Araştırma Makalesi
Yıl 2019,
Cilt: 27 Sayı: 4, 1435 - 1444, 15.07.2019
Öz
Bu araştırmada, Tondeur ve diğerleri (2017) tarafından geliştirilen öğretmen adaylarına yönelik “Bilgi ve İletişim Teknolojisi Yeter-likleri Ölçeği’nin” Türkçe uyarlaması amaçlanmış ve psikometrik analizleri gerçekleştirilmiştir. Doğrulayıcı faktör analizi ve psikometrik analizler 331 öğretmen adayı üzerinde yürütülmüştür. Doğrulayıcı faktör analizi sonucunda ölçeğin 2 boyutlu modelinin Türk kültürüne uygun olduğu belirlenmiştir. Ölçek, 9 maddesi öğretmen adayının öğrencilerin bilişim teknolojilerini kullanımını destekleme, 7 maddesi ise bilişim teknolojilerini öğretim tasarımında kullanma öz yeterliği algısını ölçmek üzere iki faktör altında toplanmıştır. Ölçeğin iç tutar-lılığını gösteren Cronbach Alfa katsayısı ölçeğin bütünü için 0.944’dir. Buradan hareketle, ölçek öğretmen adaylarının bilgi ve iletişim teknoloji yeterliklerini ölçmede kullanılmak üzere güvenilir ve geçerli bulunmuştur. Ayrıca, yapılan psikometrik analizler göre de öğret-men adaylarının BİT yeterlik düzeylerinin yüksek olduğu, cinsiyet, sınıf ve yaş düzeyinin bu sonuçlar üzerinde anlamlı bir etkisinin olmadığı bulunmuştur.
Anahtar Kelimeler
Öğretmen adayı bilgi ve iletişim teknolojisi yeterlik ölçek uyarlama
Kaynakça
- Aesaert, K., Van Nijlen, D., Vanderlinde, R., Tondeur, J., Devlieger, I., & Van Braak, J. (2015). The contribution of pupil, classroom and school level characteristics to primary school pupils’ ICT competences: A performance-based approach. Computers & Education, 87, 55-69. Anderson, S. E., Groulx, J. G., & Maninger, R. M. (2011). Relationships among preservice teachers’ technology-related abilities, beli-efs and intentions to use technology in their future classrooms. Journal of Educational Computing Research, 45(3), 321-338. ENW AUGent (2013). The flemish ICT development profile for teacher educators. Erişim adresi: https://velov.files.wordpress.com/2012/02/velov_bro_en_111206.pdf Binkley, M., Erstad, O., Hermna, J., Raizen, S., Ripley, M., Miller-Ricci, M. & Rumble, M. (2012). Defining Twenty-First Century Skills. In Griffin, P., Care, E., ve McGaw, B. (Eds) Assessment and Teaching of 21st Century Skills (17-66), Dordrecht, Springer. Erişim Adresi: https://link.springer.com /chapter/ 10.1007 %2F978-94-007-2324-5_2 Caluza, L.J., Verecio, R.L., Funcion, D.G., Quisumbing, L.A., Gorardo, M.A., Laurente, M.L.P., Vinco, J.C., & Marmite, V. ( 2017). An assessment of ICT competencies of public school teachers: Basis for community extension program. IOSR Journal Of Humanities And Social Science. 22(3), 01-13. Erişim adresi: http://www.iosrjournals.org/iosr-jhss/papers/Vol.%2022%20Issue3/Version-4/A2203040113.pdf Durak, H. & Seferoğlu, S.S. (2017). Öğretmenlerin teknoloji kullanım yeterliklerinde etkili olan faktörlerle ilgili bir inceleme. H.F.Odabaşı, B. Akkoyunlu ve A. İşman (Ed). Eğitim teknolojileri okumaları 2017 (Bölüm 29, 537-556). TOJET ve Sa-karya Üniversitesi, Adapazarı. Fadel, C. & Center for Curriculum Redesign (2015). Redesigning the curriculum for a 21st century education (white paper). Erişim Adresi: https://curriculumredesign.org/wp-content/uploads/CCR-FoundationalPaper-Updated-Jan2016.pdf Fisser, P., Voogt, J., Tondeur, J., & van Braak, J. (2015). Measuring and assessing TPACK (Technological, Pedagogical, and Content Knowledge). Encyclopaedia of Educational Technology, 2, 490-493. Göksun, D. O. & Kurt, A.A. (2017). Öğretmen adaylarının 21. yy. öğrenen becerileri kullanımları ve 21. yy. öğreten becerileri kulla-nımları arasındaki ilişki. Eğitim ve Bilim. 