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Investigation of Prospective Mathematics Teachers' Adoption Levels based on Diffusion of Innovations Theory

Yıl 2020, , 353 - 373, 01.09.2020
https://doi.org/10.9779/pauefd.593656

Öz

The aim of this study is to determine the mobile learning decision phases of the prospective mathematics teachers, their decision types, innovativeness properties, and mobile learning adoption levels based on Rogers’ Diffusion of Innovations Theory. In addition, it is investigated whether prospective teachers' mobile learning readiness levels predicted their mobile learning adoption levels. The research was carried out using the survey model. The participants consisted of 247 prospective mathematics teachers. In the study, Mobile Learning Adoption Scale and Mobile Learning Readiness Scale were used as data collection tools. As a result of the research, it was found that there were more prospective teachers in the “implementation” or “confirmation” decision phases, “own” will decision type, “early majority” innovativeness property. In the study, it was determined that the prospective mathematics teachers' adoption levels are partially high. In addition, mobile learning readiness levels of prospective mathematics teachers were observed to be a significant predictor of mobile learning adoption levels. 

Kaynakça

  • Abas, Z.W., Chng, L.P., & Mansor, N. (2009). A study on learner readiness for mobile learning at Open University Malaysia. IADIS International Conference Mobile Learning 2009 (pp. 151–157).
  • Akgün, F. (2017). Öğretim elemanlarının bireysel yenilikçilik özellikleri ve öğretim teknolojilerine yönelik kabulleri. Turkish Online Journal of Qualitative Inquiry (TOJQI), 8(3), 291-322.
  • Al-Emran, M., Mezhuyev, V., & Kamaludin, A. (2018). Technology Acceptance Model in M-learning context: A systematic review. Computers & Education, 125, 389-412.
  • Al-Khateeb, M. A. (2018). The effect of teaching mathematical problems solving through using mobile learning on the seventh grade students' ability to solve them in Jordan. International Journal of Interactive Mobile Technologies (IJIM), 12(3), 178-191.
  • Alsancak-Sırakaya, D., ve Seferoğlu, S. S. (2018). Türkiye’nin mobil öğrenme karnesi:İmkânlar, fırsatlar ve sorunlarla ilgili bir inceleme. B. Akkoyunlu, A. İşman ve H. F. Odabaşı (Ed). Eğitim teknolojileri okumaları 2018, (34. Bölüm, ss. 492-513
  • Attewell, J. (2005). Mobile technologies and learning: A technology update and m-learning project summary. Learning and Skills Development Agency: United Kingdom.
  • Awadhiya, A. K., & Miglani, A. (2016). Mobile learning: challenges for teachers of Indian Open Universities. Journal of Learning for Development-JL4D, 3(2), 35-46.
  • Bakhsh, M., Mahmood, A., & Sangi, N. A. (2015, December). An assessment of students' readines towards mobile learning at AIOU, Pakistan. In 2015 International Conference on Information and Communication Technologies (ICICT) (pp. 1-6). IEEE.
  • Baran, E. (2014). A review of research on mobile learning in teacher education. Journal of Educational Technology & Society, 17(4), 17-32.
  • Becit-İşçitürk, G. B., ve Kabakçı-Yurdakul, I. (2014). Öğretmen adaylarının bilgi ve iletişim teknolojilerini kabul ve kullanımlarının çeşitli değişkenler açısından incelenmesi. Eğitimde Kuram ve Uygulama, 10(3), 684-702.
  • Cheon, J., Lee, S., Crooks, S. M., & Song, J. (2012). An investigation of mobile learning readiness in higher education based on the theory of planned behavior. Computers & education, 59(3), 1054-1064.
  • Christensen, R., & Knezek, G. (2017). Readiness for integrating mobile learning in the classroom: Challenges, preferences and possibilities. Computers in Human Behavior, 76, 112-121.
  • Chung, H. H., Chen, S. C., & Kuo, M. H. (2015). A study of EFL college students’ acceptance of mobile learning. Procedia-Social and Behavioral Sciences, 176, 333-339.
  • Chung, C. J., Hwang, G. J., & Lai, C. L. (2019). A review of experimental mobile learning research in 2010–2016 based on the activity theory framework. Computers & Education, 129, 1-13.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
  • Crompton, H., Burke, D., & Gregory, K. H. (2017). The use of mobile learning in PK-12 education: A systematic review. Computers & Education, 110, 51-63.
  • Çakıroğlu, Ü., Gökoğlu, S., ve Öztürk, M. (2017). Pre-service computer teachers’ tendencies towards the use of mobile technologies: A technology acceptance model perspective. European Journal of Open, Distance and E-learning, 20(1), 176-191.
