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Abstract
The aim of this study is to examine teacher candidates’ perceptions of their own proficiency in using information and communication technologies and their attitudes towards information and communication technologies in terms of gender, major, internet usage frequency and computer ownership. The study group consists of 336 teacher candidates, 98 male (29%) and 238 female (71%) senior students, in different departments at Cumhuriyet University Faculty of Education during the 2017-2018 academic year. The “Proficiency Perception Scale for Using Information and Communication Technologies” and “The Attitude Scale for Information and Communication Technologies” developed by different researchers were administered to the candidate teachers. As a result of the findings obtained from the research, there was no significant difference between proficiency levels of the teacher candidates regarding the use of information and communication technologies. Besides, there was not significant difference between the means of attitude towards information and communication technologies in terms of majors and the internet usage frequency, and between the mean proficiency perception scores of using information and communication technologies with regard to gender. It was ascertained that there was a slightly meaningful difference between the attitudes scores for information and communication technologies in favor of males in terms of gender, and as to computer ownership, there was a low level of difference between both attitude and perception scores in favor of computer owners. The findings are discussed within the scope of literature.
Highlights
While the possibilities of information conservation, sharing, transferring and accessing were extremely restricted until about a century ago, all these things have become much easier nowadays thanks to technological developments
To determine whether the Teacher Candidates’ “Proficiency Perceptions of Using Information and Communication Technologies” and “Attitudes Towards Information and Communication Technologies” differ by gender, firstly, to determine the appropriate statistical test to be used, “Kolmogorov-Smirnov Normality Test” was used to test whether the scores from the scales were normally distributed in terms of gender
3.3 Findings on Whether Teacher Candidates’ Attitudes Towards Information and Communication Technologies Differ by Internet Usage Frequency: To determine whether the teacher candidates’ attitude scores towards information and communication technologies (ICTs) differ by the frequency of internet use, at first, “Kolmogorov-Smirnov Normality Test” was used to test whether the scores of the scale are normally distributed in terms of the frequency of internet use to determine the appropriate statistical test to be used
Summary
While the possibilities of information conservation, sharing, transferring and accessing were extremely restricted until about a century ago, all these things have become much easier nowadays thanks to technological developments. All these developments have radically altered the basic philosophy, content, methods, and tools of education and teaching, and differentiated teacher and student roles in learning and teaching. Learners construct knowledge in their mind leaving the role of a passive receiver of information This transformation has obliged teachers to have teaching or field knowledge and skills and the knowledge and skills to use information and communication technologies and to be able to integrate them with instructional activities
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