Computer Self-Efficacy Perceptions of Music Teacher Candidates and Their Attitudes towards Digital Technology

Abstract

The aim of this study was to investigate the attitudes of music teacher candidates on computer self-efficacy perceptions and digital technology according to different variables. In this research, correlational survey model is used as a general survey model and also during data collection process of research, criterion sampling is used as purposive sampling.   The focus group of the research consists of 102 students studying music education at Ondokuz Mayis University in the 2018-2019 academic year. Computer Self-Efficacy Perception Scale and Attitude Scale towards Digital Technology Scale were used as data collection tools for the study. According to the results of the study, it was found that there was a significant relationship between the levels of computer self-efficacy perception and the attitudes towards digital technology of the music teacher candidates who participated in the research. The self-efficacy perceptions of the students significantly differed according to their gender, to have a personal computer and the time they first used the computer for educational purpose and their attitudes towards digital technology significantly differed according to their gender, class level and computer ownership.

Keywords

• Computer self-efficacy perception,attitudes towards digital technology,music teacher candidates

Kaynakça

1. Akkoyunlu, B., & Kurbanoglu, S. (2003). Ogretmen adaylarinin bilgi okuryazarligi ve bilgisayar oz-yeterlik algilari uzerine bir calisma [A study on teacher candidates’ perceived information literacy self-efficacy and perceived computer self-efficacy]. Hacettepe University Journal of Education, 24, 1-10.
2. Akturk, A. O., Izci, K., Caliskan, G., & Sahin, I. (2015). Analyzing preservice teachers’ attitudes towards technology. International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, 9(12), 3960-3966.
3. Albirini, A. A. (2006). Teacher’s attitudes toward information and communication technologies: The case of Syrian EFL teachers. Journal of Computers and Education, 47, 373-398.
4. Arslan, S., Kutluca, T., & Ozpinar, I. (2011). Investigating mathematics teacher candidates' opinions about using information & communication technologies. Cypriot Journal of Educational Sciences, 2(2011), 75-82
5. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
6. Bandura, A. (1997). Self-efficacy: The exercise of control (1st ed.). Duffield, UK: Worth.
7. Birkollu, S. S., Yucesoy, Y., Baglama, B., & Kabul, S. (2017). Investigating the attitudes of pre-service teachers towards technology based on various variables. TEM Journal, 6(3), 578-583.
8. Brinkerhoff, R. O. (2006). Increasing impact of training investments: an evaluation strategy for building organizational learning capability. Industrial and Commercial Training, 38(6), 302-307.

