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Öğretmenler için Bilgisayar Öz-yeterlilik Ölçeği: Geliştirme ve Doğrulama

Yıl 2019, Cilt: 27 Sayı: 2, 433 - 441, 15.03.2019
https://doi.org/10.24106/kefdergi.2497

Öz

Bu araştırmanın amacı, teknoloji entegrasyonu
bağlamında öğretmenlerin bilgisayar öz-yeterlilik inançlarını ölçmek için bir
ölçek geliştirmektir. Teknoloji adaptasyonu üzerine yapılan çalışmaların ve
geliştirilen modellerin birçoğunda bilgisayar öz-yeterliliği genel bir değişken
olarak gözlemlendiğinden, geçerliliği ve güvenirliği test edilmiş ölçme
araçları teknoloji entegrasyonu çalışmaları için önemli bir gereksinimdir. Bu
çalışmanın amacı araştırmacılar için odak noktası bilgisayar ve teknoloji
entegrasyon boyutunda alternatif bir ölçme aracı sunmaktadır. Çalışmaya 110
öğretmen adayı ve 115 hizmet-içi öğretmen katılmıştır. Keşfedici ve onaylayıcı
faktör analizleri, güvenilirlik analizleri çalışma sonunda elde edilen
bilgisayar öz-yeterlilik ölçeğin yüksek geçerlilik ve güvenilirliğe sahip
olduğunu göstermiştir. Her bir alt boyut .89’un üzerinde geçerlilik düzeyine
sahip beş alt boyut ortaya çıkarılmıştır. Sonuçlar ölçeğin öğretmenlerin
öz-yeterlilik algılarını ölçmek için uygun olduğunu göstermektedir.

