080/07380560802157956
  • O’Reilly T. (2007, August 27). What is web 2.0: design patterns and business models for the next generation of software. MPRA. https://mpra.ub.uni-muenchen.de/4578/1/mpra_paper_4578.pdf
  • Organisation for Economic Cooperation and Development [OECD] (2020). The impact of COVID-19 on education - Insights from Education at a Glance 2020. https://www.oecd.org/education/the-impact-of-covid-19-on-education-insights-education-at-a-glance-2020.pdf
  • Özer, M. (2020). Educational Policy Actions by the Ministry of National Education in the times of COVID-19. Kastamonu Education Journal, 28(3), 1124-1129. http://dx.doi.org/10.24106/kefdergi.722280
  • Remuzzi, A., & Remuzzi G. (2020). COVID-19 and Italy: what next? The Lancet, 395(10231), 1225-1228. http://doi.org/10.1016/S0140-6736(20)30627-9
  • Ritzhaupt, A. D., Dawson, K., & Cavanaugh, C. (2012). An investigation of factors influencing student use of technology in K-12 classrooms using path analysis. Journal of Educational Computing Research, 46(3), 229-254. https://doi.org/10.2190/EC.46.3.b
  • Rogers-Estable, M. (2014). Web 2.0 use in higher education. European Journal of Open, Distance and eLearning,17(2), 129-141.https://doi.org/10.2478/eurodl-2014-0024
  • So, H. J., & Kim, B. (2009). Learning about problem based learning: Student teachers integrating technology, pedagogy and content knowledge. Australasian Journal of Educational Technology, 25(1), 101-116. https://doi.org/10.14742/ajet.1183
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Pandemi Sürecinde Öğretmenlerin Web 2.0 Öz-yeterlik İnanışların bir Yordayıcısı olarak BİT Entegrasyonu Yeterlikleri

Yıl 2022, Cilt: 51 Sayı: 1, 391 - 409, 27.04.2022
https://doi.org/10.14812/cuefd.817463

Öz

Bu araştırmada, öğretmenlerin Web 2.0 hızlı içerik geliştirme teknolojilerini kullanabilme öz-yeterlik inanışları ile bilgi ve iletişim teknolojilerini (BİT) kullanma yetkinlik düzeyleri arasındaki ilişkinin incelenmesi amaçlanmıştır. Çalışma grubu, devlet okullarında farklı branşlarda görev yapmakta olan 336 öğretmenden oluşmaktadır. Bu kapsamda katılımcılara “Öğretmenler için Bilgi ve İletişim Teknolojileri Entegrasyonu Yeterlikleri Ölçeği” ile “Web 2.0 Hızlı İçerik Geliştirme Öz-Yeterlik İnancı Ölçeği” uygulanmıştır. Bu çalışmada kullanılan ölçeklerin geçerlikleri doğrulayıcı faktör analizi ile sınanmış ve ölçeklerin geçerli oldukları bulunmuştur. Web 2.0 öz-yeterliğinin bilgi ve iletişim teknolojileri entegrasyonu yeterlikleri tarafından yordanmasına yönelik kurulan çoklu regresyon modelinin anlamlı olduğu anlaşılmaktadır. Buna göre öğretmenlerin BİT yeterlikleri, onları Web 2.0 araçlarını kullanmadaki öz-yeterlik inanışlarının gelişmesine yardımcı olduğu düşünülmektedir.