  • Çelik, I., Şahin, I., ve Aydin, M. (2014). Reliability and validity study of the Mobile Learning Adoption Scale developed based on the Diffusion of Innovations Theory. International Journal of Education in Mathematics, Science and Technology, 2(4), 300-316.
  • Çubukçu, Z., Tosuntaş, Ş. B.,ve Kircaburun, K. (2017). Investigation of pre-service teachers' opinions toward mobile technologies wiıthin the frame of technology acceptance model. Asian Journal of Instruction, 5(2), 1-18.
  • Çuhadar, C. (2014). Information Technologies Pre-Service Teachers' Acceptance of TabletPCs as an Innovative Learning Tool. Educational Sciences: Theory and Practice, 14(2), 741-753.
  • Daher, W. (2010). Building mathematical knowledge in an authentic mobile phone environment. Australasian Journal of Educational Technology, 26(1), 85-104.
  • Embi, M. A. & Panah, E. (2013). Overview of Mobile Learning. Mobile Learning. Mohamed Amin Embi & Norazah Mohd Nordin (Eds). Mobile learning: Malaysian initiatives and research findings (p. 1-7). Malaysia: Centre for Academic Advancement, Universiti Kebangsaan Malaysia.
  • Fraenkel, J., Wallen, N., & Hyun, H.H. (2012). How to design and evaluate research in education (8th ed.). Boston: McGraw Hill.
  • Gökçearslan, Ş., Solmaz, E., ve Kukul, V. (2017). Mobil öğrenmeye yönelik hazırbulunuşluk ölçeği: bir uyarlama çalışması. Eğitim Teknolojisi Kuram ve Uygulama, 7(1), 143-157.
  • Haider, M., & Kreps, G. L. (2004). Forty years of diffusion of innovations: utility and value in public health. Journal of health communication, 9(S1), 3-11.
  • Hamidi, H., & Chavoshi, A. (2018). Analysis of the essential factors for the adoption of mobile learning in higher education: A case study of students of the University of Technology. Telematics and Informatics, 35(4), 1053-1070.
  • Hwang, G. J., & Wu, P. H. (2014). Applications, impacts and trends of mobile technology-enhanced learning: a review of 2008–2012 publications in selected SSCI journals. International Journal of Mobile Learning and Organisation, 8(2), 83-95.
  • Iqbal, S., & Bhatti, Z. A. (2015). An investigation of university student readiness towards m learning using technology acceptance model. The International Review of Research in Open and Distributed Learning, 16(4), 83-103.
  • İlçi, A. (2014). Investigation of pre-service teachers’ mobile learning readiness levels and mobile learning acceptance levels. Unpublished master’s thesis, METU, Ankara.
  • Karal, H., Aktaş, İ., Turgut, Y. E., Gökoğlu, S., Aksoy, N., ve Çakır, Ö. (2013). FATİH projesine yönelik görüşleri değerlendirme ölçeği: güvenirlik ve geçerlilik çalışması. Journal of Kirsehir Education Faculty, 14(2), 325-348.
  • Keegan, D. (2005, October). The incorporation of mobile learning into mainstream education and training. In World Conference on Mobile Learning, Cape Town (p. 11).
  • Kılıçer, K. (2008). Teknolojik yeniliklerin yayılmasını ve benimsenmesini arttıran etmenler. Anadolu Üniversitesi Sosyal Bilimler Dergisi, 8(2), 209-222.
  • Köse, B. (2012). Tüketici yenilikçiliği ve yeniliklerin benimsenmesi: bir yenilik olarak mobil internet. Doktora tezi, Afyon Kocatepe Üniversitesi, Sosyal Bilimler Enstitüsü, Afyon.
  • Kyriakides, A. O., Meletiou-Mavrotheris, M., & Prodromou, T. (2016). Mobile Technologies in the service of students’ learning of mathematics: the example of game application ALEX in the context of a primary school in Cyprus. Mathematics Education Research Journal, 28(1), 53-78.
  • Lin, H. H., Lin, S., Yeh, C. H., & Wang, Y. S. (2016). Measuring mobile learning readiness: scale development and validation. Internet Research, 26(1), 265-287.
  • Matha, W., & Madarsha, K. B. (2013). Mobile learning acceptance among students of Ramkhamhaeng University. Doctoral dissertation, International Islamic University Malaysia.
  • McCabe, M., & Tedesco, S. (2012). Using QR codes and mobile devices to foster an inclusive learning environment for mathematics education. International Journal of Technology and Inclusive Education (IJTIE), 1(1), 37-43.
  • Nikou, S. A., & Economides, A. A. (2017). Mobile-based assessment: Investigating the factors that influence behavioral intention to use. Computers & Education, 109, 56-73.
  • Pullen, D., Swabey, K., Abadooz, M., & Sing, T. K. R. (2015). Pre-service teachers' acceptance and use of mobile learning in Malaysia. Australian Educational Computing, 30(1), 1-14.