Kaynakça

  • Akgun, I. H., Akgun, M., & Simsek, N. (2015). Sosyal bilgiler öğretmen adaylarinin eğitimde bilgisayar kullanmaya ilişkin öz yeter-lilik algilarinin incelenmesi. Kastamonu Eğitim Dergisi, 23(2), 711-722.
  • Akkoyunlu, B., Orhan, F., & Umay, A. (2005). Bilgisayar öğretmenleri için" bilgisayar öğretmenliği öz yeterlik ölçeği" geliştirme çalışması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 29(29).
  • American Library Association (ALA) (1989). Presidential Committee on Information Literacy. Association of College and Research Libraries. Retrieved from http//www.ala.org/acrl/nili/ilit1st.html on 14 March 2001.
  • Archambault, L. M., & Barnett, J. H. (2010). Revisiting technological pedagogical content knowledge: Exploring the TPACK framework. Computers & Education, 55(4), 1656-1662.
  • Arslan, A. (2006). Bilgisayar destekli eğitime ilişkin öz yeterlilik algısı ölçeği. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 6(1).
  • Bandura, A. (1993). Perceived Self-efficacy in Cognitive Development and Functioning. Educational Psychologist, 28(2), 117-148.
  • Banoglu, K., Vanderlinde, R., & Yildiz, R. (2015). Professional self-efficacy scale for information and computer technology teachers: validity and reliability study. Anthropologist, 20(1-2), 22-32.
  • Çakır, R., & Oktay, S (2013), Bilgi Toplumu Olma Yolunda Öğretmenlerin teknoloji Kullanımı. Gazi Üniversitesi Endüstriyel Sana-tlar Eğitim Fakültesi Dergisi, 30
  • Çetin, O., & Güngör, B. (2014). İlköğretim öğretmenlerinin bilgisayar öz-yeterlik inançları ve bilgisayar destekli öğretime yönelik tutumları. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 33(1), 55-78.
  • Eastin, M. S., & LaRose, R. (2000). Internet self‐efficacy and the psychology of the digital divide. Journal of Computer‐Mediated Communication, 6(1), 0-0.
  • Fraenkel, J. R., & Wallen, N. E (2006). How to design and evaluate research in education. New York: McGraw-Hill.
  • Gil-Flores, J., Rodríguez-Santero, J., & Torres-Gordillo, J. J. (2017). Factors that explain the use of ICT in secondary-education classrooms: The role of teacher characteristics and school infrastructure. Computers in Human Behavior, 68, 441-449.
  • Hair, J. F., Black, W. C, Babin, B. J, Anderson, R. E., & Tatham, R. L., (2006). Multivariate Data Analysis. New Jersey: Pearson Prentice Hall.
  • Hsu, S. (2010). The relationship between teacher's technology integration ability and usage. Journal of Educational Computing Re-search, 43(3), 309-325.
  • Hu, P. J. H., Clark, T. H., & Ma, W. W. (2003). Examining technology acceptance by school teachers: a longitudinal study. Infor-mation & management, 41(2), 227-241.
  • Inan, F. A., Lowther, D. L. (2010). Factors affecting technology integration in K-12 classrooms: a path model. Educational Technol-ogy Research and Development, 58(2), 137-154.
  • Karaca, F. (2011). Factors associated with technology integration to elementary school settings: a path model (Doctoral disserta-tion). Middle East Technical University, Ankara, Turkey.
  • Kim, J. H., Jung, S. Y., & Lee, W. G. (2008). Design of contents for ICT literacy in-service training of teachers in Korea. Computers & Education, 51(4), 1683-1706.
  • Leow, F. T., Neo, M., & Choon, C. Y. (2014). Study on students' communication and interaction in collaborative learning processes with web-based social tools. Jurnal teknoloji, 68(2), 19-28.
  • Markauskaite, L. (2007). Exploring the structure of trainee teachers’ ICT literacy: the main components of, and relationships be-tween, general cognitive and technical capabilities. Educational Technology Research and Development, 55(6), 547-572.
  • Mathews, J. G., & Guarino, A. J. (2000). Predicting teacher computer use: A path analysis. International Journal of Instructional Media, 27(4), 385.
  • Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and teacher education, 17(7), 783-805.
  • Murpy, C., Coover, D., Owen, S. (1989) Development and validation of the computer self efficacy scale. Education and Psychological Measurement, 49(4), 893-899.
  • Paily, M. U. (2013). Creating constructivist learning environment: Role of" web 2.0" technology. International Forum of Teaching and Studies (Vol. 9, No. 1, p. 39). American Scholars Press, Inc..
  • Pallant, J. (2001). SPSS survival manual. Buckingham, UK: Open University. Robinson, W. I. (2003). External, and internal factors which predict teachers’ computer usage in K-12 classrooms. Detroit, MI: Wayne State University.
  • Stolle, E. (2008). Teachers, literacy, and technology: Tensions, complexities, conceptualizations, and practice. In 57th yearbook of the National Reading Conference (pp. 56-69). Oak Creek, Wis, USA: National Reading Conference.
  • Şensoy, Ö. (2004). BDÖ deneyimi olan öğretmenlerin bilgisayar öz-yeterlik algıları ve BDÖ yönteminin yararına ilişkin inançları üzerine bir çalışma (Master’s thesis). Yıldız Teknik Üniversitesi Sosyal Bilimler Enstitüsü, İstanbul.
  • Tabachnick, B. G., & Fidell, L. S. (2001). Using multivariate statistics. Needham Heights, MA: Allyn and Bacon.
  • Teo, T., (2009). Modeling technology acceptance in education: A study of preservice teachers. Computers and Education, 52(2), 302-312.
  • Tinmaz, H. (2004). An Assessment of preservice teachers’ technology perception in relation to their subject area (Masters’ thesis. METU, Ankara, Turkey.
  • Toker, S. (2004). An Assessment of preservice teacher education program in relation to technology training for future practice: A case of primary school teacher education program, Burdur (Master’s thesis) METU, Ankara, Turkey.
  • UNESCO (2011). ICT competency framework for teachers. < http://unesdoc.unesco.org/ images/0021/002134/213475e.pdf> (2017, December 25)
  • Wang, L, Ertmer, L. A. and Newby, T. J (2004). Increasing pre-service teachers self-efficacy beliefs for technology integration. Journal of Reseach on Technology in Education, 36(3), 231-250.
  • Yalın, H. İ., Karadeniz, Ş., & Şahin, S. (2007). Barriers to information and communication technologies integration into elementary schools in Turkey. Journal of Applied Sciences, 7(24), 4036-4039.

