SANAL ÖĞRENME ORTAMLARIYLA DESTEKLENEN LABORATUVAR UYGULAMALARININ ÖĞRETMEN ADAYLARININ EĞİTİM TEKNOLOJİSİ ÖZYETERLİKLERİNE ETKİSİ

Yıl 2022, Cilt: 9 Sayı: 2, 119 - 138, 25.12.2022

Zafer Tanel Esra Bilal Önder Rabia Tanel

Öz

Eğitim-öğretim sürecine nitelikli teknoloji entegrasyonunu gerçekleştirmenin sorumluluğuna sahip öğretmenlerin gerekli bilgi ve becerilerle donanması önemlidir. Öğretmen adaylarının katılımının sağlandığı entegrasyon uygulamalarının gerçekleştirilmesi deneyim kazanmaları açısından katkı sağlayacaktır. Bu nedenle çalışmada, sanal öğrenme ortamlarıyla desteklenen fizik laboratuvar uygulamalarının öğretmen adaylarının eğitim teknolojilerine yönelik özyeterliklerine etkisinin incelenmesi amaçlanmıştır. Araştırmada tek grup öntest-sontest modeli kullanılmıştır. Çalışma grubunu bir devlet üniversitesinde öğrenim gören 10 erkek ve 18 kadın fizik öğretmeni adayı oluşturmuştur. Veriler “Eğitim Teknolojisi Standartlarına Yönelik Öz-Yeterlik Ölçeği (ETSYÖ)” ölçeğinin ön ve sontest olarak uygulanmasıyla elde edilmiştir. Yapılan analizler sonucunda öğretmen adaylarının öntest ve sontest özyeterlik puanları arasında istatiksel olarak anlamlı bir farklılık çıkmamıştır ve ölçeğin alt faktörleri açısından da benzer sonuç elde edilmiştir. Erkek ve kadın adayların öntest özyeterlik puanlarına göre anlamlı bir farklılık çıkmazken sontest puanlarına göre kadın öğretmen adayların lehine anlamlı bir farklılık çıkmıştır.

Anahtar Kelimeler

Eğitim teknolojileri özyeterliği, öğretmen adayı, sanal öğrenme ortamı

The Effect of Laboratory Practices Supported by Virtual Learning Environments on Educational Technology Self-Efficiencies of Teacher Candidates

Öz

It is important that teachers, who are responsible for the qualified integration of technology into the education process, should be equipped with the necessary knowledge and skills. Implementation of technology integration practices with the participation of teacher candidates will contribute to gaining experience. Therefore, in this study, it is aimed to examine the effect of physics laboratory applications supported by virtual learning environments on the self-efficacy of teacher candidates towards educational technologies. The one group pre-test post-test design was used in the study. The study group consisted of 10 male and 18 female physics teacher candidates studying at a state university. The data were obtained by applying the "Education Technology Standards Self-Efficacy (ETSSE) Scale" as the pre-test and post-test. As a result of the analysis, there was no statistically significant difference between the pre-test and post-test self-efficacy scores of the pre-service teachers and similar results were obtained in terms of the sub-factors of the scale. While there was no significant difference according to the pre-test self-efficacy scores of male and female candidates, there was a significant difference in favour of female teacher candidates according to the post-test scores.

Anahtar Kelimeler

Educational technologies self-efficacy, teacher candidate, virtual learning environment

