EĞİTSEL İNTERNET KULLANIMI İLE TEKNOLOJİK PEDAGOJİK ALAN BİLGİSİ VE EĞİTİM TEKNOLOJİLERİNE YÖNELİK TUTUM ARASINDAKİ İLİŞKİ: ÖĞRETMEN ADAYLARI ÖRNEĞİ

THE RELATION BETWEEN EDUCATIONAL INTERNET USE and TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE AND ATTITUDES TOWARD EDUCATIONAL TECHNOLOGY: EXAMPLE OF PRE-SERVICE TEACHERS

Özet

Öğretmen adaylarının eğitsel internet kullanımları, teknolojik pedagojik alan bilgilerine vakıf olma durumları ve eğitim teknolojilerine yönelik tutumlarının belirlenmesi oldukça önem arz etmektedir. Bu çalışmanın amacı; öğretmen adaylarının eğitsel internet kullanım öz yeterliği inançları, teknolojik pedagojik alan bilgisi öz güveni ve eğitim teknolojilerine yönelik tutum arasındaki ilişkinin bulunması ve bazı değişkenlere (sınıf düzeyi, bölüm, cinsiyet, internet kullanım sıklığı) göre farklılıklarının saptanmasıdır. Bu amaçla, 404 öğretmen adayından oluşan örneklem grubu ile ilişkisel tarama modelinde bir çalışma yürütülmüştür. Veri toplama aracı olarak; Şahin (2009) tarafından geliştirilen "eğitsel internet kullanım öz yeterliği inançları ölçeği", Graham ve ark. (2009) tarafından geliştirilen, Timur ve Taşar (2011) tarafından Türkçe'ye uyarlanan "teknolojik pedagojik alan bilgisi öz güven ölçeği" ve Pala (2006) tarafından geliştirilen "eğitim teknolojilerine yönelik tutum ölçeği" kullanılmıştır. Bağımsız değişkenlerin (cinsiyet, öğrenim görülen program) iki gruba sahip olması sebebiyle ölçekler için bağımsız gruplar t-testi gerçekleştirilmiştir. Diğer bağımsız değişkenlerin (sınıf düzeyi, internet kullanım sıklığı) ikiden fazla gruba sahip olması sebebiyle tek yönlü varyans analizi (ANOVA) gerçekleştirilmiştir. Ayrıca ölçekten elde edilen toplam puanların sürekli olması ve normal dağılması sebebiyle, gruplar arası ilişkilerin belirlenmesi için basit doğrusal korelasyon analizi yapılarak Pearson korelasyon katsayıları belirlenmiştir. Söz konusu ölçme araçlarından elde edilen bulgulara göre; sınıf düzeyi ve öğrenim gördükleri bölümlere göre herhangi anlamlı bir farklılık saptanmazken, cinsiyet ve internet kullanım sıklıklarına göre farklılık bulunmuştur. Ayrıca eğitsel internet kullanımı, teknolojik pedagojik alan bilgisi ve eğitim teknolojilerine yönelik tutumları arasında anlamlı ilişkiler saptanmıştır

Abstract

Educational internet use of prospective teachers, their status of having technological pedagogical content knowledge and determining their attitudes towards educational technology is quite important. The purpose of this study is to find out the relationship between the teacher candidates’ educational internet use self-efficacy beliefs, technological pedagogical content knowledge self-confidence and attitudes towards education technology, and to determine differences according to some variables (grade level, department, gender, internet use frequency). For this purpose, a relational -model study has been conductud with a sample group consisting of 404 prospective teachers. As data collection tool; " pedagogical internet use self-efficacy beliefs scale" developed by Şahin (2009), "technological pedagogical content knowledge self-confidence scale" developed by Graham et al. (2009) and adapted into Turkish by Timur and Taşar (2011) and “attitude scale for educational technology" developed by Pala (2006) has been used. Since the independent variables (gender, attended program)have two groups, independent groups t-test has been performed for the scales. For the other independent variables (grade level, the frequency of Internet usage) have more than two groups ,one-way analysis of variance (ANOVA) has been used.Moreover , since the total score obtained from the scale is continuous and ranged normaly, Pearson correlation coefficients have been determined by making a simple linear correlation for the determination of inter-group relations .According to data obtained from these measuring means; differences have been observed according to gender and frequency of Internet use while no significant difference in terms of grade level and the department they study has been detected. In addition, significant relations have been detected between the educational use of the Internet, technological pedagogical content knowledge and the attitude towards educational technology The need for the training of teachers equipped with the necessary knowledge and skills starting from the effective use of teaching technologies in teaching and learning process to learning, configuration and use of knowledge is a lot more today. Because, teaching technologies are to be put into practice as being integrated with learning activities(Rock & Yılayaz, 2013; Thompson & Mishra, 2008). When this requirement is considered, prospective teachers' educational uses of the Internet, their status of having technological pedagogical content knowledge and determining their attitudes towards educational technology is quite important. The purpose of this study is to find out the relationship between the teacher candidates’ educational internet use self-efficacy beliefs, technological pedagogical content knowledge selfesteem and attitudes towards education technology, and to determine differences according to some variables (grade level, department, gender, internet use frequency).As to determine the relations of different variables with each other, This study has been designed as"relational (correlational) scanning model”. Correlational research is the study in which the relationship between two or more variables is examined without intervening the variables (Büyüköztürk et al., 2010). Due to the identification of relations between variables, it comes out as a kind of descriptive research (Fraenkel and Wallen, 2006). The sample of the study constitues 404 prospective teachers randomly chosen from two state universities in the city of Eskisehir. In this study, " pedagogical internet use self-efficacy beliefs scale" developed by Şahin (2009), "technological pedagogical content knowledge of self-confidence scale" developed by Graham et al. (2009) and adaptated into Turkish by Timur and Taşar (2011) and “attitude scale for educational technology" developed by Pala (2006) has been used as data collection tool. Educational internet use self-efficacy beliefs scale is single-dimension five point- likert type scale and consists of 28 questions. Technological pedagogical content knowledge self-esteem scale was developed by Graham et al. (2009) and adapted into Turkish by Timur and Taşar(2011). The scale in question is composed by four dimensions; technology, pedagogy and content knowledge; The first dimension; Technological Pedagogical Content Knowledge (TPAb)dimension, the second dimension; Technological Pedagogical Knowledge (TPN) dimension, the third dimension; Technological Field Knowledge(TAB) and the fourth dimension; Technological Knowledge(TB) . The scale comprises 8 items in the first dimension (1-8. Items), 7 items in the second dimension (9-15. Items),5 items in the third dimension (16- 20. items) and 11 items in the fourth dimension (21-31.) There are a total of 31 items and it is in five-point Likert-type. 43 issues containing attitude scale for educational technology, goals within the scope of educational technology, equipment use, teaching methods, assessment and evaluation material has been scored by Likert system. In this scale, five options take place as“Completely Agree”, "Agree", "Neutral", "Disagree" or "Strongly Disagree". Data set has been created by editing the raw state of the data. It has been determined by reliability studies made for each scale that the scales are appropriate for analysis. Normality test has been conducted prior to the decision on what analysis to do. Following this analysis, the data has been found normally distributed since Kolmogrov-Smirnov value (p> 0.05) has been appropriate. Since the data are in rate scale and fit into a normal distribution, it has been decided to make the parametric analysis. Such values as descriptive statistics about the scale, average, standard deviation and etc. have been revealed by data sets. As the independent variables (gender, attended program) have two groups, independent groups t-test has been performed for the scales. One-way analysis of variance(ANOVA) has been used