Kaynakça

  • Abbitt, J. T. (2011). An investigation of the relationship between self-efficacy beliefs about technology integration and technological pedagogical content knowledge (TPACK) among preservice teachers. Journal of Digital Learning in Teacher Education, 27(4), 134-143.https://doi.org/10.1080/21532974.2011.10784670
  • Anderson, P. (2007, February 2). What is web 2.0? Ideas, technologies and implications for education. JISC TechWatch report. http://www.jisc.ac.uk/media/documents/techwatch/tsw0701b.pdf
  • Bandura, A. (1997). Self efficacy: Toward a unifying theory of behaioral change. Psychological Review, 84(2), 191-215.https://doi.org/10.1037/0033-295X.84.2.191
  • Birişçi, S., & Kul, Ü. (2019). Predictors of technology integration self-efficacy beliefs of preservice teachers. Contemporary Educational Technology, 10(1),75-93, https://doi.org/10.30935/cet.512537
  • Birişçi, S., Kul, Ü., Aksu, Z., Akaslan, D., & Çelik, S. (2018). Web 2.0 rapid content development self-efficacy perception scale. Educational Technology Theory and Practice, 8(1), 187-208. https://doi.org/10.17943/etku.335164
  • Blume, C. (2020). German teachers’ digital habitus and their pandemic pedagogy. Postdigital Science and Education 2, 879-905. https://doi.org/10.1007/s42438-020-00174-9
  • Bozkurt, A. (2020). Koronavirüs (Covid-19) pandemi süreci ve pandemi sonrası dünyada eğitime yönelik değerlendirmeler: Yeni normal ve yeni eğitim paradigması. Açıköğretim Uygulamaları ve Araştırmları Dergisi, 6(3), 112-142.https://dergipark.org.tr/en/download/article-file/1215818
  • Butler, J. (2012). Grappling with change: Web 2.0 and teacher education. In D. Polly, C. Mims, & K.A. Persichitte (Eds.), Developing technology-rich teacher education programs: Key issues (pp. 135-150). IGI Global.
  • Caladine, R. (2008). Enhancing e-learning with media-rich content and interactions. Information Science.
  • Chai, C. S., & Lim, C. P. (2011). The Internet and teacher education: Traversing between the digitized world and schools. The Internet and Higher Education, 14(1), 3-9.http://dx.doi.org/10.1016/j.iheduc.2010.04.003
  • Chang, G.,& Yano, S. (2020). How are countries addressing the Covid-19 challenges in education? A snapshot of policy measures.https://world-education-blog.org/2020/03/24/how-are-countries-addressing-the-covid-19-challenges-in-education-a-snapshot-of-policy-measures/
  • Crompton, H. (2017). ISTE standards for educators. International Society for Technology in Education.
  • Çoklar, A. N., & Yurdakul, I. K. (2017). Technology integration experiences of teachers. Discourse and Communication for Sustainable Education, 8(1), 19-31. http://dx.doi.org/10.1515/dcse-2017-0002
  • Conole, G. (2012). Designing for learning in an open world. Springer.
  • Crawford, J., Butler-Henderson, K., Rudolph, J., Malkawi, B., Glowatz, M., Burton, R., Magni, P. A., & Lam, S. (2020). COVID-19: 20 countries’ higher education intra-period digital pedagogy responses. Journal of Applied Learning & Teaching, 3(1), 9-28. https://doi.org/http://dx.doi.org/10.1680/geot.2008.T.003
  • Creswell, J. W. (2014). Research design: qualitative, quantitative, and mixed methods approaches (4th ed). SAGE Publications.
  • D’souza, Q. (2006, October 10). Web 2.0 ideas for educators: A guide to RSS and more. https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.176.97&rep=rep1&type=pdf
  • Ertmer, P. A. (1999). Addressing first- and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47-61.https://doi.org/10.1007/BF02299597
  • Haşlaman, T., Kuşkaya-Mumcu, F., & Usluel, Y. K. (2007). The integration of Information and Communication Technologies in learning and teaching process: A lesson plan example. Education and Science, 32(146), 54-63.http://egitimvebilim.ted.org.tr/index.php/EB/article/view/733
  • Hsu, S. (2010). Developing a scale for teacher integration of information and communication technology in grades 1–9. Journal of Computer Assisted Learning, 26, 175-189. http://dx.doi.org/10.1111/j.1365-2729.2010.00348.x
