Analyzing the Views of Teachers and Prospective Teachers on Information and Communication Technology via Descriptive Data Mining

Yıl 2019, Cilt: 6 Sayı: 2, 314 - 329, 15.07.2019

Ozge Can Aran Ahmet Selman Bozkir Bilge Gok Esed Yagci

https://doi.org/10.21449/ijate.537877

Cited By: 3

Öz

This study aims to determine the overt and covert patterns that teachers’ and prospective teachers’ views on the use of information and communication technology (ICT) instruments contain by using the method of data mining. The study group was composed of 192 prospective teachers attending a state university in Ankara, Turkey and 101 teachers working in Ankara-all of whom took part in the study on the basis of volunteering. Teachers’ and prospective teachers’ views were obtained by means of a scale. Clustering and association rules - algorithms for data mining - were applied to the data collected, and thus the frequently held patterns for teachers’ and prospective teachers’ views on ICT instruments were found. Consequently, cluster analysis suggested that prospective teachers considered themselves more competent than teachers in terms of computer skills but that teachers were the group having the most positive views. In addition to this, the results of association rules analysis indicated that the prospective teachers and teachers held the opinion that ICT instruments added variety to the teaching-learning process and ensured students’ focusing their attention on lessons, also stated that using ICT instruments would increase students’ participation in classes.

Anahtar Kelimeler

Communication technology, Data mining, Teachers, Prospective teachers, Clustering

Analyzing the Views of Teachers and Prospective Teachers on Information and Communication Technology via Descriptive Data Mining

Öz

This
study aims to determine the overt and covert patterns that teachers’ and
prospective teachers’ views on the use of information and communication
technology (ICT) instruments contain by using the method of data mining. The
study group was composed of 192 prospective teachers attending a state
university in Ankara, Turkey and 101 teachers working in Ankara-all of whom
took part in the study on the basis of volunteering. Teachers’ and prospective
teachers’ views were obtained by means of a scale. Clustering and association
rules - algorithms for data mining - were applied to the data collected, and
thus the frequently held patterns for teachers’ and prospective teachers’ views
on ICT instruments were found. Consequently, cluster analysis suggested that
prospective teachers considered themselves more competent than teachers in
terms of computer skills but that teachers were the group having the most
positive views. In addition to this, the results of association rules analysis
indicated that the prospective teachers and teachers held the opinion that ICT
instruments added variety to the teaching-learning process and ensured
students’ focusing their attention on lessons, also stated that using ICT
instruments would increase students’ participation in classes.

Anahtar Kelimeler

Communication technology, Data mining, Teachers, Prospective teachers, Clustering

