Öğretmen Adaylarının Alanda Teknoloji Kullanımına Yönelik Yeterlilikleri

Abstract

ÖzBu çalışmanın amacı, öğretmen adaylarının öğrenim gördükleri alanlarında teknoloji kullanımı ve eğitim teknolojilerinden yararlanarak materyal hazırlama konusunda yeterliklerini, teknoloji kullanımı ile ilgili karşılaştıkları sorunları, tespit etmektir. Teacher Candidates Technology Using Competence in the Field Submitted by 2016-08-01 Accepted by 2017-02-20 AbstractThe purpose of this study is to determine teacher candidates' competence regarding using technology in the field they study and in prepareing materials benefitting from education technologies and the problems they encounter on the use of technology. The study conducted with descriptive general screening model was carried out in the spring semester of 2013-2014 academic year. The sample of the study was composed of 1000 (648 women, 32 men) teacher candidates studying in their last year from 15 different programs in faculty of education. Data were collected by Status Determine Survey in Technology Use in Field and Technology Use Self-competency Scale. The data obtained from Status Determine Survey in Technology Use in Field was described, coded and expressed in percentages. Data ontained from Technology use Self-competency Scale were analyzed by ANOVA using SPSS 20.0 statistical program. According to the research findings it was determined that, teacher candidates have problems in the use of microsoft office in basic level and up to date software and they want to receive training related to these issues during undergraduate studies.When the teacher candidates' technology use self-competencies were examined it was seen that teacher candidates from Computer and Instructional Technologies (CEIT) department has significantly higher self competency (p< .005) than the teacher candidates in other areas. In addition to this, it was determined that teacher candidates from elementary education department have higher technology use self-competencies (p < .005) than special education, fine arts and physical education departments.

The Effect of Coronavirus (Covid19) Outbreak on Education Systems: Evaluation of Distance Learning System in Turkey

“…In this context, it may be thought that giving computer and technology lessons in the first place before the distance learning courses are given to the students in universities will have positive results for the students. In the literature, studies by Beşoluk et al (2010) and Tatlı and Akbulut (2017) also support the results of our research.…”

İlkokul ve Ortaokul Öğretmenlerinin Teknoloji Kabul Durumları

“…When the studies in the national literature are examined, it can be said that teachers' use of technology in education is an important subject of research. In the studies, it is seen that teachers' use of technology in education (Avcu & Gökdaş, 2012;Bayraktar, 2015;Çakır & Oktay, 2013;Öçal & Şimşek, 2017;Tanık-Önal, 2017;Yılmaz, Üredi & Akbaşlı, 2015), their competency of technology use in education (Bakırcı & Günbatar, 2017;Çetin, Çalışkan & Menzi, 2012;Durak & Seferoğlu, 2017;Kuşkaya-Mumcu, 2017;Ozan & Taşgın, 2017;Tatlı & Akbulut, 2017;Yılmaz et al, 2015), their attitudes towards using technology in education (Bakırcı & Günbatar, 2017;Çetin et al, 2012;Kaya, 2017;Şimşek, 2015)and their anxiety in using technology in education are examined (Cabı & Ergün, 2016;Yalçınalp & Cabı, 2015).…”

“…Teknoloji kabul modeliUlusal literatürde yapılan çalışmalar incelendiğinde öğretmenlerin eğitimde teknoloji kullanımının üzerinde önemle durulan bir araştırma konusu olduğu söylenebilir. Yapılan çalışmalarda öğretmenlerin eğitimde teknoloji kullanım durumlarının(Avcu ve Gökdaş, 2012;Bayraktar, 2015;Çakır ve Oktay, 2013;Öçal ve Şimşek, 2017;Tanık-Önal, 2017;Yılmaz, Üredi ve Akbaşlı, 2015), eğitimde teknoloji kullanımı yeterliliklerinin(Bakırcı ve Günbatar, 2017;Çetin, Çalışkan ve Menzi, 2012;Durak ve Seferoğlu, 2017;Kuşkaya-Mumcu, 2017;Ozan ve Taşgın, 2017;Tatlı ve Akbulut, 2017; Yılmaz ve diğerleri, 2015) eğitimde teknoloji kullanımına yönelik tutumlarının(Bakırcı ve Günbatar, 2017; Çetin ve diğerleri, 2012;Kaya, 2017;Şimşek, 2015) ve eğitimde teknoloji kullanımına yönelik kaygılarının(Cabı ve Ergün, 2016;Yalçınalp ve Cabı, 2015) incelendiği görülmektedir. Ancak öğretmenlerin teknoloji kabullerini belirlemeye yönelik yeterli çalışma yapılmamıştır.…”

Prospective Teachers’ STEM Awareness and Information Communication Technologies Usage Levels*

“…Moreover, it has been determined in the study of Sırakaya(2019) that the technology acceptance levels of information technology teachers were higher than other branch teachers (science, classroom teaching, mathematics, Turkish language, social studies, other) in the context of technology acceptance levels of teachers It has been determined in the study of Şen and Timur (2018) that there is a difference in favour of prospective CEIT teachers between prospective CEIT and ST teachers in the attitudes of prospective teachers towards technology in terms of departments in which prospective teachers study. It was seen in the study of Tatlı and Akbulut (2017) that technology usage competencies of the prospective CEIT teachers were significantly higher than the prospective teachers in other fields. It has been concluded in the study of Bakırcı and Günbatar (2017) that ICT attitudes of prospective teachers differ in favour of the prospective teachers in further years among freshmen, sophomore, junior and senior prospective teachers in terms of year levels but there is no difference in terms of their ICT attitudes according to the departments.…”