  • Riconscente, M. M. (2013). Results from a controlled study of the iPad fractions game Motion Math. Games and Culture, 8(4), 186-214.
  • Rogers, E. M. (2003). Diffusion of innovations (5th ed.). New York: Free Press.
  • Saedi, N., Taghizade, A. & Hatami, J. (2018). The Effect of mobile learning on students' high-level cognitive skills. Interdisciplinary Journal of Virtual Learning in Medical Sciences, 9(4), 1-6.
  • Sánchez-Prieto, J. C., Migueláñez, S. O., & García-Peñalvo, F. J. (2015a, November). Behavioral intention of use of mobile technologies among pre-service teachers: Implementation of a technology adoption model based on TAM with the constructs of compatibility and resistance to change. In 2015 International Symposium on Computers in Education (SIIE) (pp. 120-125). IEEE.
  • Sánchez-Prieto, J. C., Migueláñez, S. O., & García-Peñalvo, F. J. (2015b, October). Mobile acceptance among pre-service teachers: A descriptive study using a TAM-based model. In Proceedings of the 3rd International Conference on Technological Ecosystems for Enhancing Multiculturality (pp. 131-137). ACM.
  • Sánchez-Prieto, J. C., Olmos-Migueláñez, S., & García-Peñalvo, F. J. (2018). Influence of gender on the acceptance of mLearning among pre-service secondary teachers. In Proceedings of 16 - ICT in Education and Training at the ECER’18 Conference (pp. 131-137).
  • Sıcakyüz, Ç., ve Yüreğir, O. H. (2019). Değişimi yönetme ve eğitimde değişimi kolaylaştıran bir mobil uygulama önerisi. International Journal of Management and Administration, 3(6), 225-238.
  • Sırakaya, M., & Alsancak-Sırakaya, D. (2017). Ön lisans öğrencilerinin mobil öğrenme tutumlarının çeşitli değişkenler açısından incelenmesi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 37(3), 1085-1114.
  • Sincuba, M. C. & John, M. (2017). An exploration of learners’ attitudes towards mobile learning technology-based ınstruction module and its use in mathematics education. International Electronic Journal Of Mathematics Education, 12(10), 845-858.
  • Sipahi, B., Yurtkoru, E. S., ve Çinko, M. (2010). Sosyal bilimlerde SPSS’le veri analizi (3. Baskı). İstanbul: Beta Yayıncılık.
  • So, S. (2008). A Study on the Acceptance of Mobile Phones for Teaching and Learning with a group of Pre-service teachers in Hong Kong. Journal of Educational Technology Development and Exchange (JETDE), 1(1), 81-92.
  • Sollervall, H., Otero, N., Milrad, M., Johansson, D., & Vogel, B. (2012, March). Outdoor activities for the learning of mathematics: Designing with mobile technologies for transitions across learning contexts. In 2012 IEEE Seventh International Conference on Wireless, Mobile and Ubiquitous Technology in Education (pp. 33-40). IEEE.
  • Şahin, I. (2006). Detailed review of Rogers' diffusion of innovations theory and educational technology-related studies based on Rogers' theory. Turkish Online Journal of Educational Technology-TOJET, 5(2), 14-23.
  • Taleb, Z., Ahmadi, A. & Musavi, M. (2015). The effect of m-learning on mathematics learning. Procedia - Social and Behavioral Sciences, 171, 83 – 89.
  • Tezer, M., & Beyoğlu, D. (2018). How do preservice teachers’ readiness and attitudes towards mobile learning affect their acceptance of mobile learning systems?. TEM Journal, 7(4), 875-885.
  • Trifonova, A., (2003). Mobile learning a review of the literature. http://eprints.biblio.unitn.it/359/1/009.pdf adresinden 12.03.2019 tarihinden alınmıştır.
  • Tidd, J, Bessant, J, & Pavitt, K. (2001). Managing innovation, integrating technological and organizational change. Chichester: John Wiley & Sons, Ltd.
  • Wang, Y. S., Wu, M. C., & Wang, H. Y. (2009). Investigating the determinants and age and gender differences in the acceptance of mobile learning. British journal of educational technology, 40(1), 92-118.
  • Wijers, M., Jonker, V., & Drijvers, P. (2010). MobileMath: exploring mathematics outside the classroom. ZDM, 42(7), 789-799.
  • Wu, W. H., Wu, Y. C. J., Chen, C. Y., Kao, H. Y., Lin, C. H., & Huang, S. H. (2012). Review of trends from mobile learning studies: A meta-analysis. Computers & Education, 59(2), 817-827.
  • Yazar, (2019, baskıda). Eğitim Teknolojisi Kuram ve Uygulama.
  • Yüksel, İ. (2015). Rogers’ diffusion of innovation model in action: Individual innovativeness profiles of pre-service teachers in Turkey. Croatian Journal of Education, 17(2), 507-534.

