Okul Yöneticileri Tarafından E-Okul Uygulamasının Genişletilmiş Teknoloji Kabul Modeline Göre Değerlendirilmesi/Assessment Of E-Okul Applıcatıon By School Managers Usıng Extended Technology Acceptance Model

Yıl 2010, Cilt: 7 Sayı: 13, 331 - 348, 11.03.2014

Murat Bağlıbel Mustafa Samancıoğlu M. Semih Summak

Öz

Özet

Bu çalışmanın amacı, okul yöneticilerinin, Genişletilmiş Teknoloji Kabul Modeli (TAM2)'ye uygun olarak, e-okul yazılımı hakkındaki görüşlerini belirlemektir. Çalışma Gaziantep ilinde 62 okuldaki 373 müdür ve müdür yardımcısı ile gerçekleştirilmiştir. Çalışmada okul yöneticileri genel olarak e-okula ilişkin olumlu görüş bildirmişlerdir. E-okul için TAM2'nin Algılanan Fayda ve Mesleki Alaka boyutları ile cinsiyet değişkeni; Algılanan Fayda, Algılanan Kullanım Kolaylığı ve Sonuçların Gösterilebilirliği boyutları ile yaş değişkeni arasında anlamlı ilişkiler tespit edilmiştir. Erkek yöneticiler kadın yöneticilere göre daha olumlu görüş belirtirken, yaşları genç olan yöneticiler de görece yaşlı olan yöneticilere göre genellikle daha olumlu görüş bildirmişlerdir.

Anahtar Kelimeler: e-okul, Genişletilmiş Teknoloji Kabul Modeli, TAM2, okul yöneticisi, değerlendirme

ASSESSMENT OF E-OKUL APPLICATION BY SCHOOL MANAGERS USING EXTENDED TECHNOLOGY ACCEPTANCE MODEL

Abstract

This study aimed to evaluate “e-okul” system based on Extented Technology Acceptance Model (TAM2) by school principals and school vice-principals. Participants of the study were 373 in 62 schools in the province of Gaziantep. The participants reported favourable attitudes toward e-okul. There were some significant interactions in dimensions of TAM2 in terms of age and gender. In gender variable, there were significant interaction between gender and Perceived Usefulness, and gender and Job Relevance. Furthermore, there were significant differences between age and Perceived Usefulness, age and Perceived Ease of Use, and age and Result Demonstrability. Male school vice/principals had more positive perceptions to usefulness and job relevance of e-okul than females did. And, younger school vice/principals generally had more positive perceptions to uselfulness, ease of use and result demostrability of e-okul.

Key Words: e-okul, Extented Technology Acceptance Model, TAM2, school principal, evaluation

Anahtar Kelimeler

e-okul, Genişletilmiş Teknoloji Kabul Modeli, TAM2, okul yöneticisi, değerlendirme

