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Yıl 2023, Cilt: 12 Sayı: 4, 333 - 349, 31.12.2023

Bilge Gök Mahmut Ayaz

https://doi.org/10.55020/iojpe.1320789

Öz

Kaynakça

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  • Aktaş, Ö., Büyüktaş, B., Gülle, M., & Yıldız, M. (2020). Sports science students' attitudes towards distance education during the days of isolation caused by the Covid-19 virus. Sivas Cumhuriyet University Journal of Sport Sciences, 1(1),1 9.
  • Al-Emran, M., & Salloum, S. A. (2017). Students' attitudes towards the use of mobile technologies in e-evaluation. International Journal of Interactive Mobile Technologies (iJIM), 11(5), 195-202. DOI: 10.3991/ijim.v11i5.6879
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  • Amiryousefi, M., & Geld, R. (2021). The role of redressing teachers’ instructional feedback interventions in EFL learners’ motivation and achievement in distance education. Innovation in Language Learning and Teaching, 15(1), 13-25. doi:10.1080/17501229.2019.1654482
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  • Arslan, S., & Şendurur, P. (2017). Eğitimde teknoloji entegrasyonunu etkileyen faktörlerdeki değişim [Investigation of changes in factors affecting the technology integration in education]. Mehmet Akif Ersoy University Journal of Education Faculty, 43, 25-50.
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DETERMINING THE FACTORS THAT AFFECT THE ATTITUDE OF PRIMARY SCHOOL TEACHER CANDIDATES TOWARDS E-ASSESSMENT AND TECHNOLOGY

Yıl 2023, Cilt: 12 Sayı: 4, 333 - 349, 31.12.2023

Bilge Gök Mahmut Ayaz

https://doi.org/10.55020/iojpe.1320789

Öz

The aim of this study is to determine the attitudes of prospective primary school teachers towards technology and e-assessment in the distance education process. The study was designed according to the correlation method. The study was applied to students in all grades studying in the Department of Elementary Education of a state university in Turkey. In this study, "attitude scale towards technology", "attitude scale towards e-assessment and "demographic information form" were used to collect data. The results of the analysis showed that the relationship between the attitude towards e-assessment dependent variable and the independent variables of gender and continuous access to the internet was positive and direct. In addition, it was found that the relationship between the attitude towards technology and gender, the frequency of using technology and the frequency of using distance education was positive and directly related. It was observed that the independent variables of gender, grade level, frequency of distance education use, frequency of internet use positively affected the dependent variables of e-assessment and attitude towards technology. Accordingly, it can be said that these factors should be keep in mind in e-assessment and technology use.

Anahtar Kelimeler

E-assessment technology attitude pre-service elementary teacher.