Matematik Öğretmen Adaylarının Mobil Öğrenmeyi Benimseme Düzeylerinin Yeniliğin Yayılması Teorisi Çerçevesinde İncelenmesi

Yıl 2020, , 353 - 373, 01.09.2020
https://doi.org/10.9779/pauefd.593656

Öz

Bu araştırmanın amacı Rogers’ın Yeniliğin Yayılımı Teorisi çerçevesinde matematik öğretmen adaylarının mobil öğrenme karar aşamalarını, karar türlerini, yenilikçilik özelliklerini ve mobil öğrenme benimseme düzeylerini belirlemektir. Ayrıca araştırmada öğretmen adaylarının mobil öğrenme hazırbulunuşluk düzeylerinin mobil öğrenme benimseme düzeylerini yordama durumu da araştırılmıştır. Araştırma tarama modeli kullanılarak gerçekleştirilmiştir. Araştırmanın katılımcılarını 247 matematik öğretmen adayı oluşturmuştur. Araştırmada veri toplama aracı olarak Mobil Öğrenmeyi Benimseme Ölçeği ve Mobil Öğrenme Hazırbulunuşluk ölçeği kullanılmıştır. Araştırmanın sonucunda, “uygulama” veya “doğrulama” karar aşamalarında; “kendi” isteği ile karar türünde; “erken çoğunluk” yenilikçilik özelliğinde olan öğretmen adayı sayısının daha fazla olduğu tespit edilmiştir. Araştırmada matematik öğretmen adaylarının mobil öğrenmeyi benimseme düzeylerinin kısmen yüksek olduğu belirlenmiştir. Ayrıca, matematik öğretmen adaylarının mobil öğrenme hazırbulunuşluk düzeylerinin mobil öğrenme benimseme düzeylerinin anlamlı bir yordayıcısı olduğu görülmüştür. 

