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Self-Efficacy Perception of Education Faculty Members on Technology Integration

Yıl 2023, Cilt: 7 Sayı: 14, 393 - 406, 31.07.2023

Cansu Şahin Kölemen

https://doi.org/10.31458/iejes.1258553

Öz

The changing needs of the student in present contemporary times do require the progress and development of the teacher competencies. Should the competencies of the teacher not develop; certain problems will be faced such as not being able to meet the needs of the society as well as not reaching the intended student-learner quality. Therefore, teachers need to have the competence to use today's information and communication technologies effectively and efficiently. From this point of view, the aim of this study is to reveal the technology integration self-efficacy perceptions of the Education Faculty members. The study universe of the research consists of 207 instructors teaching at the faculty of education in 2022-2023. Within the scope of the research, the general survey model, applicable as one of the quantitative research methods, has been used. The Technology Integration Self-Efficacy Perception scale, which had been adapted into Turkish by Ünal and Teker (2018), has also been used as the data collection tool. The data obtained in the study then have been analyzed with the SPSS 21.0 program. While determining the effects of gender, age and department variables on technology integration self-efficacy perception, independent sample t-test and one-way analysis of variance (ANOVA) test have been applied. As a result of the study, it is determined that the technology integration self-efficacy perceptions of the instructors working in the Education Faculty have been understood to be high. A significant difference has been spotted in technology integration self-efficacy perception levels among the gender, age and department variables. Accordingly, thus, the study has shown that the male instructors had had a higher technology integration self-efficacy compared to the female instructors. It has also been observed that the self-efficacy perceptions of the 65 years and older faculty members were lower. Finally, it has been determined that the teaching staff of the the Computer and Instructional Technology Teaching Department had higher technology self-efficacy perceptions compared to other departments.

Anahtar Kelimeler

Technology integration self-efficacy perceptions educational technology.