42(190), 107-130, Erişim Adre-si:http://egitimvebilim.ted.org.tr/index.php/EB/article/view/7089 /2610 ISTE. (2009). ISTE standards for teachers. Erişim adresi: https://www.iste.org/docs/pdfs/20-14_ISTE_Standards-T_PDF.pdf ISTE. (2017). ISTE Standards for educators.. Erişim adresi: https://www.iste.org/standards/for-educators Karademir, T. (2018). Teknolojinin benimsenmesine ekolojik bir yaklaşım: Sürdürülebilir bir dijital öğretim materyali geliştirme ekosis-temi (Yayımlanmamış doktora tezi). Ankara Üniversitesi, Eğitim Bilimleri Fakültesi, Ankara. Kaufman, K. (2015). Information communication technology: Challenges & some prospects from preservice education to the classroom. Mid-Atlantic Education Review, 2, 1–11. Kay, R. H. (2006). Evaluating strategies used to incorporate technology into preservice education: A review of the literature. Journal of Research on Technology in Education, 38, 383–408 Keane, W.F. & Keane, T. (2013). Deep Learning, ICT and 21st Century Skills. Paradox and Possibility, The 6th International Confe-rence on Catholic Educational Leadership, Sydney, Australia. Erişim adresi: https://www.acu.edu.au/__data/assets/pdf_file/0009/576009/Keane,_William_and_Therese_-_Deep_Learning,_ICT_and_21st_Century_Skills.pdf Kereluik, K., Mishra P., Fahnoe, C. & Terry, L. (2013). What knowledge ıs of most worth: teacher knowledge for 21st century lear-ning. Journal of Digital Learning in Teacher Education, 29(4), 127-140. Erişim adresi: https://files.eric.ed.gov/fulltext/EJ1010753.pdf Kennisnet. (2012). ICT proficiency of teachers. Nederland: Kennisnet. Lee, C.B., Teo,T., Chai, C.S., Choy, D., Tan, A., & Seah, J. (2007). Closing the gap: Preservice teachers' perceptions of an ICT ba-sed, student centred learning curriculum. In ICT: Providing choices for learners and learning. Proceedings ascilite Singapo-re 2007. http://www.ascilite.org.au/conferences/singapore07/procs/lee-cb.pdf Mishra, P. & Koehler, M. J. (2006). Technological pedagogical content knowledge: A new framework for teacher knowledge. Teachers College Record,108 (6), 1017-1054. NRC (2011). National Research Council (US) Committee on the Assessment of 21st Century Skills. Washington. ISBN-13: 978-0-309-21790-3ISBN-10: 0-309-21790-3 Ottenbreit-Leftwich, A., Glazewski, K. D., Newby, T. J., & Ertmer, P. A. (2010). Teacher value beliefs associated with using techno-logy: Addressing professional and student needs. Computers & Education, 55, 1321-1335. P21-Partnership for 21st Century Learning (2016). Framework for 21st Century Learning. Erişim adresi: http://www.p21.org/storage/documents/docs/P21_framework_0816.pdf Poelmans, S., Truyen, F.R., & Stockman, C. ( 2012). ICT skills and computer self-efficacy of higher education students. Proceedings of INTED2012 Conference da sunulan bildiri. 