Pre-service teachers’ perceived internet self-efficacy and levels of internet use for research

Kaya, Sinan; Durmuş, Alpaslan

doi:10.1016/j.sbspro.2010.03.695

Cited by 13 publications

(8 citation statements)

References 7 publications

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“…On the other hand, teachers of other education areas, as in the case of basic primary and social studies, do not have this type of technological education. The studies of Kaya and Durmuş (2010) and of Korumaz and Karabiyik (2013) support the results of this study, insofar as they showed significant differences in self-efficacy toward the use of ICT, according to teachers’ education areas.…”

Section: Discussionsupporting

confidence: 83%

“…Similarly, they established that the teachers believed they were able to choose the appropriate teaching methods, articulating the ICT according to students’ specific characteristics. In the same line of research, Kaya and Durmuş (2010) identified the relationship between self-efficacy toward the Internet and the levels of Internet use of preservice teachers in Turkey. In total, 267 teachers participated in the study.…”

Section: Literature Reviewmentioning

confidence: 99%

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Teacher’s computer self-efficacy and its relationship with cognitive style and TPACK

2017

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The research reviews the existing relationship between teachers’ computer self-efficacy, cognitive style in the field dependence–independence (FDI) dimension, and technological pedagogical content knowledge (TPACK). It also inquired into the influence of teachers’ performance area on self-efficacy and TPACK. In total, 208 teachers from a public education institution in Valle de Tenza, Boyacá, Colombia, participated in the study. The Embedded Figures Test (EFT), self-efficacy, and TPACK tests were applied. A correlations analysis and an analysis of variance (ANOVA) were performed. The results showed significant associations between cognitive style, self-efficacy, technological knowledge, and TPACK. In addition, they evidenced the existence of significant differences in self-efficacy, technological knowledge, and TPACK, according to the performance area and cognitive style.

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Section: Discussionsupporting

confidence: 83%

Section: Literature Reviewmentioning

confidence: 99%

Teacher’s computer self-efficacy and its relationship with cognitive style and TPACK

2017

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“…As was also stated by Öztürk and et al (2016), the reasons for the use of social media by instructors were mostly linked to the wish to benefit from chances offered by social media for educational purposes. In the literature, instructors seem to use social media for educational and informational purposes (Akkoyunlu, 2002;Atav, Akkoyunlu & Sağlam, 2006;Kaya & Durmuş, 2010;Satıl, 2011;Horzum, 2010). Similarly, according to qualitative findings, it can be said that the instructors used social media for personal and professional development and for their lessons.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

The Examination of Public Education Center Trainers’ Attitudes towards Social Media and Their Self-Efficacy in Social Networks for Instructional Purposes

Erdoğmuş¹,

Korkmaz²,

Çakır³

et al. 2019

PER

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The aim of this research is to examine the attitudes of public education center trainers to social media in terms of demographic (age, gender, education, etc.) characteristic and their self-efficacy in social networks for instructional purposes. In this study, quantitative and qualitative data were collected by using mixed method study. The study group was consisted of volunteer educators working in Suluova Public Education Center in Turkey. Results of this study showed that teachers' attitudes towards social media and their self-efficacy perceptions towards the instructional use of social media were higher. With respect to demographic characteristics, their attitudes towards social media showed differentiation in terms of gender and education, and no differentiation was observed in terms of other characteristics. There was a significant difference in the educational status and marital status characteristics of the trainers' self-efficacy for educational uses of social networks. There was a positive correlation between the attitudes of the instructors towards social media and their self-efficacy for educational uses of social networks. Perceptions of the instructors regarding social media were mostly positive. Participants stated that they used social media for communication, professional and personal development as well as follow-up, liking, sharing feelings and thoughts, personal presentation and training purposes.

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“…In another study, Sang, Valcke, van Braak, and Tonderur (2010) reported that pre-service teachers having high computer self-efficacy showed more positive attitudes towards the educational use of computers than those with low self-efficacy. Kaya and Durmuş (2010) examined the relationship between preservice teachers' perceived Internet self-efficacy and levels of Internet use of research. The results showed that Internet self-efficacy significantly differed according to the department, grade level, and frequency of Internet use.…”

Section: Internet Literacy Self-efficacymentioning

confidence: 99%

Development of Internet literacy self-efficacy scale for pre-service teachers

2020

Turkish Journal of Education

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This study aims to develop the Internet Literacy Self-Efficacy Scale (ILSEF) that can be used to examine pre-service teachers' beliefs in their capabilities to perform recent web functionalities. The data was collected from eight different departments and all grade levels of the faculty of education at a state university in Turkey. Two different samples were used to develop and validate the instrument. The first and second samples consisted of 174 and 150 pre-service teachers, respectively. In an effort to explore the factorial structure, exploratory factor analysis was run with sample 1. A four-factor structure with 16 items was obtained: trustworthiness, creation, technical knowledge, and getting information. This structure accounted for 65.40% of the total variance. For structural model validation, the proposed model was evaluated with four alternative models. Construct validity was also checked by convergent and discriminant validity. In order to confirm the four-factor solution model of ILSEF, confirmatory factor analysis was performed with sample 2. Cronbach alpha internal consistency coefficients of each factor ranged from .91 to .72. The results provided some evidence that the scores obtained from the Internet Literacy Self-Efficacy Scale are valid and reliable in assessing pre-service teachers' self-efficacy beliefs in terms of the Internet use knowledge and skills.

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Pre-service teachers’ perceived internet self-efficacy and levels of internet use for research

Cited by 13 publications

References 7 publications

Teacher’s computer self-efficacy and its relationship with cognitive style and TPACK

Teacher’s computer self-efficacy and its relationship with cognitive style and TPACK

The Examination of Public Education Center Trainers’ Attitudes towards Social Media and Their Self-Efficacy in Social Networks for Instructional Purposes

Development of Internet literacy self-efficacy scale for pre-service teachers

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