Kaynakça

  • Akdemir, Ö. (2011). Distance education in our higher education. Journal of Higher Education and Science, 1(2), 69-71.
  • Aksoğan, M., & Bulut Özek, M. (2020). Öğretmen adaylarının teknoloji yeterlilikleri ile teknolojiye bakış açısı arasındaki ilişki [The relationship between pre-service teachers' technology competencies and technology perspectives]. Gümüşhane University Journal of Social Sciences Institute, 11(2), 301-311. https://doi.org/10.36362/gumus.661961
  • Aktaş, N., & Çoban Sural, Ü. (2023). Acil uzaktan eğitim sürecinin ilkokuma yazma öğretimine yansımaları: Birinci sınıf öğretmen ve veli deneyimleri [Effects of the emergency distance education process on first literacy teaching: Experiences of first grade teachers and parents]. Kırşehir Education Faculty Journal (KEFAD), 24(1), 142-209. https://doi.org/10.29299/kefad.1160758
  • Aktaş, Ö., Büyüktaş, B., Gülle, M., & Yıldız, M. (2020). Sports science students' attitudes towards distance education during the days of isolation caused by the Covid-19 virus. Sivas Cumhuriyet University Journal of Sport Sciences, 1(1),1 9.
  • Al-Emran, M., & Salloum, S. A. (2017). Students' attitudes towards the use of mobile technologies in e-evaluation. International Journal of Interactive Mobile Technologies (iJIM), 11(5), 195-202. DOI: 10.3991/ijim.v11i5.6879
  • Alston, P. O. (2017). Influential factors in the design and implementation of electronic assessment at a research-led university. (Unpublished doctoral dissertation). Lancaster University, UK.
  • Altan, T., & Seferoğlu, S. S. (2010). Evaluation process in distance education: Contribution of student views to the development of the system. III. International Computer and Instructional Technologies Symposium, October 07-09, 2009, Trabzon, Karadeniz Teknik University.
  • Altun, T. (2011). Investigation of primary school students’ attitudes towards computers: Trabzon province example. Turkish Journal of Computer and Mathematics Education, 2(1), 69-86.
  • Amiryousefi, M., & Geld, R. (2021). The role of redressing teachers’ instructional feedback interventions in EFL learners’ motivation and achievement in distance education. Innovation in Language Learning and Teaching, 15(1), 13-25. doi:10.1080/17501229.2019.1654482
  • Anderson, L. W., & Bourke, S. F. (2013). Assessing affective characteristics in the schools: Routledge. Anastasi, A. (1982). Psychological testing (5th ed.). New York: Macmillan.
  • Araz, Ü., Aldemir, S., Tunç, B., & Çam, U. (2023). Öğretmenlerin uzaktan eğitime yönelik tutumları ile sanal sınıf yönetimi yeterlikleri arasındaki ilişkinin incelenmesi [Examination of the relationship between teachers' attitudes towards distance education and virtual classroom management qualification]. Ulusal Eğitim Dergisi, 3(1), 75–91.
  • Arslan, R., Bircan, H., & Eleroğlu, H. (2019). Development of attitude scale towards distance education: Cumhuriyet University example. Sivas Cumhuriyet University Journal of Economic and Administrative Sciences, 20(2), 1-19.
  • Arslan, S., & Şendurur, P. (2017). Eğitimde teknoloji entegrasyonunu etkileyen faktörlerdeki değişim [Investigation of changes in factors affecting the technology integration in education]. Mehmet Akif Ersoy University Journal of Education Faculty, 43, 25-50.
  • Aydın, F., & Kara, F. N. (2013). Öğretmen adaylarının teknolojiye yönelik tutumları: Ölçek geliştirme çalışması [pre-service teachers’ attitudes toward technology: Scale development study]. Journal of Turkish Science Education, 10(4), 103 118.
  • Bahar, M., & Asil, M. (2018). Attitude towards e-assessment: influence of gender, computer usage and level of education. Open Learning: The Journal of Open, Distance and e-Learning, 33(3), 221-237. DOI:10.1080/02680513.2018.1503529
  • Bahar, M. (2014). Üniversite öğrencileri e-değerlendirme tutum ölçeğinin geliştirilmesi [Development of e-assessment attitude scale for university students]. e-International Journal of Educational Research, 5(2), 38-53. https://doi.org/10.19160/e-ijer.13954
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  • Ceylan, B., Alpaslan, A., Taş, Ü., & Yilmaz, E. (2023). Uzaktan eğitim sürecinde eğitim materyallerinin sınıf öğretmenleri görüşlerine göre değerlendirilmesi [The evaluation of educational materials according to the opinions of class teachers in the process of distance education]. Black Sea Journal of Public and Social Science, 6(2), 63-72. https://doi.org/10.52704/bssocialscience.1265607