Kaynakça

• Kaynakça
• Abdul-Gader, A. (1996). "The impact of user satisfaction on computer-mediated communication acceptance: A casual path model". Information Resources Management Journal, 104(4), 17–26.
• Abu-Samaha, A. M. ve Shishakly, R. (2008). "Assessment of School Information System Utilization in the UAE Primary Schools". Issues in Informing Science and Information Technology, 5.
• Adams, D. A., Nelson, R. R. ve Todd, P. A. (1992). "Perceived usefulness, ease of use and usage of information technology: a replication". MIS Quarterly, 16(2), 227–248.
• Ajzen, I. (1991). "The theory of planned behavior". Organizational Behavior and Human Decision Processes, 50, 179–211.
• Bisaso, R., Kereteletswe, O., Selwood, I. ve Visscher, A. (2008). "The use of information technology for educational management in Uganda and Botswana". International Journal of Educational Development, 28(6), 656–668.
• Chismar, I. G. ve Wiley-Patton, S. (2002). "Test of the Technology Acceptance Model for the Internet in Pediatrics". AMIA 2002 Symposium, Honolulu, Hawaii.
• Christie, B. (1981). Face to File Communication: A Psychological Approach to Information Systems. New York: Wiley.
• Coakers, S. J. (2005). SPSS Version 12.0 for Windows Analysis without Anguish. Australia: John Wiles & Sons.
• Czara, S. J., Hammond, K., Blascovich, J. J. ve Swede, H. (1989). "Age related differences in learning to use a text-editing system". Behavior and Information Technology, 8(4), 309–319.
• Davis, F. D. (1989). "Perceived Usefulness, Perceived Ease of Use, and User Acceptance". MIS Quarterly, 13(3), 319–340.
• Davis, F. D., Bagozzi, R. P. ve Warshaw, P. R. (1989). "User acceptance of computer technology: a comparison of two theoretical models." Management Science, 35(8), 982–1003.
• Dishaw, M. T. ve Strong, D. M. (1999). "Extending the technology acceptance model with task-technology fit constructs". Information and Management, 36, 9–21.
• eEuropa+ Eylem Planı. (2001). "A co-operative effort to implement the Information Society in Europe Action Plan prepared by the Candidate Countries with the assistance of the European Commission."
• eOkul. (2009). eOkul Kullanım Kılavuzu. http://eokul.meb.gov.tr (Erişim Tarihi 10.07.2009)
• Fishbein, M. ve Ajzen, I. (1975). Belief, Attitude, Intention and Behavior. MA: Addison-Wesley Publishing Co.
• Gay, L. R. (1981). Educational Research: Competencies for Analysis & Application. Ohio: Charles E. Merril Publishing Co.
• Genelge. (2002). T.C. Başbakanlık Personel ve Prensipler Genel Müdürlüğü, Konu e-Türkiye. B.02.0.PPG.0.12–320–9259.2002.
• Hall, G. E. (1979). "The concerns-based approach to facilitating change". Educational Horizons, 57, 202–208.
• Hartwick, J. ve Barki, H. (1994). "Explaining the role of user participation in information system use". Managemenet Science, 40, 440–465.
• Igbaria, M., Guimaraes, T. ve Davis, G. B. (1995). "Testing the determinants of microcomputer usage via a structural equation model". Journal of Management Information Systems, 11(4), 87–114.
• Karasar, N. (2003). Bilimsel Araştırma Yöntemi. Ankara: Nobel Yayın Dağıtım.
• Landau, S. ve Everitt, S. B. (2004). A Handbook of Statistical Analyses using SPSS. Florida: CRC Press.
• Ma, W. W., Anderson, R. ve Streith, K. O. (2005). " Examining user acceptance of computer technology: an empirical study of student teachers". Journal of Computer Assisted Learning, 21, 387–395.
• McFarland, D. J. (2001). "The Role of Age and Efficacy on Technology Acceptance: Implications for E-Learning." WebNet 2001: World Conference on the WWW and Internet, October 23-27, Orlando, FL.
• MEB. (2007). Milli Eğitim Bakanlığı Örgün Eğitim İstatistikleri 2006–2007. Ankara
• Moore, G. C. ve Benbasat, I. (1991). "Development of an instrument to measure the perceptions of adopting an information technology innovation." Information Systems Resource, 2, 192–222.
• Ngai, E. W. T., Poon, J. K. L. ve Chan, Y. H. C. (2007). "Empirical examination of the adoption of WebCt using TAM". Computers and Education, 48(2), 250–267
• OECD. (2004). e-Transformation Turkey Project: Turkish Case for e-Government. Istanbul.
• Rogers, E. M. (1983). Diffusion of Innovations. 3rd Edition. NY: Free Press.
• Straub, E. T. (2009). "Understanding Technology Adoption: Theory and Future Directions for Informal Learning". Review of Educational Research, 79(2), 625–649.
• Swanson, E. B. (1974). "Management Information System: Appreciation and Involvement". Management Science, 21, 178–188.
• Venkatesh, V. ve Davis, F. D. (2000). "A Theoretical Extension of the Technology Acceptance Model: Four Longitudinal Field Studies". Management Science, 46(2), 186–204.
• Venkatesh, V. ve Morris, M. G. (2000). "Why Don't Men Ever Stop to Ask for Directions? Gender, Social Influence, and Their Role in Technology Acceptance and Usage Behavior". MIS Quarterly, 24(1), 115–139.
• Venkatesh, V., Morris, M. G. ve Davis, F. D. (2003). "User acceptance of information technology: Toward a unified view. " MIS Quarterly, 27(3), 425–478.
• Visscher, A. J., Fung, A. ve Wild, P. (1999). "The evaluation of the large scale implementation of computer-assisted management information system in Hong Kong schools". Studies in Educational Evaluation, 25, 11–31