Abstract
The main purpose of the research is to investigate educational technology standards self-efficacy (ETSSE) of teachers. Quantitative research methods, namely he survey and correlational (prediction) research designs, were used in the study. The participants of the research are constituted of teachers (n=419) who served at secondary (n=10) and high schools (n=6) in the nearby districts of Diyarbakır, in the spring semester of 2014-2015 academic year. While no significant differences were found in the ETSSE and all sub-dimension mean scores with regard to level of school teachers serve in, teaching experience and their degree of learning, the scores of ETSSE significantly differentiated in terms of teachers' gender and branches. According to the regression analysis, the attitudes towards using technology in education and level of developing materials for lessons had the most important relation in explaining ETSSE scores (R=.47; Adjusted R2=.22; p=.00). When the views of the teachers are investigated with regard to their ICT usage: in planning and preparation for the course, in designing the course content, in the course of instruction, measurement and evaluation process; ETSSE scores were differentiated in support of the teachers who used ICT in all the process of the lessons than the others who used ICT in one or two different processes.
Highlights
Design and develop digital age learning experiences and assessments: Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to help students develop the knowledge, skills, and attitudes identified in the ISTE standards
As it was the case in the analysis for the second sub-problem, it was investigated by means of Kruskall Wallis H test and Mann Whitney U test whether or not the educational technology standards self-efficacy (ETSSE) scores differentiated in respect to ICT processes
Şirin and Duman (2013) found similar results in their research in which they showed that prospective teachers who studied in the final year in the department of physical education and sports had high self-efficacy in respect of educational technology standards. In a study he carried out in a population across Turkey, Şimşek (2016) found that prospective teachers had a high level of self-efficacy in respect of technological and pedagogical knowledge in their respective branch regarding ISTE standards. These results show that teachers and prospective teachers assess their capacity to meet the standards of educational technology in a positive manner
Summary
Anahtar Kelimeler: Eğitim teknolojisi standartları, Öğretmenler, Öz-yeterlik, ISTE standartları. Bu araştırmanın temel amacı öğretmenlerin Eğitim Teknolojisi Standartlarına Yönelik Öz-yeterliklerinin (ETSYÖ) incelenmesidir. Betimsel tarama ve ilişkisel tarama yöntemlerinin kullanıldığı araştırmanın evrenini; 2014-2015 öğretim yılının bahar dönemi Diyarbakır ili merkez ilçelerinde bulunan ortaokul ve liselerde çalışan öğretmenler, örneklemini ise küme örnekleme yöntemiyle rastgele seçilen ortaokul (n=10) ve liselerde (n=6) görev yapan toplam 419 öğretmen oluşturmaktadır. Eğitimde teknoloji kullanımına yönelik tutum ve teknolojiyi kullanarak dersi ile ilgili materyal geliştirme yeterliği değişkenlerinin ETSYÖ’yü açıklayan önemli değişkenler olduğu görülmüştür (R=.47; Düzeltilmiş R2=.22; p=.00). Dersi planlamada ve derse hazırlanmada, ders içeriğinin düzenlenmesinde, ders sürecinde ve ölçme değerlendirme süreçlerinin tümünde Bilgi ve İletişim Teknolojilerini (BİT) kullanan öğretmenlerin ETSYÖ puanları, bu süreçlerin birinde ya da birkaçında BİT kullananlara göre anlamlı ölçüde yüksek çıkmıştır
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