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  • Elçiçek, M. (2022). Uzaktan eğitim engelleri: Bir meta-sentez çalışması [Distance education obstacles: A meta-synthesis study]. Journal of University Research, 5(1), 35-45. https://doi.org/10.32329/uad.937271
  • Ersoy, M., & Gürgen, L. (2021). Eğitim teknolojileri ile ilgili makalelerin incelenmesi [Examination of articles related to educational technologies]. e-International Journal of Educational Research, 12(2), 1-16. https://doi.org/10.19160/e-ijer.927830
  • Erten P. (2019). Generation Z's attitudes towards digital technology. Gümüşhane University Institute of Social Sciences Electronic Journal, 10(1), 190-202.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. McGraw-Hill.
  • Graham, C. M., & Jones, N. (2011). Cognitive dissonance theory and distance education: Faculty perceptions on the efficacy of and resistance to distance education. International Journal of Business, Humanities and Technology, 1(2), 212-227.
  • Güllüpınar, F., Kuzu, A., Dursun, Ö. Ö., Kurt, A. A., & Gültekin, M. (2013). Use of technology in national education and its results: Evaluation of the pilot implementation of the conqueror project from the parents' point of view. Süleyman Demirel University Faculty of Arts and Sciences Journal of Social Sciences, 30(30), 195-216.
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  • Gök, B., & Erdoğan, T. (2008, May). Determination of pre-service elementary teachers’ attitudes towards the use of the internet for educational purposes. In 8th International Educational Technology Conference (p. 6-9).
  • Hewson, C. (2012). Can online course‐based assessment methods be fair and equitable? Relationships between students' preferences and performance within online and offline assessments. Journal of Computer Assisted Learning, 28(5), 488-498.
  • Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational technology research and development, 55(3), 223-252.
  • Hwang, G. J. & Chang, H. F. (2011). A formative assessment-based mobile learning approach to improving the learning attitudes and achievements of students. Computers & Education, 56(4), 1023-1031. https://doi.org/10.1016/j.compedu.2010.12.002
  • İşigüzel, B. (2014). Almanca öğretmen adaylarının teknopedagojik eğitime yönelik yeterlik düzeylerinin incelenmesi [Examining the proficiency levels of German teacher candidates towards technopedagogical education]. Journal of International Social Research, 7(34), 768-778.
  • Jordan, S. (2014). E-assessment for learning? Exploring the potential of computer-marked assessment and computer-generated feedback, from short-answer questions to assessment analytics. (Unpublished doctoral dissertation). Eastern Michigan University.
  • Karabacak, Ş. (2022). Pandemi sürecinde Eğitim Bilişim Ağı (EBA) aracılığıyla gerçekleştirilen İngilizce öğretiminin niteliği: Öğretmen, öğrenci ve veli görüşleri: (Erzurum ili örneği) [The quality of English teaching through the Educational Information Metwork (EIN) during the pandemic process: Teachers', students' and parents' opinions: (Erzurum province example)]. (Unpublished master's thesis). Anadolu University.
  • Karadağ, E., & Yücel, C. (2020). Distance education at universities during the new type of coronavirus pandemic: An evaluation study within the scope of undergraduate students. Journal of Higher Education, 10(2), 181-192. doi:10.2399/yod.20.730688
  • Karatepe, F., Küçükgençay, N., & Peker, B. (2020). How prospective teachers view synchronous distance education? A survey study. Journal of Social and Humanities Sciences Research, 7(53), 1262-1274.
  • Kasap, S (2020). Uzaktan eğitim yoluyla yabanci dil eğitiminde özerk öğrenmenin yeri [The place of autonomous learning in foreign language education through distance education]. Pandemi ve eğitim [Pandemic and education]. Ankara: Anı Publishing
  • Kasap, S. (2021). Mental well-being and foreign language anxiety. Multicultural Education, 7(4), 226-2230
  • Kaya, Z. (2012). Distance education. Ankara: Pegem A Publishing.
  • Kırbaç, M., Kaya, F., & Özkul, R. (2023). Uzaktan eğitim sürecinde eğitim fakültesi öğrencilerinin genel öz-yeterlik düzeylerinin incelenmesi [Examining the general self-efficacy levels of education faculty students in the distance education process]. E-International Journal of Educational Research, 14(1), 391-407. https://doi.org/10.19160/e-ijer.1203150
  • Kline, R. B. (2011). Convergence of structural equation modeling and multilevel modeling. Guilford Press.
