Basic Technology Competencies, Attitude towards Computer Assisted Education and Usage of Technologies in Turkish Lesson: A Correlation

Abstract

The present research was done to determine the basic technology competency of Turkish teachers, their attitude towards computer-assisted education, and their technology operation level in Turkish lessons, and to designate the relationship between them. 85 Turkish teachers studying in public schools in Bartin participated in the research. The research was designed with relational screening model. The results obtained in the research are as follows: The information technology competency of Turkish teachers was determined as high-level in technologies usually used vocationally, and as mid-level in others The Turkish teachers had high-level of attitude towards computer-assisted teaching. However, they tended to use technology in their lessons at mid-level. The dependent variables did not indicate remarkable differences based on gender, teaching experience, and education level. Results showed that there was a high-level relationship between the attitude towards computer-assisted education and using information technology in Turkish lessons. Also, there existed a mid-level relationship between the basic technology competency and attitude towards computer-assisted education.

Determinants of use of electronic information resources by the professoriate in Nigerian universities: Extending the unified theory of acceptance and utilisation of technology model

“…This shows how technology competencies can be improved with constant awareness, training and the use of technology. This notion is consistent with the findings of Ozdemir (2017) that engagement with technology can increase self-efficacy levels.…”

Factors and Barriers Influencing Technology Integration in the Classroom

“…As teachers apply technology in their teaching method, these personal factors also affect how successful the implementation will be. Alberth (2010), Erkan (2019), FitzPatrick (2012), Islahi & Nasrin, 2019, Özdemir (2017, Singhavi and Basargekar (2019), Teo (2012), and Volery & Lord, 2000) together emphasized that the professed usefulness, how to use, and facilitating condition of teachers can influence behavioral intention to use technology. For example, teachers see technology as necessary in increasing their productivity, their purpose of using technology increases also.…”

“…In addition, several authors said that the government must create an educational eco-system to encourage teachers to use ICT in their classrooms. Sample activities include subsidizing and organizing teacher training programs, promoting computer use, incorporating ICT into learning, and raising awareness of students in the various innovative techniques and methods that can help them develop a positive attitude toward using and integrating technology (Islahi & Nasrin, 2019;Özdemir, 2017;Singhavi & Basargekar, 2019).…”

“…In support, Singhavi and Basargekar (2019) agreed that they must be part of the planning until implementation because they can tell more experiences with students through their teachings. As also seen, having sufficient tools (Kuyatt et al, 2015;Noori, 2019;Sibanyoni & Alexander, 2017;Singhavi & Basargeker, 2019) and having enough training and knowledge on technology use (El Fadil, 2015;Hanımoğlu, 2018;Harris, 2016;Islahi & Nasrin, 2019;Kennedy & Ferdig, 2018;Noori, 2019;Özdemir, 2017;Somera, 2018) can become significant factors that will improve the quality of technology integration. However, the teachers' lack of confidence and competence significantly affects such a desire to change.…”

Experiential Learning Design of E-Learning Website

“…With the existence of computer-assisted education, activities related to education become more effective and efficient (Ozdemir, 2017). It can also facilitate learning conditions, where with science transferred through technology, learning can be done anywhere, as well as more challenged users to use it.…”