  • Inan, F. A., & Lowther, D. L. (2010). Factors affecting technology integration in K-12 classrooms: A path model. Educational Technology Research & Development, 58(2), 137-154.https://doi.org/10.1007/s11423-009-9132-y
  • Jandrić, P. (2020). Postdigital research in the time of Covid-19. Postdigital Science and Education, 2, 233-238. https://doi.org/10.1007/s42438-020-00113-8.
  • Jandrić, P., Hayes, D., Truelove, I., Levinson, P., Mayo, P., Ryberg, T….(2020). Teaching in the age of Covid-19. Postdigital Science Education, 2, 1069-1230. https://doi.org/10.1007/s42438-020-00169-6
  • Kabakci-Yurdakul, I. (2011). Examining technopedagogical knowledge competencies of preservice teachers based on ICT usage. Hacettepe University Journal of Faculty of Education, 40,397- 408.https://dergipark.org.tr/tr/download/article-file/87379
  • Karademir, A., Yaman, F., & Saatçioğlu, Ö. (2020). Challenges of higher education institutions against COVID-19: The case of Turkey. Journal of Pedagogical Research.https://doi.org/10.33902/JPR.2020063574
  • Karahan, E.,& Bozan, M. A. & Akçay, A. O. (2020). Sınıf öğretmenliği lisans öğrencilerinin pandemi sürecindeki çevrim içi öğrenme deneyimlerinin incelenmesi.Turkish Studies, 15(4), 201-214. https://dx.doi.org/10.7827/TurkishStudies.44348
  • König, J., Biela, D. J.J.,& Glutsch, N. (2020) Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4). 608-622 https://doi.org/10.1080/02619768.2020.1809650
  • Kul, U. (2018). Influences of technology integrated professional development course on mathematics teachers. European Journal of Educational Research, 7(2), 233-243. http://doi.org/10.12973/eu-jer.7.2.233
  • Kul, Ü., & Birişçi, S. (2017). Describing pre-service teachers’ reasoning within drawing geometrical shapes in logo programming. Mehmet Akif Ersoy University Journal of the Faculty of Education, 44, 37-65. http://doi.org/10.21764/maeuefd.331250
  • Kul, Ü., Birişçi, S., & Kutay, V. (2019). Adaptation of teachers’ ICT integration proficiency scale into Turkish. Bartın University Journal of Faculty of Education, 8(2), 437-456. http://doi.org/10.14686/buefad.442836
  • Lawrence, J. E., & Tar, U. A. (2018). Factors that influence teachers’ adoption and integration of ICT in teaching/learning process. Educational Media International, 55(1), 79-105, http://doi.org/10.1080/09523987.2018.1439712
  • Lederman, F. (2020, March 3). Will shift to remote teaching be boon or bane for inline learning? Inside Higher Education. Inside Higher Ed https://www.insidehighered.com/digital-learning/article/2020/03/18/most-teaching-going-remote-will-help-or-hurt-online-learning
  • Lee, M.,& Tsai, C. (2010). Exploring teachers’ perceived self-efficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web. Instructional Science: An International Journal of the Learning Sciences, 38(1), 1-21.https://doi.org/10.1007/s11251-008-9075-4
  • Martinovic, D., & Zhang, Z. (2012). Situating ICT in the teacher education program: Overcoming challenges, fulfilling expectations. Teaching and Teacher Education, 28(3), 461-469. http://dx.doi.org/10.1016/j.tate.2011.12.001
  • Mazman, S. G., & Usluel, Y. K. (2011). ICT integration into learning-teaching process: Models and indicators. Education Technology Theory and Practice. 1(1), 62-79.
  • Mishra, L., Grupta, T., & Shree, A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open, https://doi.org/10.1016/j.ijedro.2020.100012
  • Mısırlı, Z. A. (2016). Integrating technology into teaching and learning using variety of models. Ihlara Eğitim Araştırmaları Dergisi, 1(2), 37-48.
  • Milli Eğitim Bakanlığı. (2020, 15 Nisan). Bakan Selçuk, koronavirüs’e karşı eğitim alanında alınan tedbirleri açıkladı. http://www.meb.gov.tr/bakan-selcuk-koronaviruse-karsi-egitim-alaninda-alinan-tedbirleri-acikladi/haber/20497/tr
  • National Council of of Teachers of Mathematics NCTM. (2000). Principles and standards for school mathematics. Author.
  • Niederhauser, D. S., & Perkmen, S. (2008) Validation of the intrapersonal technology integration scale: Assessing the influence of intrapersonal factors that influence technology integration. Computers in the Schools, 25(1-2), 98-111, http://doi.org/10.1080/07380560802157956