Kaynakça

• Agrawal, R., & Srikant. R. (1994). Fast algorithms for mining association rules in large databases. Paper presented at 20th International Conference on Very Large Data Bases, San Fransisco.
• Akkoyunlu, B., & Yılmaz, M. (2005). Türetimci çoklu ortam öğrenme kuramı [Generative theory of multimedia learning]. Hacettepe University Journal of Education, 28, pp.9-18.
• Bayazıt, A., & Seferoğlu. S. S. (2009). Türkiye’deki teknoloji politikalarında eğitimin yeri ve öğretmen yetiştirme politikaları. 12. Bilişim Teknolojileri Işığında Eğitim Kongresi (BTIE’2009) Bildiriler Kitabı. Ankara: Türkiye Bilişim Derneği.
• Baytekin, Ç. (2004). Öğrenme-öğretme teknikleri ve materyal geliştirme. Ankara: Anı Yayıncılık.
• Borich, G. D. (2014). Etkili öğretim yöntemleri. (B. Acat, Trans.). Ankara: Nobel Yayınları.
• Bozkir, A. S., Gök, B., & Sezer, E. (2008). Üniversite öğrencilerinin interneti eğitimsel amaçlar için kullanmalarını etkileyen faktörlerin veri madenciliği yöntemleriyle tespiti. Paper presented at Bilimde Modern Yöntemler Sempozyumu, Osmangazi Üniversitesi, Eskişehir.
• Bozkir, A. S., Gök, B. & Sezer, E. (2009). Determination of the factors influencing student’s success in student selection examination (OSS) via data mining techniques. Paper presented at 5th Uluslararası İleri Teknolojiler Sempozyumu, Karabük.
• Buabeng-Andoh, G. (2012). Factors influencing teachers’ adoption and integration of information and communication technology into teaching: A review of the literature. International Journal of Education and Development Using Information and Communication Technology (IJEDICT), 8(1), pp.136-155.
• Büyüköztürk, Ş. (2006). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem A Yayıncılık.
• Bybee, R. W., & Loucks-Horsley, S. (2000). Advancing technology education: The role of professional development, The Technology Teacher, 60(2), pp.31-34.
• Can Aran, Ö. & Senemoğlu, N. (2014). Disiplinli zihin özellikleri açısından fen eğitiminin incelenmesi [An investigation of science education in terms of disciplined mind characteristics]. Hacettepe University Journal of Education, 29(4), pp.46-59.
• Can Aran, Ö., Derman, İ., & Yağcı, E. (2016). Pre-service science and mathematics teachers’ thoughts about technology. Universal Journal of Educational Research, 4(3), pp.501-510.
• Çağıltay, K., Çakıroğlu, J., Çağıltay, N. & Çakıroğlu, E. (2001). Öğretimde bilgisayar kullanimina ilişkin öğretmen görüşleri [Teachers' perspectives about the use of computers in education]. Hacettepe University Journal of Education, 21, pp.19-18.
• Çavuş, H. & Gökdaş, İ. (2006). Eğitim fakültesi'nde öğrenim gören öğrencilerin internetten yararlanma nedenleri ve kazanımları [Education faculty students’ benefiting reasons from internet and their gains]. Yuzuncu Yil University Journal of Education, 3(2), pp. 56-78.
• Çelik, L. (2007). Öğretim materyallerinin hazırlanması ve seçimi. In Öğretim teknolojileri ve materyal tasarımı edited by Özcan Demirel ve Eralp Altun. Ankara: Pegem Yayınları.
• Çoklar, A. N. (2008). Öğretmen adaylarının eğitim teknolojisi standartları ile ilgili özyeterliklerinin belirlenmesi [Assessing the self-efficacy of teacher candidates concerning the educational technology standards]. Doctoral dissertation, Anadolu University, Eskişehir.
• Deniz, L & Köse, H. (2003). Öğretmen adaylarının bilgisayar yaşantıları ve bilgisayar tutumları arasındaki ilişkiler [The relationship between computer attitudes and computer experıences of student teachers]. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi / Journal of Educational Sciences, 18, pp. 39-64.
• Ertmer, P. A, Ottenbreit-Leftwich, A., Olgun, S., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & Education, 59(2), pp. 423-435.
• Floyd, F. J., & Widaman. K. F. (1995). Factor analysis in the development and refinement of clinical assessment instruments. Psychological Assessment, 7(3), pp. 286-199.
• Gerçek, C., Köseoğlu, P., Yılmaz, M. & Soran, H. (2006). Öğretmen adaylarının bilgisayar kullanımına yönelik tutumlarının çeşitli değişkenler açısından incelenmesi [An analyses of the attitudes of teacher candidates towards computer use]. Hacettepe University Journal of Education, 30, pp.130-139.