Kaynakça

  • Abas, Z.W., Chng, L.P., & Mansor, N. (2009). A study on learner readiness for mobile learning at Open University Malaysia. IADIS International Conference Mobile Learning 2009 (pp. 151–157).
  • Akgün, F. (2017). Öğretim elemanlarının bireysel yenilikçilik özellikleri ve öğretim teknolojilerine yönelik kabulleri. Turkish Online Journal of Qualitative Inquiry (TOJQI), 8(3), 291-322.
  • Al-Emran, M., Mezhuyev, V., & Kamaludin, A. (2018). Technology Acceptance Model in M-learning context: A systematic review. Computers & Education, 125, 389-412.
  • Al-Khateeb, M. A. (2018). The effect of teaching mathematical problems solving through using mobile learning on the seventh grade students' ability to solve them in Jordan. International Journal of Interactive Mobile Technologies (IJIM), 12(3), 178-191.
  • Alsancak-Sırakaya, D., ve Seferoğlu, S. S. (2018). Türkiye’nin mobil öğrenme karnesi:İmkânlar, fırsatlar ve sorunlarla ilgili bir inceleme. B. Akkoyunlu, A. İşman ve H. F. Odabaşı (Ed). Eğitim teknolojileri okumaları 2018, (34. Bölüm, ss. 492-513
  • Attewell, J. (2005). Mobile technologies and learning: A technology update and m-learning project summary. Learning and Skills Development Agency: United Kingdom.
  • Awadhiya, A. K., & Miglani, A. (2016). Mobile learning: challenges for teachers of Indian Open Universities. Journal of Learning for Development-JL4D, 3(2), 35-46.
  • Bakhsh, M., Mahmood, A., & Sangi, N. A. (2015, December). An assessment of students' readines towards mobile learning at AIOU, Pakistan. In 2015 International Conference on Information and Communication Technologies (ICICT) (pp. 1-6). IEEE.
  • Baran, E. (2014). A review of research on mobile learning in teacher education. Journal of Educational Technology & Society, 17(4), 17-32.
  • Becit-İşçitürk, G. B., ve Kabakçı-Yurdakul, I. (2014). Öğretmen adaylarının bilgi ve iletişim teknolojilerini kabul ve kullanımlarının çeşitli değişkenler açısından incelenmesi. Eğitimde Kuram ve Uygulama, 10(3), 684-702.
  • Cheon, J., Lee, S., Crooks, S. M., & Song, J. (2012). An investigation of mobile learning readiness in higher education based on the theory of planned behavior. Computers & education, 59(3), 1054-1064.
  • Christensen, R., & Knezek, G. (2017). Readiness for integrating mobile learning in the classroom: Challenges, preferences and possibilities. Computers in Human Behavior, 76, 112-121.
  • Chung, H. H., Chen, S. C., & Kuo, M. H. (2015). A study of EFL college students’ acceptance of mobile learning. Procedia-Social and Behavioral Sciences, 176, 333-339.
  • Chung, C. J., Hwang, G. J., & Lai, C. L. (2019). A review of experimental mobile learning research in 2010–2016 based on the activity theory framework. Computers & Education, 129, 1-13.
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
  • Crompton, H., Burke, D., & Gregory, K. H. (2017). The use of mobile learning in PK-12 education: A systematic review. Computers & Education, 110, 51-63.
  • Çakıroğlu, Ü., Gökoğlu, S., ve Öztürk, M. (2017). Pre-service computer teachers’ tendencies towards the use of mobile technologies: A technology acceptance model perspective. European Journal of Open, Distance and E-learning, 20(1), 176-191.
  • Çelik, I., Şahin, I., ve Aydin, M. (2014). Reliability and validity study of the Mobile Learning Adoption Scale developed based on the Diffusion of Innovations Theory. International Journal of Education in Mathematics, Science and Technology, 2(4), 300-316.
  • Çubukçu, Z., Tosuntaş, Ş. B.,ve Kircaburun, K. (2017). Investigation of pre-service teachers' opinions toward mobile technologies wiıthin the frame of technology acceptance model. Asian Journal of Instruction, 5(2), 1-18.
  • Çuhadar, C. (2014). Information Technologies Pre-Service Teachers' Acceptance of TabletPCs as an Innovative Learning Tool. Educational Sciences: Theory and Practice, 14(2), 741-753.
  • Daher, W. (2010). Building mathematical knowledge in an authentic mobile phone environment. Australasian Journal of Educational Technology, 26(1), 85-104.