  • O’Reilly T. (2007, August 27). What is web 2.0: design patterns and business models for the next generation of software. MPRA. https://mpra.ub.uni-muenchen.de/4578/1/mpra_paper_4578.pdf
  • Organisation for Economic Cooperation and Development [OECD] (2020). The impact of COVID-19 on education - Insights from Education at a Glance 2020. https://www.oecd.org/education/the-impact-of-covid-19-on-education-insights-education-at-a-glance-2020.pdf
  • Özer, M. (2020). Educational Policy Actions by the Ministry of National Education in the times of COVID-19. Kastamonu Education Journal, 28(3), 1124-1129. http://dx.doi.org/10.24106/kefdergi.722280
  • Remuzzi, A., & Remuzzi G. (2020). COVID-19 and Italy: what next? The Lancet, 395(10231), 1225-1228. http://doi.org/10.1016/S0140-6736(20)30627-9
  • Ritzhaupt, A. D., Dawson, K., & Cavanaugh, C. (2012). An investigation of factors influencing student use of technology in K-12 classrooms using path analysis. Journal of Educational Computing Research, 46(3), 229-254. https://doi.org/10.2190/EC.46.3.b
  • Rogers-Estable, M. (2014). Web 2.0 use in higher education. European Journal of Open, Distance and eLearning,17(2), 129-141.https://doi.org/10.2478/eurodl-2014-0024
  • So, H. J., & Kim, B. (2009). Learning about problem based learning: Student teachers integrating technology, pedagogy and content knowledge. Australasian Journal of Educational Technology, 25(1), 101-116. https://doi.org/10.14742/ajet.1183
  • Tabachnick, B.G., & Fidell, L.S. (2001). Using multivariate statistics(4th ed.). Allyn and Bacon.
  • Teo, T. (2009). Modeling technology acceptance in education: A study of pre-service teachers. Computers & Education, 52(1), 302- 312.https://doi.org/10.1016/j.compedu.2008.08.006
  • Thompson, J. (2007). Is Education 1.0 ready for Web 2.0 students?. Innovate: Journal of Online Education, 3(4), 1-6. https://nsuworks.nova.edu/cgi/viewcontent.cgi?article=1095&context=innovate
  • Tsai, H. C. (2015). A senior teacher’s implementation of technology integration. International Education Studies, 8(6), 151-161.https://doi.org/10.5539/ies.v8n6p151
  • UNESCO (2020). Education: from Disruption to Recovery. Paris: UNESCO.
  • Van Allen, J., & Katz, S. (2020). Teaching with OER during pandemics and beyond. Journal for Multicultural Education, 14(3-4), 209-218. https://doi.org/10.1108/JME-04-2020-0027
  • Wang, Cuiyan, Pan, R., Wan, X., Tan, Y., Xu, L., Ho, C. S., & Ho, R. C. (2020). Immediate psychological responses and associated factors during the initial stage of the 2019 coronavirus disease (COVID-19) epidemic among the general population in China. International Journal of Environmental Research and Public Health, 17(5), 17-29. https://doi.org/10.3390/ijerph17051729
  • Zhang, W., Wang, Y., Yang, L., & Wang, C. (2020). Suspending classes without stopping learning: China’s education emergency management policy in the COVID-19 outbreak. Journal of Risk and Financial Management, 13(3), 55-61. https://doi.org/10.3390/jrfm13030055
  • Zhou, L., Zi, F., Wu, S. ve Zhou, M. (2020). “School’s Out, But Class’s On”, The largest online education in the world today: Taking China’s practical exploration during the COVID-19 epidemic prevention and control as an example. Best Evidence of Chinese Education, 4(2), 501-519. http://dx.doi.org/10.15354/bece.20.ar023
  • Zhu, X., & Liu, J. (2020). Education in and after Covid-19: Immediate responses and long-term visions. Postdigital Science and Education. 2, 695-699. https://doi.org/10.1007/s42438-020-00126-3
Toplam 57 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Makaleler
Yazarlar

Ümit Kul 0000-0002-3651-4519

Salih Birişçi 0000-0001-7131-5112

Veli Kutay 0000-0002-8408-2183

Yayımlanma Tarihi 27 Nisan 2022
Gönderilme Tarihi 7 Aralık 2020
Yayımlandığı Sayı Yıl 2022 Cilt: 51 Sayı: 1

Kaynak Göster

APA Kul, Ü., Birişçi, S., & Kutay, V. (2022). During COVID-19 Pandemic ICT Integration Proficiency as a Predictor of Web 2.0 Self Efficacy Beliefs of Teachers. Cukurova University Faculty of Education Journal, 51(1), 391-409. https://doi.org/10.14812/cuefd.817463

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