Kaynakça

  • Akkoyunlu, B. & Soylu, Y. (2010). Öğretmenlerin sayısal yetkinlikleri üzerine bir çalışma. [A study on the quantitative competencies of the teachers]. Türk Kütüphaneciliği, 24(4), 748-768.
  • Archambault, L. & Crippen, K. (2009). Examining TPACK among K-12 online distance educators in the United States. Contemporary Issues in Technology and Teacher Education, 9(1), 71-88.
  • Arslan, S., Kutluca, T., & Özpınar, İ. (2011). Investigating mathematics teacher candidates opinions about using information and communication technologies. Cypriot Journal of Educational Sciences, 6(2), 75-82. Retrieved from http://www.world-education-center.org/index.php/cjes/index
  • Aydoğmuş, M. & Ibrahim, M. (2022). Two approaches to investigate preservice teachers’ tpack competencies and self-regulated learning skills in the Turkiye and the United States. Journal of Computer and Education Research, 10 (20), 531-546.
  • Azgın, A. O. & Şenler, B. (2018). İlkokullarda görev yapan sınıf öğretmenlerinin teknolojik pedagojik alan bilgilerinin incelenmesi [Examining the technological pedagogical content knowledge of classroom teachers working in primary schools]. Journal of Computer and Education Research, 6 (11), 47-64.
  • Bacanak, A., Karamustafaoğlu, O., & Köse, S. (2003). Yeni bir bakış: Eğitimde teknoloji okuryazarlığı [A new approach, technology literacy in education]. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 14, 191-196.
  • Doğan, A., & Doğan, İ. (2022). İlkokullarda görev yapmakta olan okul yöneticilerinin teknolojik pedagojik alan bilgisi (TPAB) yeterliliklerinin farklı değişkenler açısından değerlendirilmesi. [Evaluation of technological pedagogical content knowledge (TPACK) competencies of school administrators working in primary schools in terms of different variables]. Journal of Multidisciplinary Studies in Education, 6(2), 39-53.
  • Dinçer, M. (2003). Eğitimin toplumsal değişme sürecindeki gücü. [The power of education on the process of social change]. Ege Eğitim Dergisi, 3(1), 102-112.
  • Earle, R. S. (2002). The integration of instructional technology into public education: promises and challenges. Educational Technology, 42(1), 5-13.
  • Efe, R. (2011). Science student teachers and educational technology experience, intentions and value. Educational Technology & Society, 14(1), 228-240.
  • Elçiçek, M.. & Erdemci, H. (2021). Investigation of 21st-century competencies and e-learning readiness of higher education students on the verge of digital transformation. Journal of Computer and Education Research, 9 (17), 80-101. http://doi.org/10.18009/jcer.835877
  • Eurydice. (2020). Digital education at school in Europe. Publications Office of the EU. On the date 20.02.2023 https://op.europa.eu/en/publication-detail/-/publication/d7834ad0-ddac11e9-9c4e-01aa75ed71a1/language-en/format-PDF/source-105790537 accessed.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th. ed.). New York: McGraw-Hill İnternational Edition.
  • Genç, S. Z., & Eryaman, M. Y. (2017). Değişen değerler ve yeni eğitim paradigması. [The changing values and the new education paradigm]. Sosyal Bilimler Dergisi, 89-102.
  • George, D., & Mallery, P. (2010). SPSS for windows step by step: A simple guide and reference, 17.0 update (10th ed.). Boston: Pearson.
  • Gönen, S., & Kocakaya, F. (2015). Pedagojik formasyon programına katılan öğrencilerinin teknopedagojik eğitim yeterliklerinin çeşitli değişkenlere göre incelenmesi [Examination of the techno-pedagogical education competencies of the pedagogy program students under various variables]. Eğitim ve Öğretim Araştırmaları Dergisi, 4(4), 82-90.
  • Güneş, A. M., & Buluç, B. (2017). Sınıf öğretmenlerinin teknoloji kullanımları ve öz yeterlilik inançları arasındaki ilişki [The correlation between the technology utilization by the school teachers and self-efficacy beliefs there of]. TÜBAV Bilim Dergisi, 10(1), 94- 113.
  • Günüç, S. (2017). Eğitimde teknoloji entegrasyonun kuramsal temelleri. [The theoretical foundations of the technology integration for education]. (1th. ed.). Ankara: Anı Yayıncılık.
  • Hilton, J. T. (2016). A case study of the application of SAMR and TPACK for reflection on technology integration into two social studies classrooms. The Social Studies, 107(2), 68-73.
  • Kabakçı-Yurdakul, I. (2011). Öğretmen adaylarının teknopedagojik eğitim yeterliklerinin bilgi ve iletişim teknolojilerini kullanımları açısından incelenmesi [The examination of the techno-pedagogical competencies of the candidate teachers with regard to the use of information and communication technologies]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 40, 397-408.
  • Kaçar, T., & Beycioğlu, K. (2017). İlköğretim öğretmenlerinin öz yeterlik inançlarının çeşitli değişkenler açısından incelenmesi [Examination of the self-efficacy beliefs of the primary school teachers with regard to the various variables]. İlköğretim Online, 1753-1767.
  • Kaya, M. F. (2019). İlkokul öğretim programlarının teknoloji entegrasyonu bakımından incelenmesi. [Examination of the primary school programs with regard to the technology integration]. Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi, 1063-1091.
  • Kent, A. M., & Giles, R. M. (2017). Preservice teachers’ technology self-efficacy. SRATE Journal, 9-27.
  • Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
  • McGraw-Hill. (2020). The TPACK framework explained (with classroom examples). On the date 18.02.2023https://www.powerschool.com/blog/the-tpack-framework-explained-with-classroom-examples/#:~:text=TPACK%20is%20a%20technology%20integration,are%20very%20different%20in%20scope accessed.
  • MoNE. (2018). Ortaöğretim genel müdürlüğü izleme ve değerlendirme raporu. [The observation and assessment report of general directorate for secondary schools, ministry of national education]. Ankara: Millî Eğitim Bakanlığı. On the date17.02.2023 accessed.
  • Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 1017-1054.
  • Öğretmen Yetiştirme ve Geliştirme Genel Müdürlüğü, (2018). Mesleki gelişim faaliyetleri. https://oygm.meb.gov.tr/www/mesleki-gelisim-tanitim/icerik/7 on the date 16.02.2023 accessed.
  • Ramorola, M. Z. (2013). Challenge of effective technology integration into teaching and learning. Africa Education Review, 10(4), 654-670.
  • Redmann, D. H., & Kotrlik, J. W. (2004). Analysis of technology integration in the teaching-learning process in selected career and technical education programs. Journal of Vocational Education Research, 3-25.
  • Sharp, L. A. (2014). Literacy in the digital age. Language and Literacy Spectrum, 24, 74-85.
  • Tatlı, Z., & Akbulut, H. İ. (2017). Öğretmen adaylarının alanda teknoloji kullanımına yönelik yeterlilikleri [The competencies of the candidate teachers towards the use of technology]. Ege Eğitim Dergisi, 18(1), 31-55.
  • Turan-Güntepe, E. & Keleş, E., (2022). Eğitim fakültesindeki öğretim elemanlarının teknoloji entegrasyon sürecinin eş merkezli halka modeline göre değerlendirilmesi. [Evaluation of the technology integration process of the faculty of education according to the concentric ring model]. Kırşehir Eğitim Fakültesi Dergisi, 23(2), 1639-1690.
  • Ünal, E., & Teker, N. (2018). Teknoloji entegrasyonuna yönelik öz-yeterlik algısı ölçeğinin türkçeye uyarlanması. [Adaptation of the technology integration self-efficacy perception scale to Turkish]. Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi, 973–978.
  • Yenilik ve Eğitim Teknolojileri Genel Müdürlüğü, (2019). eTwinning faaliyeti tanıtım kitapçığı. [Twinning initiative presentation booklet]. Ankara: T.C. Millî Eğitim Bakanlığı Yenilik ve Eğitim Teknolojileri Genel Müdürlüğü. On the date 20.02.2023 http://yegitek.meb.gov.tr/www/etwinningfaaliyetitanitimkitapcigi/icerik/2976 accessed.