Teachers’ Computer Self-Efficacy Scale: Development and Validation

Yıl 2019, Cilt: 27 Sayı: 2, 433 - 441, 15.03.2019
https://doi.org/10.24106/kefdergi.2497

Öz

The aim of the study is to develop a computer self-efficacy
scale (CSES) to assess teachers’ computer self-efficacy beliefs in terms of
technology integration. A valid and reliable instrument is a need for
technology integration studies because computer self-efficacy has been shown as
a generic variable in different technology adaptation studies.  This scale provides with an alternative
measurement for researchers through a major focus on technology integration
related dimensions. 110 pre-service, and 115 in-service teachers participated
in the study. Exploratory and confirmatory factor analyses, and reliability
analyses indicated high validity and reliability of CSES. Five subscales were
revealed and confirmed after EFA and CFA. Each factor has reliability
coefficients higher that .89. All the results supported that CSES is an
acceptable instrument to measure teachers’ computer self-efficacy beliefs.

Kaynakça

  • Akgun, I. H., Akgun, M., & Simsek, N. (2015). Sosyal bilgiler öğretmen adaylarinin eğitimde bilgisayar kullanmaya ilişkin öz yeter-lilik algilarinin incelenmesi. Kastamonu Eğitim Dergisi, 23(2), 711-722.
  • Akkoyunlu, B., Orhan, F., & Umay, A. (2005). Bilgisayar öğretmenleri için" bilgisayar öğretmenliği öz yeterlik ölçeği" geliştirme çalışması. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 29(29).
  • American Library Association (ALA) (1989). Presidential Committee on Information Literacy. Association of College and Research Libraries. Retrieved from http//www.ala.org/acrl/nili/ilit1st.html on 14 March 2001.
  • Archambault, L. M., & Barnett, J. H. (2010). Revisiting technological pedagogical content knowledge: Exploring the TPACK framework. Computers & Education, 55(4), 1656-1662.
  • Arslan, A. (2006). Bilgisayar destekli eğitime ilişkin öz yeterlilik algısı ölçeği. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 6(1).
  • Bandura, A. (1993). Perceived Self-efficacy in Cognitive Development and Functioning. Educational Psychologist, 28(2), 117-148.
  • Banoglu, K., Vanderlinde, R., & Yildiz, R. (2015). Professional self-efficacy scale for information and computer technology teachers: validity and reliability study. Anthropologist, 20(1-2), 22-32.
  • Çakır, R., & Oktay, S (2013), Bilgi Toplumu Olma Yolunda Öğretmenlerin teknoloji Kullanımı. Gazi Üniversitesi Endüstriyel Sana-tlar Eğitim Fakültesi Dergisi, 30
  • Çetin, O., & Güngör, B. (2014). İlköğretim öğretmenlerinin bilgisayar öz-yeterlik inançları ve bilgisayar destekli öğretime yönelik tutumları. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 33(1), 55-78.
  • Eastin, M. S., & LaRose, R. (2000). Internet self‐efficacy and the psychology of the digital divide. Journal of Computer‐Mediated Communication, 6(1), 0-0.
  • Fraenkel, J. R., & Wallen, N. E (2006). How to design and evaluate research in education. New York: McGraw-Hill.
  • Gil-Flores, J., Rodríguez-Santero, J., & Torres-Gordillo, J. J. (2017). Factors that explain the use of ICT in secondary-education classrooms: The role of teacher characteristics and school infrastructure. Computers in Human Behavior, 68, 441-449.
  • Hair, J. F., Black, W. C, Babin, B. J, Anderson, R. E., & Tatham, R. L., (2006). Multivariate Data Analysis. New Jersey: Pearson Prentice Hall.
  • Hsu, S. (2010). The relationship between teacher's technology integration ability and usage. Journal of Educational Computing Re-search, 43(3), 309-325.
  • Hu, P. J. H., Clark, T. H., & Ma, W. W. (2003). Examining technology acceptance by school teachers: a longitudinal study. Infor-mation & management, 41(2), 227-241.
  • Inan, F. A., Lowther, D. L. (2010). Factors affecting technology integration in K-12 classrooms: a path model. Educational Technol-ogy Research and Development, 58(2), 137-154.