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
• Al-Awidi, H. M., & Alghazo, I. M. (2012). The effect of student teaching experience on preservice elementary teachers’ self-efficacy beliefs for technology integration in the UAE. Educational Technology Research and Development, 60(5), 923-941. doi: 10.1007/s11423-012-9239-4
• Anderson, S. E., & Maniger, R. M. (2007). Pre-service teachers’ abilities, beliefs and intentions regarding technology integration. Journal of Educational Computing Research, 37(2), 151-172.
• Bebell, D., Russell, M., & O'Dwyer, L. (2004). Measuring teachers' technology uses: why multiple-measures are more revealing. Journal of Research on Technology in Education, 37(1), 45-63.
• Birişçi, S., & Kul, Ü. (2019). Predictors of technology integration self-efficacy beliefs of preservice teachers. Contemporary Educational Technology, 10(1), 75 - 93. 10.30935/cet.512537
• Britten, J. S., & Cassady, J. C. (2005). The technology integration assessment instrument: understanding planned use of technology by classroom teachers. Computer Sciences in Schools, 22(3-4), 40-61.
• Brown, S., Holcomb, L., & Lima, C. (2010). Assessing the impact of a performance-based assessment on educators' technology self-efficacy measures. International Journal of Instructional Media, 37(2), 121-132.
• Balçın, M., & Ergün, A. (2018). Fen bilgisi öğretmen adaylarının sahip oldukları teknolojik pedagojik alan bilgisi (TPAB) özyeterliklerinin belirlenmesi ve çeşitli değişkenlere göre incelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi , (45) , 23-47. DOI: 10.21764/maeuefd.311316
• Bozdoğan, D., & Özen, R. (2014). Use of ICT technologies and factors affecting pre-service ELT teachers' perceived ICT self-efficacy. Turkish Online Journal of Educational Technology, 13, 186-196.
• Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2019). Eğitimde bilimsel araştırma yöntemleri. 26. Baskı, Ankara: Pegem Akademi.
• Can, A. (2016). SPSS ile bilimsel araştırma sürecinde nicel veri analizi. 4. Baskı, Ankara: Pegem Akademi.
• Caner, M. & Aydın, S. (2021). Self-Efficacy Beliefs of Pre-Service Teachers on Technology Integration. Turkish Online Journal of Distance Education, 22 (3), 79-94 . DOI: 10.17718/tojde.961820
• Chai, C.S., Koh, J.H.L., Tsai, C.C., & L.L.W. Tan. (2011). Modeling primary school pre-service teachers’ technological pedagogical content knowledge (TPACK) for meaningful learning with information and communication technology (ICT). Computers & Education, 57, 1184- 1193.
• Clausen, J. M. (2007). Beginning teachers’ technology use: First-year teacher’s development and the institutional context’s effect on new teachers’ instructional technology use with students. Journal of Research on Technology in Education, 39(3), 245- 261.
• Cuban, L., Kirkpatrick, H.,& Peck, C. (2001). High access and low use of technologies in high school classrooms: Explaining an apparent paradox. American Educational Research Journal, 38(4), 813-834.
• Demiraslan, Y., & Usluel Koçak, Y. (2008). ICT integration processes in Turkish schools: Using activity theory to study issues and contradictions. Australasian Journal of Educational Technology, 24(4), 458-474.
• Diaz, D. P., & Bontenbal, K. F. (2000). Pedagogy-based technology training. In P. Hoffman ve D. Lemke (Eds.), Teaching and Learning in a Network World (pp. 50-54). Amsterdam, Netherlands: 105 Press.
• Drent, M., & Meelissen, M. (2008). Which factors obstruct or stimulate teacher educators to use ICT innovatively? Computers & Education, 51(1), 187–199.
• Doğru, M., Şeren, N., & Koçulu, A. (2017). Sınıf öğretmenlerinin teknoloji kullanımına ilişkin öz-yeterlik algılarının çeşitli değişkenler açısından incelenmesi. Avrasya Sosyal ve Ekonomi Araştırmaları Dergisi, 4(12), 464 – 472.
• Egan, A., FitzGibbon, A., Johnston, K., & Oldham, E. (2019). Pre-service teachers’ technological self-efficacy – an Irish perspective. In D. C. Gibson, & M. N. Ochao (Eds.), Research Highlights in Technology and Teacher Education 2019 (pp. 149-157). Waynesville, NC USA: AACE.
• Ertmer, P. A., Conklin D., & Lewandowski. J. (2003). Increasing pre-service teachers’ capacity for technology integration through the use of electronic models. Teacher Education Quarterly, 30(1), 95–112.
• Fu, J. S. (2013). ICT in education: A critical literature review and its implications. International Journal of Education and Development using Information and Communication Technology, 9(1), 112-125.
• Groth, L. A., Dunlap, K. L., & Kidd, J. K. (2007). Becoming technologically literate through technology integration in PK-12 preservice literacy courses: Three case studies. Reading Research and Instruction, 46(4), 363-386.