Self-Efficacy Perception of Education Faculty Members on Technology Integration

Yıl 2023, Cilt: 7 Sayı: 14, 393 - 406, 31.07.2023

Cansu Şahin Kölemen

https://doi.org/10.31458/iejes.1258553

Öz

The changing needs of the student in present contemporary times do require the progress and development of the teacher competencies. Should the competencies of the teacher not develop; certain problems will be faced such as not being able to meet the needs of the society as well as not reaching the intended student-learner quality. Therefore, teachers need to have the competence to use today's information and communication technologies effectively and efficiently. From this point of view, the aim of this study is to reveal the technology integration self-efficacy perceptions of the Education Faculty members. The study universe of the research consists of 207 instructors teaching at the faculty of education in 2022-2023. Within the scope of the research, the general survey model, applicable as one of the quantitative research methods, has been used. The Technology Integration Self-Efficacy Perception scale, which had been adapted into Turkish by Ünal and Teker (2018), has also been used as the data collection tool. The data obtained in the study then have been analyzed with the SPSS 21.0 program. While determining the effects of gender, age and department variables on technology integration self-efficacy perception, independent sample t-test and one-way analysis of variance (ANOVA) test have been applied. As a result of the study, it is determined that the technology integration self-efficacy perceptions of the instructors working in the Education Faculty have been understood to be high. A significant difference has been spotted in technology integration self-efficacy perception levels among the gender, age and department variables. Accordingly, thus, the study has shown that the male instructors had had a higher technology integration self-efficacy compared to the female instructors. It has also been observed that the self-efficacy perceptions of the 65 years and older faculty members were lower. Finally, it has been determined that the teaching staff of the the Computer and Instructional Technology Teaching Department had higher technology self-efficacy perceptions compared to other departments.