• Güngör, C., & Aşkar, P. (2004). E-öğrenmenin ve bilişsel stilin başarı ve internet öz-yeterlik algısı üzerindeki etkisi [The effects e-learning and cognitive style on achievement and perceived internet self-efficacy]. Hacettepe University Journal of Education, 27, pp. 116-125.
• Gu, P. (2017). Promoting students' motivation and use of srl strategies in online mathematics learning. Doctoral dissertation, University of Kansas.
• Halderman, C. F. (1992). Design and evaluation of staff development program for technology in small schools. Doctoral dissertation, University of North Texas.
• Haslaman, T., Mumcu, F. K. & Usluel, Y. K. (2007). The integration of information and communication technologies in learning and teaching process: A lesson plan example. Eğitim ve Bilim, 32(146), pp.54.
• Hill Less, K. (2003). Faculty adoption of computer technology for instruction in North Carolina community college system. Doctoral dissertation, East Tennessee State University.
• İnel, D., Evrekli, E., & Balım, A. G. (2011). Öğretmen adaylarının fen ve teknoloji dersinde eğitim teknolojilerinin kullanılmasına ilişkin görüşleri [Views of science student teachers about the use of educational technologies in science and technology course]. Journal of Theoretical Educational Sciences, 4(2), pp.128-150.
• Jenson, J., Lewis, B., & Smith, R. (2002). No one way: Working models for teachers’ professional development, Journal of Technology and Teacher Education, 10(4), pp.481-496.
• Karaman, M. K., & Kurfallı. H. (2008). Sınıf öğretmenlerinin bilgi ve iletişim teknolojilerini öğretim amaçlı kullanım düzeyleri [Elementary school teacher’s ICT usage level for instructional purposes]. Journal of Theoretical Educational Sciences, 1(2), pp.43-56.
• Kıray, S. A., Gök, B., & Bozkır, A. S. (2015). Identifying the factors affecting science and mathematics achievement using data mining methods. Journal of Education in Science, Environment and Health (JESEH), 1(1), pp.28-48.
• Kıyıcı, M. (2008). Öğretmen adaylarının sayısal okuryazarlık düzeylerinin belirlenmesi [Identifying digital literacy level of teachers candidates]. Doctoral dissertation, Anadolu University, Eskişehir.
• Kottler, E., & Brookhart Costa, V. (2009). Integrate technology to enrich learning. In Secrets to success for science teachers (181-202). Corwin: Thousand Oaks.
• Kurtdede Fidan, N. (2008). İlköğretimde araç gereç kullanımına ilişkin öğretmen görüşleri [Teachers' views with regard to the use of tools and materials in the primary level]. Journal of Theoretical Educational Sciences, 1(1), pp.48-61.
• Kuşkaya Mumcu, F., & Koçak Usluel, Y. (2004). Mesleki ve teknik okul öğretmenlerinin bilgisayar kullanımları ve engeller [Use of computers by vocational and technical schools’ teachers and obstacles]. Hacettepe University Journal of Education, 26, pp.91-99.
• Kürüm, D. (2016). Öğretim Materyallerinin Değerlendirilmesi. In Öğretim teknolojileri ve materyal tasarımı, edited by Kıymet Selvi. Ankara: Anı Yayıncılık.
• Lai, K., & Cerpa, N. (2001). Support vs confidence in association rule algorithms. Paper presented at Conference on the Chilean Operations Research Society, Chile.
• Lewis, T. (1999). Research in technology education-some areas of need. Journal of Technology Education, 10(2), pp.41-56.
• MacQueen, J. B. (1967). Some methods for classification and analysis of multivariate observations. Paper presented at 5th Berkeley Symposium on Mathematical Statistics and Probability, Berkeley.
• Moseley, D., Higgins, S., Bramald, R., Hardman, F., Miller, J., Mroz, M., Stout, J. (1999) Ways Forward with ICT: effective pedagogy using information and communications technology for literacy and numeracy in primary schools (Report No: ED458652). United Kingdom: Durham Univ. (England). Curriculum, Evaluation, and Management Centre. Retrieved from https://files.eric.ed.gov/fulltext/ED458652.pdf
• Mumtaz, S. (2000). Factors affecting teachers' use of information and communications technology: A review of the literature. Journal of Information Technology for Teacher Education, 9(3), pp.319-342.
• Özgen, K. & Obay, M. (2008). Ortaöğretim matematik öğretmen adaylarının eğitim teknolojisine ilişkin tutumları. Paper presented at international educational technology conference (IETC), Anadolu Üniversitesi, Eskişehir.