• Harris, J., Mishra, P., & Koehler. M. J. (2009). Teachers’ technological pedagogical content knowledge and learning activity types. Journal of Research on Technology in Education, 41 (4), 393–416. DOI:10.1080/15391523.2009.10782536.
• Hernandez-Ramos, P. (2005). If not here, where? Understanding teachers' use of technology in Silicon Valley schools. Journal of Research on Technology in Education, 38(1), 39-64.
• Hew, K. F., and Brush, T. (2007). Integrating technology into k-12 teaching and learning: Current knowledge gaps and recommendations for future research. Education Technology Research and Development, 55, 223-252.
• Holden, H., & Rada, R. (2011). Understanding the influence of perceived usability and technology self-efficacy on teachers’ technology acceptance. Journal of Research on Technology in Education, 43(4), 343-367. https://doi.org/10.1080/15391523.2011.10782576
• Huffman, A. H., Whetten, J., & Huffman, W. H. (2013). Using technology in higher education: The influence of gender roles on technology self-efficacy. Computers in Human Behavior, 29, 1779–1786. Retrieved from https://doi.org/10.1016/j.chb.2013.02/012
• ISTE. (2022, September). ISTE Standards. https://www.iste.org/iste-standards
• İnan, F. A. (2007). Examination of factors affecting technology integration in K-12 schools: A path analysis. Ann Arbor, Ml: ProQuest Information and Learning Company.
• Jacobsen, M., Clifford, P., & Friesen, S. (2002). Preparing teachers for technology integration: Creating a culture of inquiry in the context of use. Contemporary Issues in Technology and Teacher Education, 2(3), 363-388.
• Jimoyiannis, A., & Komis, V. (2006). Exploring secondary education teachers’ attitudes and beliefs towards ICT adoption in education. Themes in Education, 7(2), 181-204
• Kabakci Yurdakul, I., & Çoklar, A. N. (2014). Modeling preservice teachers’ TPACK competencies based on ICT usage. Journal of Computer Assisted Learning, 30(4), 363–376.
• Kapici, H. O.,& Akcay, H. (2020). Improving student teachers’ TPACK self-efficacy through lesson planning practice in the virtual platform. Educational Studies, 1-23. DOI: 10.1080/03055698.2020.1835610
• Kavak, P. (2021). Okul öncesi öğretmenlerinin teknoloji öz yeterlilik düzeylerinin incelenmesi (İzmir ili örneği) [unpublished master's thesis]. Dicle University.
• Kent, A. M., & Giles, R. M. (2017). Preservice teachers’ technology self-efficacy. Southeastern Regional Association of Teacher Educators Journal, 26(1), 9-20.
• Koehler, M. J., Mishra, P., & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology. Computers and Education, 49 (3), 740–762. doi:10.1016/j.compedu.2005.11.012
• Koh, J. H. L., & Frick, T. W. (2009). Instructor and student classroom interactions during technology skills instruction for facilitating pre-service teachers' computer self-efficacy. Journal of Educational Computing Research, 40(2), 211-228.
• Kurz, T. L., & Middleton, J. A. (2006). Using a functional approach to change preservice teachers’ understanding of mathematics software. Journal of Research on Technology in Education, 39(1), 45-65.
• Maddux, C. D.,& Johnson, D. L. (2006). Type II applications of information technology in education. Computers in the Schools, 23(1-2), 1-5.
• MEB. (2017a). Öğretmenlik Mesleği Genel Yeterlilikleri. Retrieved September 2022 from T.C. Millî Eğitim Bakanlığı Öğretmen Yetiştirme ve Geliştirme Genel Müdürlüğü: http://oygm.meb.gov.tr/meb_iys_dosyalar/2017_12/11115355_YYRETMENLYK_MESLEYY_GENEL_YETERLYKLERY.pdf
• MEB. (2017b). İlköğretim Özel Alan Yeterlikleri. Retrieved September 2022 from T.C. Millî Eğitim Bakanlığı Öğretmen Yetiştirme ve Geliştirme Genel Müdürlüğü: http://oygm.meb.gov.tr/www/ilkogretim-ozel-alan-yeterlikleri/icerik/257
• MEB. (2017c). Ortaöğretim Özel Alan Yeterlikleri. Retrieved September 2022 from T.C. Millî Eğitim Bakanlığı Öğretmen Yetiştirme ve Geliştirme Genel Müdürlüğü: http://oygm.meb.gov.tr/www/ortaogretim-ozel-alan-yeterlikleri/icerik/258
• Niederhauser, D. S., & Perkmen, S. (2010). Beyond self-efficacy: Measuring pre-service teachers’ instructional technology outcome expectations. Computers in Human Behavior, 26(3), 436-442. doi: 10.1016/j. chb.2009.12.002
• Okojie, M. C., Olinzock, A. A., & Okojie-Boluder, T. C. (2006). The pedagogy of technology integration. Journal of Technology Studies, 32(2), 66-71.
• Orhan, D., Kurt, A. A., Ozan, Ş., Vural, S., & Turkan, F. (2014). A holistic view to national educational technology standards. Karaelmas Journal of Educational Sciences, 2, 65–79
• Ottenbreit-Leftwich, A. T., Glazewski, K. D., Newby, T. J., & Ertmer, P. A. (2010). Teacher value beliefs associated with using technology: Addressing professional and student needs. Computers & Education, 55(3), 1321–1335.
• Ozan, C. & Taşgın, A. (2017). Öğretmen adaylarının eğitim teknolojisi standartlarına yönelik öz yeterliklerinin incelenmesi. Eğitim Teknolojisi Kuram ve Uygulama, 7 (2), 236-253 . DOI: 10.17943/etku.307575