Anahtar Kelimeler

Technology integration self-efficacy perceptions educational technology

Kaynakça

  • Akkoyunlu, B. & Soylu, Y. (2010). Öğretmenlerin sayısal yetkinlikleri üzerine bir çalışma. [A study on the quantitative competencies of the teachers]. Türk Kütüphaneciliği, 24(4), 748-768.
  • Archambault, L. & Crippen, K. (2009). Examining TPACK among K-12 online distance educators in the United States. Contemporary Issues in Technology and Teacher Education, 9(1), 71-88.
  • Arslan, S., Kutluca, T., & Özpınar, İ. (2011). Investigating mathematics teacher candidates opinions about using information and communication technologies. Cypriot Journal of Educational Sciences, 6(2), 75-82. Retrieved from http://www.world-education-center.org/index.php/cjes/index
  • Aydoğmuş, M. & Ibrahim, M. (2022). Two approaches to investigate preservice teachers’ tpack competencies and self-regulated learning skills in the Turkiye and the United States. Journal of Computer and Education Research, 10 (20), 531-546.
  • Azgın, A. O. & Şenler, B. (2018). İlkokullarda görev yapan sınıf öğretmenlerinin teknolojik pedagojik alan bilgilerinin incelenmesi [Examining the technological pedagogical content knowledge of classroom teachers working in primary schools]. Journal of Computer and Education Research, 6 (11), 47-64.
  • Bacanak, A., Karamustafaoğlu, O., & Köse, S. (2003). Yeni bir bakış: Eğitimde teknoloji okuryazarlığı [A new approach, technology literacy in education]. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 14, 191-196.
  • Doğan, A., & Doğan, İ. (2022). İlkokullarda görev yapmakta olan okul yöneticilerinin teknolojik pedagojik alan bilgisi (TPAB) yeterliliklerinin farklı değişkenler açısından değerlendirilmesi. [Evaluation of technological pedagogical content knowledge (TPACK) competencies of school administrators working in primary schools in terms of different variables]. Journal of Multidisciplinary Studies in Education, 6(2), 39-53.
  • Dinçer, M. (2003). Eğitimin toplumsal değişme sürecindeki gücü. [The power of education on the process of social change]. Ege Eğitim Dergisi, 3(1), 102-112.
  • Earle, R. S. (2002). The integration of instructional technology into public education: promises and challenges. Educational Technology, 42(1), 5-13.
  • Efe, R. (2011). Science student teachers and educational technology experience, intentions and value. Educational Technology & Society, 14(1), 228-240.
  • Elçiçek, M.. & Erdemci, H. (2021). Investigation of 21st-century competencies and e-learning readiness of higher education students on the verge of digital transformation. Journal of Computer and Education Research, 9 (17), 80-101. http://doi.org/10.18009/jcer.835877
  • Eurydice. (2020). Digital education at school in Europe. Publications Office of the EU. On the date 20.02.2023 https://op.europa.eu/en/publication-detail/-/publication/d7834ad0-ddac11e9-9c4e-01aa75ed71a1/language-en/format-PDF/source-105790537 accessed.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th. ed.). New York: McGraw-Hill İnternational Edition.
  • Genç, S. Z., & Eryaman, M. Y. (2017). Değişen değerler ve yeni eğitim paradigması. [The changing values and the new education paradigm]. Sosyal Bilimler Dergisi, 89-102.
  • George, D., & Mallery, P. (2010). SPSS for windows step by step: A simple guide and reference, 17.0 update (10th ed.). Boston: Pearson.
  • Gönen, S., & Kocakaya, F. (2015). Pedagojik formasyon programına katılan öğrencilerinin teknopedagojik eğitim yeterliklerinin çeşitli değişkenlere göre incelenmesi [Examination of the techno-pedagogical education competencies of the pedagogy program students under various variables]. Eğitim ve Öğretim Araştırmaları Dergisi, 4(4), 82-90.
  • Güneş, A. M., & Buluç, B. (2017). Sınıf öğretmenlerinin teknoloji kullanımları ve öz yeterlilik inançları arasındaki ilişki [The correlation between the technology utilization by the school teachers and self-efficacy beliefs there of]. TÜBAV Bilim Dergisi, 10(1), 94- 113.
  • Günüç, S. (2017). Eğitimde teknoloji entegrasyonun kuramsal temelleri. [The theoretical foundations of the technology integration for education]. (1th. ed.). Ankara: Anı Yayıncılık.