9. Browers, A., & Tomic, W. (2000). A longitudinal study of teacher burnout and perceived self efficacy in classroom management, Teaching and Teacher Education, 16, 239-253.
10. Busch, T. (1995). Gender differences in self-efficacy and attitudes toward computers. Journal of Educational Computing Research, 12(2), 147-158.
11. Cabi, E. (2016). Dijital teknolojiye yonelik tutum olcegi [Attitude scale for digital technology]. Kastamonu Education Journal, 24(3), 1229-1244.
12. Cassidy, S., & Eachus, P. (2002). Developing the computer user self-efficacy (CUSE) scale: Investigating the relationship between computer self-efficacy, gender and experience with computers. Journal of Educational Computing Research, 26(2), 133-153.
13. Cavas, B., Cavas, P., Karaoglan, B., & Kisla, T. (2009). A study on science teachers’ attitudes toward information and communication technologies in education. The Turkish Online Journal of Educational Technology, 8(2), 20-32.
14. Cooper, J. (2006). The digital divide: The special case of gender. Journal of Computer Assisted Learning, 22, 320-334.
15. Correa, T. (2010). The participation divide among “online experts”: Experience, skills, and psychological factors as predictors of college students' web content creation. Journal of Computer‐Mediated Communication, 16(1), 71-92
16. Cuban, L. (2001). Oversold & underused: Computers in the classroom. Cambridge, MA: Harvard University Press.
17. Cetin, B. (2008). Marmara Universitesi sinif ogretmeni adaylarinin bilgisayarla ilgili oz-yeter algilarinin incelenmesi [A study on the self-efficacy perception of classroom teacher candidates at Marmara University concerning their computer skills]. Dicle University Journal of Ziya Gokalp Faculty Education, 11, 101-114.
18. Cetin, O., & Gungor, B. (2014). Ilkogretim ogretmenlerinin bilgisayar oz-yeterlik inanclari ve bilgisayar destekli ogretime yonelik tutumlari [Computer self-efficacy beliefs of primary school teachers and their attitudes towards computer-aided instruction]. Ondokuz Mayis University Journal of Education Faculty, 33(1), 55-77.
19. Cetin, O., Caliskan, E., & Menzi, N. (2012). Ogretmen adaylarinin teknoloji yeterlilikleri ile teknolojiye yonelik tutumlari arasindaki iliski [Examination of the competencies of pre-service in terms of some variables]. Elementary Education Online, 11(2), 273-291.
20. Cuhadar, C., & Yucel, M. (2010). Yabanci dil ogretmeni adaylarinin bilgi ve iletisim teknolojilerinin ogretim amacli kullanimina yonelik oz-yeterlilik algilari [Perceptions of foreign language education pre-service teachers on educational use of information and communication technologies]. Pamukkale University Journal of Education, 27, 199-210.
21. Dargut, T., & Celik, G. (2014). Turkce ogretmeni adaylarinin egitimde teknoloji kullanimina iliskin tutum ve dusunceleri [Pre-service Turkish languages teachers’ attitudes and thoughts toward use of technology in education]. Journal of Mother Tongue Education, 2(2), 28-41.
22. De Haan, J. (2004). A multifaceted dynamic model of the digital divide. IT & Society, 1(7), 66-88.
23. Dixon, L. J., Correa, T., Straubhaar, J., Covarrubias, L., Graber, D., Spence, J., & Rojas, V. (2014). Gendered space: The digital divide between male and female users in internet public Access sites. Journal of Computer-Mediated Communication, 19(4), 991-1009.
24. EARGED. (2011, October 12). MEB 21.yy ogrenci profili [MEB 21st century student profile]. Retrieved from http://www.meb.gov.tr/earged/earged/21.%20yy_og_pro.pdf
25. Fallows, D. (2005, December 28). How men and women use the internet. Pew Internet and American Life Project. Retrieved from https://www.pewresearch.org/wp-content/uploads/sites/9/2005/12/PIP_Women_and_Men_online.pdf
26. Friedman, I., & Kass, E. (2001). Teacher self-efficacy: A classroom-organization conceptualization. Teaching and Teacher Education, 18, 675-686.
27. Gibbone, A., Rukavina, P., & Silverman, S. (2010). Technology integration in secondary physical education: teachers’ attitudes and practice. Journal of Educational Technology Development and Exchange, 3(1), 27-42.
28. Giddens. A. (1984). The constitution of society: Outline of the theory of structuration. Berkeley, CA: University of California Press.
29. Gokhale, A. A., Brauchle, P. E., & Machina, K. (2013). Scale to measure attitudes toward information technology. International Journal of Information and Communication Technology Education, 9(3), 13-26.
30. Isiksal, M., & Askar, P. (2003). Ilkogretim ogrencileri icin matematik ve bilgisayar ozyeterlik algisi olcekleri [The scale of perceived mathematics and computer self-efficacy for elementary students]. Hacettepe University Journal of Education, 25, 109-118.
31. Ipek, C., & Acuner, H. Y. (2011). Sinif ogretmeni adaylarinin bilgisayar oz-yeterlik inanclari ve egitim teknolojilerine yonelik tutumlari [Primary pre-service teachers’ computer self-efficacy beliefs and attitudes toward educational technologies]. Ahi Evran University Journal of Education, 12(2), 23-40.
32. Jawlik, A. A. (2016). Statistics from A to Z. Hoboken, NJ: John Wiley & Sons.
33. Jenset, G. (2011). Student attitudes towards teaching English with technology. International Journal of Media, Technology & Lifelong Learning, 7(2), 59-68.
34. Jhon, S. P. (2013, August). Antecedents and effects of computer self-efficacy on social networking adoption among online users. Proceedings of the Nineteenth Americas Conference on Information Systems (pp. 1-15). Chicago, IL: AMCIS. , August 15-17, 2013.
35. Karasar, N. (2009). Bilimsel arastirma yontemi [Scientific research method]. Ankara, Turkey: Nobel.