• Özmen , B., Koçak Usluel, Y., & Çelen, F. (2014). Araştırmalarda bilgi ve iletişim teknolojilerinin öğrenme-öğretme sürecine entegrasyonu konusunda var olan durum ve yönelimler. Eğitimde Kuram ve Uygulama, 10(5), 1224-1253.
• Özmen, H. & Karamustafaoğlu, O. (2019). Eğitimde Araştırma Yöntemleri. Ankara: Pegem Akademi.
• Peciuliauskiene, P., Tamoliune, G. & Trepule, E. (2022). Exploring the roles of information search and information evaluation literacy and pre-service teachers’ ICT self-efficacy in teaching. Int. J. Educ. Technol High Educ, 19 (33), 1-19. https://doi.org/10.1186/s41239-022-00339-5
• Pelgrum, W. J., & Law, N. W. Y. (2003). ICT in education around the world: Trends, problems and prospects. UNESCO: International Institute for Educational Planning.
• Ropp, M. M. (1999) Exploring Individual Characteristics Associated with Learning to Use Computers in Preservice Teacher Preparation, Journal of Research on Computing in Education, 31(4), 402-424. DOI: 10.1080/08886504.1999.10782262
• Ruggiero, D., & Mong, C. J. (2015). The teacher technology integration experience: Practice and reflection in the classroom. Journal of Information Technology Education: Research, 14, 161-178.
• 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 and Education, 59 (3), 937–945. doi:10.1016/ j.compedu.2012.04.001.
• 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
• Seferoğlu, S. S. & Akbıyık, C. (2005). İlköğretim öğretmenlerinin bilgisayara yönelik özyeterlik algıları üzerine bir çalışma. Eğitim Araştırmaları-Eurasian Journal of Educational Research,19, 89-101.
• Su, B. (2009). Effective technology integration: Old topic, new thoughts. International Journal of Education and Development Using ICT [Online], 5(2), 161-171.
• Sutton, S. (2011, March). A case study exploring the preservice technology training experiences of novice teachers. In Society for Information Technology and Teacher Education International Conference (pp. 2752-2757).
• Sweeney, T. & Drummond, A. (2013). How prepared are our pre-service teachers to integrate technology? A pilot study. Australian Educational Computing, 27, 117-123.
• Şimşek, Ö.,& Yazar, T. (2019). Examining the self-efficacy of prospective teachers in technology integration according to their subject areas: The case of Turkey. Contemporary Educational Technology, 10(3), 289 - 308. 10.30935/cet.590105
• Şimşek, O., & Yazar, T. (2016). Education technology standards self-efficacy (ETSSE) scale: A validity and reliability study. Eurasian Journal of Educational Research, 63, 311-334, http://dx.doi.org/ 10.14689/ejer.2016.63.18
• Tanel, Z. (2020). Eğitimde Teknoloji Entegrasyonu. F. Orhan, A. A. Kurt, & S. Bardakçı içinde, Öğrenme-Öğretme Sürecinde Teknoloji Entegrasyonu Üzerine Karma Yazılar (s. 1-19). Ankara : Pegem Akademi.
• Tondeur, J., Pareja Roblin, N., van Braak, J., Voogt, J., & Prestridge, S. (2017). Preparing beginning teachers for technology integration in education: Ready for take-off?. Technology, Pedagogy and Education, 26(2), 157-177.
• Tondeur, J., Scherer, R., Siddiq, F., & Baran, E. (2017). A comprehensive investigation of TPACK within pre-service teachers’ ICT profiles: Mind the gap!. Australasian Journal of Educational Technology, 33(3), 46-60. https://doi.org/10.14742/ajet.3504
• Tubin, D. (2006). Typology of ICT implementation and technology applications. Computers in the Schools, 23 (1-2), 85-98, DOI: 10.1300/J025v23n01_08
• Turan, Z., Küçük, S. ve Gündoğdu, K. (2013). Öğretmen eğitiminde bilişim teknolojilerinin kullanımı: mevcut ve beklenen durum. Adnan Menderes Üniversitesi Eğitim Fakültesi Eğitim Bilimleri Dergisi, 4(1), 1-9.
• UNESCO. (2011). UNESCO ICT Competency Framework for Teachers, UNESDOC Digital Library. Retrieved September 2022 from UNESCO: https://unesdoc.unesco.org/ark:/48223/pf0000213475
• Wang, L., Ertmer, P. A., & Newby, T. J. (2004). Increasing preservice teachers’ self-efficacy beliefs for technology integration. Journal of Research on Technology in Education, 36(3), 231-252. doi: 10.1080/15391523.2004.10782414
• Yıldırım, S. (2007). Current utilization of ICT in Turkish basic education schools: A review of teachers' ICT use and barriers to integration. International Journal of Instructional Media, 34(2), 171-186.
• Yıldız Durak, H. (2019). Modeling of relations between K-12 teachers’ TPACK levels and their technology integration self-efficacy, technology literacy levels, attitudes toward technology and usage objectives of social networks. Interactive Learning Environments, 1–27.
• Zhou, G., & Xu, J. (2007). Adoption of educational technology: How does gender matter? International Journal of Teaching and Learning in Higher Education, 19(2), 140–153.