5th-7th March 2012, Valencia, Spain. Erişim adresi: https://lirias.kuleuven.be/bitstream/ 123456789/341696/1/1303.pdf Saavedra, A.R., & Opfer, D. (2012). Teaching and learning 21st century skills: Lessons from the learning sciences report. Paper Presented at the Joint AARE/ APERA Conference, Sdney. Erişim Adresi: http://asiasociety.org/files/rand-1012report.pdf Sadaf, A., Newby, T. J., & Ertmer, P. A. (2012). Exploring pre-service teachers’ beliefs about using Web 2.0 technologies in K-12 classroom. Computers & Education, 59(3), 937-945. Sang, G., Tondeur, J., Chai, C. S., & Dong, Y. (2016). Validation and profile of Chinese pre-service teachers’ technological pedagogi-cal content knowledge scale. Asia-Pacific Journal of Teacher Education, 44(1), 49-65. Sang, G., Valcke, M., van Braak, J., & Tondeur, J. (2010). Student teachers’ thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology. Computers & Education, 54, 1, 103-112. Şad, S.N., Nalcacı, Ö. İ. ( 2015). Öğretmen adaylarının eğitimde bilgi ve iletişim teknolojilerini kullanmaya ilişkin yeterlilik algıları. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 11(1), 177-197. Tokmak, H.S., Konokman, G.Y., & Yelken, T.Y. (2013). Mersin üniversitesi okul öncesi öğretmen adaylarının Teknolojik Pedagojik Alan Bilgisi (TPAB) özgüven algılarının incelenmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 14(1), 35-51. Tondeur, J., Van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing preservice teachers to integrate technology in education: a synthesis of qualitative evidence. Computers & Education, 59, 134-144. Tondeur, J., Aesaert, K., Pynoo, B., Braak, J., Fraeyman, N., & Erstad, O. (2017). Developing a validated instrument to measure pre-service teachers’ ICT competencies: Meeting the demands of the 21st century. British Journal of Educational Technology, 48(2), 462-472. UNESCO. (2011). UNESCO ICT competency framework for teachers. Erişim adresi: http://unesdoc.unesco.org/images/0021/002134/213475e.pdf Wagner, T. (2008).The Global Achievement Gap: Why even our best schools don’t teach the new survival skills our children need-and what we can do about it. New York, NY: Basic Books
Adaptation of Information and Communication Technology Competency Scale to Turkish for Pre-Service Teachers
Öz
In this study, Turkish adaptation of information and
communication technology competency scale developed by Tondeur et al. (2017)
was purposed and psychometric analysis was performed. Confirmatory factor and
psychometric analysis were conducted on 331 prospective teachers. Confirmatory
factor analysis’ result shows that scale’s original 2-dimensional models were
appropriate for the Turkish sample. At the end of the analysis, similar
to the original scale, the scale was confirmed at two factors as ICT
competencies to support pupils for ICT use, ICT competencies for instructional
design, and a significant and high (p <0.001) correlation between factors
was found. The Cronbach's alpha coefficient, which indicates the internal
consistency of the scale, was found 0.944 for the whole scale. Starting from
this point, the scale is considered as a reliable and valid instrument in terms
of measuring pre-service teachers’ information and communication technology
competency. Besides, according to psychometric analysis, it has also been found
that the ICT proficiency levels of the pre-service teachers are high and no
significant difference was found between ICT competency and gender, class and
age level.