36. Kass, K. D. (2014). Computer self-efficacy: Instructor and student perspectives in university setting. (Unpublished doctoral dissertation). Iowa State University, Capstones, USA.
37. Khorrami-Arani, O. (2001). Researching computer self-efficacy. International Education Journal, 2(4), 17-25.
38. Livingstone, S., & Helsper, E. (2007). Gradations in digital inclusion: Children, young people and the digital divide. New Media and Society, 9(4), 671–696.
39. Losh, S. C. (2004). Gender, educational, and occupational digital gaps. Social Science Computer Review, 22(2), 152-166.
40. Ozcelik, H., Kurt, A. A. (2007). Primary school teachers’ computer self-efficacies: Sample of Balikesir. Elementary Education Online, 6(3), 441-451.
41. Ozden, M. Y., Cagiltay, K., & Cagiltay, N. E. (2004). Teknoloji ve egitim: Ulke deneyimleri ve Turkiye icin dersler [Technology and education: Country experiences and lessons for Turkey]. Paper presented at the “Turkiye’de Internet Kullanimi Sempozyumu” [Symposium of the Internet Usage in Turkey], Ankara, Turkey.
42. Pallant, J. (2005). SPSS survival manual. Crows Nest, Australia: Allen & Unwin.
43. Pinkard, N. (2005). How the perceived masculinity and/or femininity of software applications influences students' software preferences. Journal of Educational Computing Research, 32(1), 57-78. https://doi.org/10.2190/3LEE-MLCE-NK0Y-RUEP
44. Poelmans, S., Truyen, F., & Stockman, C. (2012, March). ICT skills and computer self-efficacy of higher education students. Paper presented at the 6th International Technology, Education and Development Conference, Valencia, Spain.
45. P21 [Partnership for 21st century skills]. (2009). P21 framework definitions. Retrieved from http://www.p21.org/storage/documents/P21_Framework_Definitions.pdf
46. Saracaloglu, A. S., Dincel, B., & Dedebali, N. C. (2017). Sinif ogretmeni adaylarinin internet ve teknolojiye yonelik tutumlari ile bilgisayar ozyeterlik algilarinin incelenmesi [Investigation of internet and technology attitudes and computer self-efficacy perceptions of classroom teacher candidates]. The Journal of International Social Research, 10(51), 824-832.
47. Sayginer, S. (2016). Ogretmen adaylarinin bilgisayar yeterlilik duzeyleri ile teknolojiye yonelik algilari arasindaki iliskinin cesitli degiskenler acisindan incelenmesi [An analysis of relationship between computer competencies and perceptions of pre-service teachers towards technology in terms of certain variables]. Mustafa Kemal University Journal of Social Sciences Institute, 13(34), 298-312.
48. Seferoglu, S. S., & Akbiyik, C. (2005). Ilkogretim ogretmenlerinin bilgisayara yonelik oz-yeterlik algilari uzerine bir calisma [A study on primary school teachers’ perceived computer self-efficacy]. Eurasian Journal of Educational Research, 19, 89-101.
49. Sezer, A., Yildirim, T., & Pinar, A. (2010). Cografya ogretmenligi ogrencilerinin bilgisayar oz-yeterlik algilarinin incelenmesi [Examination of computer self-efficacy perceptions of the students of geography education]. Journal of Erzincan Education Faculty, 12(2), 163-176.
50. Simsek, A. (2011). The Relationship between computer anxiety and computer self-efficacy. Comtemporary Educational Technology, 2(3), 177-187.
51. Teo, T., Chai, C. S., Hung, D., & Lee, C. B. (2008). Beliefs about teaching and uses of technology among preservice teachers. Asia-Pacific Journal of Teacher Education, 36(2), 163-174.
52. Terry, A., & Gomez, R. (2010). Gender and public access computing: An international perspective. The Electronic Journal of Information Systems in Developing Countries, 43(5), 1-17.
53. Timur, B., Yilmaz, S., & Timur, S. (2013). Ogretmen adaylarinin bilgisayar kullanimina yonelik oz-yeterlik inanclari [Pre-service teachers' self-efficacy beliefs towards computer use]. Mersin University Journal of Faculty of Education, 9(1), 165-174.
54. Tschannen-Moran, M., & Woolfolk, A. H. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805.
55. Usta, E., & Korkmaz, O. (2010). Ogretmen adaylarinin bilgisayar yeterlikleri ve teknoloji kullanimina iliskin algilari ile ogretmenlik meslegine yonelik tutumlari [Pre-service teachers’ computer competencies, perception of technology use and attitudes toward teching career]. International Journal of Human Sciences, 7(1), 1335-1349.
56. Van Dijk, J. (2006). Digital divide research, achievements and shortcomings. Poetics, 34(4-5), 221-235
57. Watson, G. (1997). Pre-service teachers’ views on their information technology education. Journal of Information Technology for Teacher Education, 6(3), 255-270.
58. Wilson, K. R., Wallin, J. S., & Reiser, C. (2003). Social stratification and the digital divide. Social Science Computer Review, 21(2), 133-143.
59. Yaman, M. (2007). The competence of physical education teachers in computer use. The Turkish Online Journal of Educational Technology, 6(4), 237-249.
60. Yenice, N., & Ozden, B. (2015). Fen bilgisi ogretmen adaylarinin bilgisayar oz yeterlik algilarinin ve bilgisayar destekli egitime yonelik tutumlarinin incelenmesi [Examining to attitudes towards the computer-aided instruction and computer self-efficacy of teacher science candidates]. Dicle University Journal of Ziya Gokalp Faculty Education, 25, 175-201.
61. Yilmaz, M. (2016). Ilkokul ogretmenlerinin egitimde teknoloji kullanimina iliskin bilgisayar yeterliliklerinin ve teknoloji tutumlarinin degerlendirilmesi [The Evaluation of primary school teachers’ computer competency and attitudes toward technology concerning the use of technology in education] (Unpublished master’s thesis). Mersin University, Mersin, Turkey.