  • Embi, M. A. & Panah, E. (2013). Overview of Mobile Learning. Mobile Learning. Mohamed Amin Embi & Norazah Mohd Nordin (Eds). Mobile learning: Malaysian initiatives and research findings (p. 1-7). Malaysia: Centre for Academic Advancement, Universiti Kebangsaan Malaysia.
  • Fraenkel, J., Wallen, N., & Hyun, H.H. (2012). How to design and evaluate research in education (8th ed.). Boston: McGraw Hill.
  • Gökçearslan, Ş., Solmaz, E., ve Kukul, V. (2017). Mobil öğrenmeye yönelik hazırbulunuşluk ölçeği: bir uyarlama çalışması. Eğitim Teknolojisi Kuram ve Uygulama, 7(1), 143-157.
  • Haider, M., & Kreps, G. L. (2004). Forty years of diffusion of innovations: utility and value in public health. Journal of health communication, 9(S1), 3-11.
  • Hamidi, H., & Chavoshi, A. (2018). Analysis of the essential factors for the adoption of mobile learning in higher education: A case study of students of the University of Technology. Telematics and Informatics, 35(4), 1053-1070.
  • Hwang, G. J., & Wu, P. H. (2014). Applications, impacts and trends of mobile technology-enhanced learning: a review of 2008–2012 publications in selected SSCI journals. International Journal of Mobile Learning and Organisation, 8(2), 83-95.
  • Iqbal, S., & Bhatti, Z. A. (2015). An investigation of university student readiness towards m learning using technology acceptance model. The International Review of Research in Open and Distributed Learning, 16(4), 83-103.
  • İlçi, A. (2014). Investigation of pre-service teachers’ mobile learning readiness levels and mobile learning acceptance levels. Unpublished master’s thesis, METU, Ankara.
  • Karal, H., Aktaş, İ., Turgut, Y. E., Gökoğlu, S., Aksoy, N., ve Çakır, Ö. (2013). FATİH projesine yönelik görüşleri değerlendirme ölçeği: güvenirlik ve geçerlilik çalışması. Journal of Kirsehir Education Faculty, 14(2), 325-348.
  • Keegan, D. (2005, October). The incorporation of mobile learning into mainstream education and training. In World Conference on Mobile Learning, Cape Town (p. 11).
  • Kılıçer, K. (2008). Teknolojik yeniliklerin yayılmasını ve benimsenmesini arttıran etmenler. Anadolu Üniversitesi Sosyal Bilimler Dergisi, 8(2), 209-222.
  • Köse, B. (2012). Tüketici yenilikçiliği ve yeniliklerin benimsenmesi: bir yenilik olarak mobil internet. Doktora tezi, Afyon Kocatepe Üniversitesi, Sosyal Bilimler Enstitüsü, Afyon.
  • Kyriakides, A. O., Meletiou-Mavrotheris, M., & Prodromou, T. (2016). Mobile Technologies in the service of students’ learning of mathematics: the example of game application ALEX in the context of a primary school in Cyprus. Mathematics Education Research Journal, 28(1), 53-78.
  • Lin, H. H., Lin, S., Yeh, C. H., & Wang, Y. S. (2016). Measuring mobile learning readiness: scale development and validation. Internet Research, 26(1), 265-287.
  • Matha, W., & Madarsha, K. B. (2013). Mobile learning acceptance among students of Ramkhamhaeng University. Doctoral dissertation, International Islamic University Malaysia.
  • McCabe, M., & Tedesco, S. (2012). Using QR codes and mobile devices to foster an inclusive learning environment for mathematics education. International Journal of Technology and Inclusive Education (IJTIE), 1(1), 37-43.
  • Nikou, S. A., & Economides, A. A. (2017). Mobile-based assessment: Investigating the factors that influence behavioral intention to use. Computers & Education, 109, 56-73.
  • Pullen, D., Swabey, K., Abadooz, M., & Sing, T. K. R. (2015). Pre-service teachers' acceptance and use of mobile learning in Malaysia. Australian Educational Computing, 30(1), 1-14.
  • Riconscente, M. M. (2013). Results from a controlled study of the iPad fractions game Motion Math. Games and Culture, 8(4), 186-214.
  • Rogers, E. M. (2003). Diffusion of innovations (5th ed.). New York: Free Press.
  • Saedi, N., Taghizade, A. & Hatami, J. (2018). The Effect of mobile learning on students' high-level cognitive skills. Interdisciplinary Journal of Virtual Learning in Medical Sciences, 9(4), 1-6.
  • Sánchez-Prieto, J. C., Migueláñez, S. O., & García-Peñalvo, F. J. (2015a, November). Behavioral intention of use of mobile technologies among pre-service teachers: Implementation of a technology adoption model based on TAM with the constructs of compatibility and resistance to change. In 2015 International Symposium on Computers in Education (SIIE) (pp. 120-125). IEEE.