Anahtar Kelimeler
Pre-service teacher information and communication technology competence scale adaptation
Kaynakça
- Aesaert, K., Van Nijlen, D., Vanderlinde, R., Tondeur, J., Devlieger, I., & Van Braak, J. (2015). The contribution of pupil, classroom and school level characteristics to primary school pupils’ ICT competences: A performance-based approach. Computers & Education, 87, 55-69. Anderson, S. E., Groulx, J. G., & Maninger, R. M. (2011). Relationships among preservice teachers’ technology-related abilities, beli-efs and intentions to use technology in their future classrooms. Journal of Educational Computing Research, 45(3), 321-338. ENW AUGent (2013). The flemish ICT development profile for teacher educators. Erişim adresi: https://velov.files.wordpress.com/2012/02/velov_bro_en_111206.pdf Binkley, M., Erstad, O., Hermna, J., Raizen, S., Ripley, M., Miller-Ricci, M. & Rumble, M. (2012). Defining Twenty-First Century Skills. In Griffin, P., Care, E., ve McGaw, B. (Eds) Assessment and Teaching of 21st Century Skills (17-66), Dordrecht, Springer. Erişim Adresi: https://link.springer.com /chapter/ 10.1007 %2F978-94-007-2324-5_2 Caluza, L.J., Verecio, R.L., Funcion, D.G., Quisumbing, L.A., Gorardo, M.A., Laurente, M.L.P., Vinco, J.C., & Marmite, V. ( 2017). An assessment of ICT competencies of public school teachers: Basis for community extension program. IOSR Journal Of Humanities And Social Science. 22(3), 01-13. Erişim adresi: http://www.iosrjournals.org/iosr-jhss/papers/Vol.%2022%20Issue3/Version-4/A2203040113.pdf Durak, H. & Seferoğlu, S.S. (2017). Öğretmenlerin teknoloji kullanım yeterliklerinde etkili olan faktörlerle ilgili bir inceleme. H.F.Odabaşı, B. Akkoyunlu ve A. İşman (Ed). Eğitim teknolojileri okumaları 2017 (Bölüm 29, 537-556). TOJET ve Sa-karya Üniversitesi, Adapazarı. Fadel, C. & Center for Curriculum Redesign (2015). Redesigning the curriculum for a 21st century education (white paper). Erişim Adresi: https://curriculumredesign.org/wp-content/uploads/CCR-FoundationalPaper-Updated-Jan2016.pdf Fisser, P., Voogt, J., Tondeur, J., & van Braak, J. (2015). Measuring and assessing TPACK (Technological, Pedagogical, and Content Knowledge). Encyclopaedia of Educational Technology, 2, 490-493. Göksun, D. O. & Kurt, A.A. (2017). Öğretmen adaylarının 21. yy. öğrenen becerileri kullanımları ve 21. yy. öğreten becerileri kulla-nımları arasındaki ilişki. Eğitim ve Bilim. 42(190), 107-130, Erişim Adre-si:http://egitimvebilim.ted.org.tr/index.php/EB/article/view/7089 /2610 ISTE. (2009). ISTE standards for teachers. Erişim adresi: https://www.iste.org/docs/pdfs/20-14_ISTE_Standards-T_PDF.pdf ISTE. (2017). ISTE Standards for educators.. Erişim adresi: https://www.iste.org/standards/for-educators Karademir, T. (2018). Teknolojinin benimsenmesine ekolojik bir yaklaşım: Sürdürülebilir bir dijital öğretim materyali geliştirme ekosis-temi (Yayımlanmamış doktora tezi). Ankara Üniversitesi, Eğitim Bilimleri Fakültesi, Ankara. Kaufman, K. (2015). Information communication technology: Challenges & some prospects from preservice education to the classroom. Mid-Atlantic Education Review, 2, 1–11. Kay, R. H. (2006). Evaluating strategies used to incorporate technology into preservice education: A review of the literature. Journal of Research on Technology in Education, 38, 383–408 Keane, W.F. & Keane, T. (2013). Deep Learning, ICT and 21st Century Skills. Paradox and Possibility, The 6th International Confe-rence on Catholic Educational Leadership, Sydney, Australia. Erişim adresi: https://www.acu.edu.au/__data/assets/pdf_file/0009/576009/Keane,_William_and_Therese_-_Deep_Learning,_ICT_and_21st_Century_Skills.pdf Kereluik, K., Mishra P., Fahnoe, C. & Terry, L. (2013). What knowledge ıs of most worth: teacher knowledge for 21st century lear-ning. Journal of Digital Learning in