  • Hilton, J. T. (2016). A case study of the application of SAMR and TPACK for reflection on technology integration into two social studies classrooms. The Social Studies, 107(2), 68-73.
  • Kabakçı-Yurdakul, I. (2011). Öğretmen adaylarının teknopedagojik eğitim yeterliklerinin bilgi ve iletişim teknolojilerini kullanımları açısından incelenmesi [The examination of the techno-pedagogical competencies of the candidate teachers with regard to the use of information and communication technologies]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 40, 397-408.
  • Kaçar, T., & Beycioğlu, K. (2017). İlköğretim öğretmenlerinin öz yeterlik inançlarının çeşitli değişkenler açısından incelenmesi [Examination of the self-efficacy beliefs of the primary school teachers with regard to the various variables]. İlköğretim Online, 1753-1767.
  • Kaya, M. F. (2019). İlkokul öğretim programlarının teknoloji entegrasyonu bakımından incelenmesi. [Examination of the primary school programs with regard to the technology integration]. Eskişehir Osmangazi Üniversitesi Sosyal Bilimler Dergisi, 1063-1091.
  • Kent, A. M., & Giles, R. M. (2017). Preservice teachers’ technology self-efficacy. SRATE Journal, 9-27.
  • Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
  • McGraw-Hill. (2020). The TPACK framework explained (with classroom examples). On the date 18.02.2023https://www.powerschool.com/blog/the-tpack-framework-explained-with-classroom-examples/#:~:text=TPACK%20is%20a%20technology%20integration,are%20very%20different%20in%20scope accessed.
  • MoNE. (2018). Ortaöğretim genel müdürlüğü izleme ve değerlendirme raporu. [The observation and assessment report of general directorate for secondary schools, ministry of national education]. Ankara: Millî Eğitim Bakanlığı. On the date17.02.2023 accessed.
  • Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 1017-1054.
  • Öğretmen Yetiştirme ve Geliştirme Genel Müdürlüğü, (2018). Mesleki gelişim faaliyetleri. https://oygm.meb.gov.tr/www/mesleki-gelisim-tanitim/icerik/7 on the date 16.02.2023 accessed.
  • Ramorola, M. Z. (2013). Challenge of effective technology integration into teaching and learning. Africa Education Review, 10(4), 654-670.
  • Redmann, D. H., & Kotrlik, J. W. (2004). Analysis of technology integration in the teaching-learning process in selected career and technical education programs. Journal of Vocational Education Research, 3-25.
  • Sharp, L. A. (2014). Literacy in the digital age. Language and Literacy Spectrum, 24, 74-85.
  • Tatlı, Z., & Akbulut, H. İ. (2017). Öğretmen adaylarının alanda teknoloji kullanımına yönelik yeterlilikleri [The competencies of the candidate teachers towards the use of technology]. Ege Eğitim Dergisi, 18(1), 31-55.
  • Turan-Güntepe, E. & Keleş, E., (2022). Eğitim fakültesindeki öğretim elemanlarının teknoloji entegrasyon sürecinin eş merkezli halka modeline göre değerlendirilmesi. [Evaluation of the technology integration process of the faculty of education according to the concentric ring model]. Kırşehir Eğitim Fakültesi Dergisi, 23(2), 1639-1690.
  • Ünal, E., & Teker, N. (2018). Teknoloji entegrasyonuna yönelik öz-yeterlik algısı ölçeğinin türkçeye uyarlanması. [Adaptation of the technology integration self-efficacy perception scale to Turkish]. Anemon Muş Alparslan Üniversitesi Sosyal Bilimler Dergisi, 973–978.
  • Yenilik ve Eğitim Teknolojileri Genel Müdürlüğü, (2019). eTwinning faaliyeti tanıtım kitapçığı. [Twinning initiative presentation booklet]. Ankara: T.C. Millî Eğitim Bakanlığı Yenilik ve Eğitim Teknolojileri Genel Müdürlüğü. On the date 20.02.2023 http://yegitek.meb.gov.tr/www/etwinningfaaliyetitanitimkitapcigi/icerik/2976 accessed.
Toplam 35 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Araştırma Makalesi
Yazarlar

Cansu Şahin Kölemen 0000-0003-2376-7899

Yayımlanma Tarihi 31 Temmuz 2023
Gönderilme Tarihi 2 Mart 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 7 Sayı: 14

Kaynak Göster

APA Şahin Kölemen, C. (2023). Self-Efficacy Perception of Education Faculty Members on Technology Integration. International E-Journal of Educational Studies, 7(14), 393-406. https://doi.org/10.31458/iejes.1258553
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