• P21 Partnership for 21st Century Learning. Available online: http://www.battelleforkids.org/networks/p21/frameworks-resources (accessed on 15 June 2019).
• Russell, M., Bebell, D., O'Dwyer, L., & O'Connor, K. (2003). Examining teacher technology use: Implications for preservice and inservice teacher preparation. Journal of Teacher Education, 54(4), pp. 97-310.
• Sadi, S., Şekerci, A. R., Kurban, B., Topu, F. B., Demirel, T., Tosun, C., Demirci, T. & Göktaş, Y. (2008). Öğretmen eğitiminde teknolojinin etkin kullanımı: Öğretim elemanları ve öğretmen adaylarının görüşleri [Effective technology use in teacher education: The views of faculty members and preservice teachers]. International Journal of Informatics Technologies, 1(3), pp. 43-49.
• Seferoğlu, S.S., Akbıyık, C. & Bulut, M. (2008). Elementary school teachers’ and teacher candidates’ opinions about computer use in learning/teaching process. Hacettepe University Journal of Education, 35, pp.273-283.
• Sert, G., Kurtoglu, M., Akıncı, A., & Seferoglu, S. S. (2012). Overview of research on teachers’ technology usage: a content analysis study. Computers & Education, 14(46), pp.1-8.
• STEM (Science, Technology, Engineering and Math) (2019, May). Science, Technology, Engineering and Math: Education for Global Leadership. Retrieved from http://www.ed.gov/stem.
• Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). New York: Allyn and Bacon.
• Tan, P.-N., Steinbach, M., & Kumar, V. (2006). Introduction to data mining. Boston: Addison Wesley.
• Tekinarslan, E. (2007). Eğitimde internet kullanımı. In Öğretim teknolojileri ve materyal tasarımı, edited by Özcan Demirel and Eralp Altun. Ankara: Pegem Yayınları.
• Tosun, N. (2006). Bilgisayar destekli ve bilgisayar temelli öğretim yöntemlerinin, öğrencilerin bilgisayar dersi başarısı ve bilgisayar kullanım tutumlarına etkisi: Trakya Üniversitesi Eğitim Fakültesi örneği [The effects of computer assisted and computer based methods on the success of the students and the attitude of using computer in computer classes: A sample study at Education Faculty of Trakya"]. Master thesis, Trakya University, Edirne.
• Usluel, Y. K., & Aşkar, P. (2003). Teachers’ stages at the innovation-decision process related to the use of computers: Changes in two years. Hacettepe University Journal of Education, 24, pp.119-128.
• Usta, E., & Korkmaz, Ö. (2010). Öğretmen adaylarının bilgisayar yeterlikleri ve teknoloji kullanımına ilişkin algıları ile öğretmenlik mesleğine yönelik tutumları [Pre-service teachers’ computer competencies, perception of technology use and attitudes toward teaching career]. Journal of Human Sciences, 7(1), pp.1335-1349.
• Üredi, L., Akbaşlı, S. & Ulum, H. (2016). Investigating the primary school teachers’ perspectives on the use of education platforms in teaching. Educational Research and Reviews, 11(15), pp.1432-1439.
• Varner, S. V. (2003). Attitudes and perceptions of secondary language arts teachers towards computer technology and its use in curriculum and instruction. Doctoral dissertation, University of Alabama, Alabama.
• Wicklein, R. C. (1993). Identifying critical issues and problems in technology education using a modified-delphi technique. Journal of Technology Education, 5(1), pp.54-71.
• Winnans, C., & Brown, D. S. (1992). Some factors affecting elementary teachers' use of the computer. Computers & Education, 18(4), pp.301-309.
• Yanık, C. (2010). Azeri öğretmen adaylarının bilgisayar okuryazarlık algıları ve internet kullanımına yönelik tutumları. In Uluslararası Öğretmen Yetiştirme Politikaları ve Sorunları Sempozyumu II Bildiri Kitabı (pp.191-201), Azerbaycan Devlet Pedagoji Üniversitesi, Bakü.
• Yanpar Yelken, T. (2012). Öğretim teknolojileri ve materyal tasarımı. Ankara: Anı Yayıncılık.
• Yanpar, T. (2005). Öğretim teknolojileri ve materyal geliştirme. Ankara: Anı Yayıncılık.
• Yavuz, S., & Coşkun, E. A. (2008). Sınıf öğretmenliği öğrencilerinin eğitimde teknoloji kullanımına ilişkin tutum ve düşünceleri [Attitudes and perceptions of elementary teaching through the use of technology in education]. Hacettepe University Journal of Education, 34, pp.276-286.
• Yılmaz, İ., Ulucan, H. & Pehlivan, S. (2010). The attitudes and thoughts of the students attending physical education teaching program about using technology in education. KEFAD, 11(1), pp.105-118.