  • Karaca, F. (2011). Factors associated with technology integration to elementary school settings: a path model (Doctoral disserta-tion). Middle East Technical University, Ankara, Turkey.
  • Kim, J. H., Jung, S. Y., & Lee, W. G. (2008). Design of contents for ICT literacy in-service training of teachers in Korea. Computers & Education, 51(4), 1683-1706.
  • Leow, F. T., Neo, M., & Choon, C. Y. (2014). Study on students' communication and interaction in collaborative learning processes with web-based social tools. Jurnal teknoloji, 68(2), 19-28.
  • Markauskaite, L. (2007). Exploring the structure of trainee teachers’ ICT literacy: the main components of, and relationships be-tween, general cognitive and technical capabilities. Educational Technology Research and Development, 55(6), 547-572.
  • Mathews, J. G., & Guarino, A. J. (2000). Predicting teacher computer use: A path analysis. International Journal of Instructional Media, 27(4), 385.
  • Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and teacher education, 17(7), 783-805.
  • Murpy, C., Coover, D., Owen, S. (1989) Development and validation of the computer self efficacy scale. Education and Psychological Measurement, 49(4), 893-899.
  • Paily, M. U. (2013). Creating constructivist learning environment: Role of" web 2.0" technology. International Forum of Teaching and Studies (Vol. 9, No. 1, p. 39). American Scholars Press, Inc..
  • Pallant, J. (2001). SPSS survival manual. Buckingham, UK: Open University. Robinson, W. I. (2003). External, and internal factors which predict teachers’ computer usage in K-12 classrooms. Detroit, MI: Wayne State University.
  • Stolle, E. (2008). Teachers, literacy, and technology: Tensions, complexities, conceptualizations, and practice. In 57th yearbook of the National Reading Conference (pp. 56-69). Oak Creek, Wis, USA: National Reading Conference.
  • Şensoy, Ö. (2004). BDÖ deneyimi olan öğretmenlerin bilgisayar öz-yeterlik algıları ve BDÖ yönteminin yararına ilişkin inançları üzerine bir çalışma (Master’s thesis). Yıldız Teknik Üniversitesi Sosyal Bilimler Enstitüsü, İstanbul.
  • Tabachnick, B. G., & Fidell, L. S. (2001). Using multivariate statistics. Needham Heights, MA: Allyn and Bacon.
  • Teo, T., (2009). Modeling technology acceptance in education: A study of preservice teachers. Computers and Education, 52(2), 302-312.
  • Tinmaz, H. (2004). An Assessment of preservice teachers’ technology perception in relation to their subject area (Masters’ thesis. METU, Ankara, Turkey.
  • Toker, S. (2004). An Assessment of preservice teacher education program in relation to technology training for future practice: A case of primary school teacher education program, Burdur (Master’s thesis) METU, Ankara, Turkey.
  • UNESCO (2011). ICT competency framework for teachers. < http://unesdoc.unesco.org/ images/0021/002134/213475e.pdf> (2017, December 25)
  • Wang, L, Ertmer, L. A. and Newby, T. J (2004). Increasing pre-service teachers self-efficacy beliefs for technology integration. Journal of Reseach on Technology in Education, 36(3), 231-250.
  • Yalın, H. İ., Karadeniz, Ş., & Şahin, S. (2007). Barriers to information and communication technologies integration into elementary schools in Turkey. Journal of Applied Sciences, 7(24), 4036-4039.
Toplam 34 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Üzerine Çalışmalar
Bölüm Derleme Makale
Yazarlar

Polat Şendurur Bu kişi benim 0000-0003-2225-2359

Soner Yıldırım Bu kişi benim 0000-0002-3167-2112

Yayımlanma Tarihi 15 Mart 2019
Kabul Tarihi 30 Ekim 2018
Yayımlandığı Sayı Yıl 2019 Cilt: 27 Sayı: 2

Kaynak Göster

APA Şendurur, P., & Yıldırım, S. (2019). Öğretmenler için Bilgisayar Öz-yeterlilik Ölçeği: Geliştirme ve Doğrulama. Kastamonu Eğitim Dergisi, 27(2), 433-441. https://doi.org/10.24106/kefdergi.2497