  • Sánchez-Prieto, J. C., Migueláñez, S. O., & García-Peñalvo, F. J. (2015b, October). Mobile acceptance among pre-service teachers: A descriptive study using a TAM-based model. In Proceedings of the 3rd International Conference on Technological Ecosystems for Enhancing Multiculturality (pp. 131-137). ACM.
  • Sánchez-Prieto, J. C., Olmos-Migueláñez, S., & García-Peñalvo, F. J. (2018). Influence of gender on the acceptance of mLearning among pre-service secondary teachers. In Proceedings of 16 - ICT in Education and Training at the ECER’18 Conference (pp. 131-137).
  • Sıcakyüz, Ç., ve Yüreğir, O. H. (2019). Değişimi yönetme ve eğitimde değişimi kolaylaştıran bir mobil uygulama önerisi. International Journal of Management and Administration, 3(6), 225-238.
  • Sırakaya, M., & Alsancak-Sırakaya, D. (2017). Ön lisans öğrencilerinin mobil öğrenme tutumlarının çeşitli değişkenler açısından incelenmesi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 37(3), 1085-1114.
  • Sincuba, M. C. & John, M. (2017). An exploration of learners’ attitudes towards mobile learning technology-based ınstruction module and its use in mathematics education. International Electronic Journal Of Mathematics Education, 12(10), 845-858.
  • Sipahi, B., Yurtkoru, E. S., ve Çinko, M. (2010). Sosyal bilimlerde SPSS’le veri analizi (3. Baskı). İstanbul: Beta Yayıncılık.
  • So, S. (2008). A Study on the Acceptance of Mobile Phones for Teaching and Learning with a group of Pre-service teachers in Hong Kong. Journal of Educational Technology Development and Exchange (JETDE), 1(1), 81-92.
  • Sollervall, H., Otero, N., Milrad, M., Johansson, D., & Vogel, B. (2012, March). Outdoor activities for the learning of mathematics: Designing with mobile technologies for transitions across learning contexts. In 2012 IEEE Seventh International Conference on Wireless, Mobile and Ubiquitous Technology in Education (pp. 33-40). IEEE.
  • Şahin, I. (2006). Detailed review of Rogers' diffusion of innovations theory and educational technology-related studies based on Rogers' theory. Turkish Online Journal of Educational Technology-TOJET, 5(2), 14-23.
  • Taleb, Z., Ahmadi, A. & Musavi, M. (2015). The effect of m-learning on mathematics learning. Procedia - Social and Behavioral Sciences, 171, 83 – 89.
  • Tezer, M., & Beyoğlu, D. (2018). How do preservice teachers’ readiness and attitudes towards mobile learning affect their acceptance of mobile learning systems?. TEM Journal, 7(4), 875-885.
  • Trifonova, A., (2003). Mobile learning a review of the literature. http://eprints.biblio.unitn.it/359/1/009.pdf adresinden 12.03.2019 tarihinden alınmıştır.
  • Tidd, J, Bessant, J, & Pavitt, K. (2001). Managing innovation, integrating technological and organizational change. Chichester: John Wiley & Sons, Ltd.
  • Wang, Y. S., Wu, M. C., & Wang, H. Y. (2009). Investigating the determinants and age and gender differences in the acceptance of mobile learning. British journal of educational technology, 40(1), 92-118.
  • Wijers, M., Jonker, V., & Drijvers, P. (2010). MobileMath: exploring mathematics outside the classroom. ZDM, 42(7), 789-799.
  • Wu, W. H., Wu, Y. C. J., Chen, C. Y., Kao, H. Y., Lin, C. H., & Huang, S. H. (2012). Review of trends from mobile learning studies: A meta-analysis. Computers & Education, 59(2), 817-827.
  • Yazar, (2019, baskıda). Eğitim Teknolojisi Kuram ve Uygulama.
  • Yüksel, İ. (2015). Rogers’ diffusion of innovation model in action: Individual innovativeness profiles of pre-service teachers in Turkey. Croatian Journal of Education, 17(2), 507-534.
Toplam 61 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Kübra Açıkgül 0000-0003-2656-8916

Esra Diri Bu kişi benim 0000-0002-6066-9588

Yayımlanma Tarihi 1 Eylül 2020
Gönderilme Tarihi 18 Temmuz 2019
Kabul Tarihi 26 Nisan 2020
Yayımlandığı Sayı Yıl 2020

Kaynak Göster

APA Açıkgül, K., & Diri, E. (2020). Matematik Öğretmen Adaylarının Mobil Öğrenmeyi Benimseme Düzeylerinin Yeniliğin Yayılması Teorisi Çerçevesinde İncelenmesi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi(50), 353-373. https://doi.org/10.9779/pauefd.593656