Teacher Education, 29(4), 127-140. Erişim adresi: https://files.eric.ed.gov/fulltext/EJ1010753.pdf Kennisnet. (2012). ICT proficiency of teachers. Nederland: Kennisnet. Lee, C.B., Teo,T., Chai, C.S., Choy, D., Tan, A., & Seah, J. (2007). Closing the gap: Preservice teachers' perceptions of an ICT ba-sed, student centred learning curriculum. In ICT: Providing choices for learners and learning. Proceedings ascilite Singapo-re 2007. http://www.ascilite.org.au/conferences/singapore07/procs/lee-cb.pdf Mishra, P. & Koehler, M. J. (2006). Technological pedagogical content knowledge: A new framework for teacher knowledge. Teachers College Record,108 (6), 1017-1054. NRC (2011). National Research Council (US) Committee on the Assessment of 21st Century Skills. Washington. ISBN-13: 978-0-309-21790-3ISBN-10: 0-309-21790-3 Ottenbreit-Leftwich, A., Glazewski, K. D., Newby, T. J., & Ertmer, P. A. (2010). Teacher value beliefs associated with using techno-logy: Addressing professional and student needs. Computers & Education, 55, 1321-1335. P21-Partnership for 21st Century Learning (2016). Framework for 21st Century Learning. Erişim adresi: http://www.p21.org/storage/documents/docs/P21_framework_0816.pdf Poelmans, S., Truyen, F.R., & Stockman, C. ( 2012). ICT skills and computer self-efficacy of higher education students. Proceedings of INTED2012 Conference da sunulan bildiri. 5th-7th March 2012, Valencia, Spain. Erişim adresi: https://lirias.kuleuven.be/bitstream/ 123456789/341696/1/1303.pdf Saavedra, A.R., & Opfer, D. (2012). Teaching and learning 21st century skills: Lessons from the learning sciences report. Paper Presented at the Joint AARE/ APERA Conference, Sdney. Erişim Adresi: http://asiasociety.org/files/rand-1012report.pdf Sadaf, A., Newby, T. J., & Ertmer, P. A. (2012). Exploring pre-service teachers’ beliefs about using Web 2.0 technologies in K-12 classroom. Computers & Education, 59(3), 937-945. Sang, G., Tondeur, J., Chai, C. S., & Dong, Y. (2016). Validation and profile of Chinese pre-service teachers’ technological pedagogi-cal content knowledge scale. Asia-Pacific Journal of Teacher Education, 44(1), 49-65. Sang, G., Valcke, M., van Braak, J., & Tondeur, J. (2010). Student teachers’ thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology. Computers & Education, 54, 1, 103-112. Şad, S.N., Nalcacı, Ö. İ. ( 2015). Öğretmen adaylarının eğitimde bilgi ve iletişim teknolojilerini kullanmaya ilişkin yeterlilik algıları. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 11(1), 177-197. Tokmak, H.S., Konokman, G.Y., & Yelken, T.Y. (2013). Mersin üniversitesi okul öncesi öğretmen adaylarının Teknolojik Pedagojik Alan Bilgisi (TPAB) özgüven algılarının incelenmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 14(1), 35-51. Tondeur, J., Van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing preservice teachers to integrate technology in education: a synthesis of qualitative evidence. Computers & Education, 59, 134-144. Tondeur, J., Aesaert, K., Pynoo, B., Braak, J., Fraeyman, N., & Erstad, O. (2017). Developing a validated instrument to measure pre-service teachers’ ICT competencies: Meeting the demands of the 21st century. British Journal of Educational Technology, 48(2), 462-472. UNESCO. (2011). UNESCO ICT competency framework for teachers. Erişim adresi: http://unesdoc.unesco.org/images/0021/002134/213475e.pdf Wagner, T. (2008).The Global Achievement Gap: Why even our best schools don’t teach the new survival skills our children need-and what we can do about it. New York, NY: Basic Books
Toplam 1 adet kaynakça vardır.
Ayrıntılar
| Birincil Dil | Türkçe |
|---|---|
| Konular | Eğitim Üzerine Çalışmalar |
| Bölüm | Derleme Makale |
| Yazarlar | |
| Yayımlanma Tarihi | 15 Temmuz 2019 |
| Kabul Tarihi | 10 Ekim 2018 |
| Yayımlandığı Sayı | Yıl 2019 Cilt: 27 Sayı: 4 |