  • Kocatürk Kapucu, N., & Uşun, S. (2020). Distance education practices in teaching common compulsory courses in universities. Journal of Open Education Applications and Research, 6(1), 8-27.
  • Kocayiğit, A. & Uşun, S. (2020). Attitudes of teachers working in schools affiliated to the Ministry of National Education towards distance education. Eurasia Journal of International Studies, 8(23), 285-299.
  • Kokoç, M. (2019). Modeling the relationship between distance education students' engagement levels and smartphone addiction, self-regulation and self-efficacy skills. (Unpublished doctoral dissertation). Atatürk University Institute of Educational Sciences, Erzurum.
  • Korkmaz, Ö., & Altun, H. (2013). Mühendislik ve BÖTE öğrencilerinin bilgisayar programlama öğrenmeye dönük tutumları [Engineering and CEIT student’s attitude towards learning computer programming]. International Journal of Social Science, 6(2), 1169-1185.
  • Kurbanoğlu, N. İ., & Olcaytürk, M. (2023). Investigation of the exam question types attitude scale for secondary school students: development, validity, and reliability. Sakarya University Journal of Education, 13(2), 191-206. doi: https://doi.org/10.19126/suje.1187470.
  • Lee, K. (2017). Rethinking the accessibility of online higher education: A historical review. The Internet and Higher Education, 33(1), 15-23.
  • M. o. N. E. (2018). 2023 Education vision for strong tomorrows. MoNE
  • Moçoşoğlu, B., & Kaya, A. (2020). Examination of teachers' attitudes towards distance education applied due to coronavirus disease (covid-19). Kahramanmaras Sutcu Imam University Journal of Education, 2(1), 15-43.
  • Musurmonov, R., Burkhonov, A., & Musurmonova, M. (2021). Innovative activity-a factor of educational efficiency. European Journal of Molecular & Clinical Medicine, 8(3), 1238-1241.
  • Nikou, S. A., & Economides, A. A. (2018). Mobile-based assessment: A literature review of publications in major referred journals from 2009 to 2018. Computers & Education, 125, 101-119. https://doi.org/10.101 6/j.compedu.2018.06.006
  • Orakçıoğlu, E. (2019). Türkiye’de uzaktan eğitim temalı 2013-2018 yılları arasında yapılan lisansüstü tezlerin incelenmesi [in Turkish]. (Unpublished master's thesis). Eskişehir Osmangazi University.
  • Otyakmaz, Ö. (2022). Uzaktan eğitimde yürütülen sosyal bilgiler derslerine yönelik öğretmen, öğrenci ve veli görüşleri [Teachers, students and parents' views on social studies courses conducted in distance education]. (Unpublished master's thesis). Zonguldak Bülent Ecevit University.
  • Örün, Ö., Orhan, D., Dönmez, P., & Kurt, A. A. (2015). Öğretmen adaylarının bireysel yenilikçilik profilleri ve teknoloji tutum düzeyleri arasındaki ilişkinin incelenmesi [Exploring the relationship between individual innovativeness and technology attitude of teacher candidates]. Trakya University Journal of Education, 5(1), 65-76.
  • Özdamli, F. (2017). Attitudes and opinions of special education candidate teachers regarding digital technology. World Journal on Educational Technology: Current Issues, 9(4), 191-200. https://doi.org/10.18844/wjet.v9i4.2581
  • Özer, Z. (2018). An investigation of prospective ELT teachers’ attitudes towards using computer technologies in foreign language teaching. Journal of Language and Linguistic Studies, 14(1), 328-341.
  • Paydar, S., & Doğan, A. (2019). Prospective teachers' views on open and distance learning environments. Education & Technology, 1(2), 154-162.
  • Ryan, K. A. (2018). An ınvestıgatıon of pre-servıce teacher assessment lıteracy and assessment confıdence: Measure development and edtpa performance. (Unpublished doctoral dissertation). Kent State University, ABD.
  • Saykal, A., & Uluçınar Sağır, Ş. (2021). Sınıf öğretmenlerinin öğretmenlik mesleğine yönelik tutumları ve teknolojik pedagojik alan bilgileri arasındaki ilişkinin incelenmesi [Investigation of the relationship between the attitudes of classroom teachers towards the teaching profession and their technological pedagogical content knowledge]. Dicle University Ziya Gökalp Faculty of Education Journal, 1(40), 99-110. http://dx.doi.org/10.14582/DUZGEF.2021.18
  • Schumacker, R. E., & Lomax, R. G. (2010). A beginner's guide to structural equation modeling (3rd ed.). New York: Routledge/Taylor & Francis Group.
  • Seaman, J. E., Allen, I. E., & Seaman, J. (2018). Grade increase: Tracking distance education in the United States. Babson Survey Research Group.
  • Sırakaya, M., Sırakaya Alsancak, D., & Çakmak Kılıç, E. (2015). Investıgation of the level of distance education students’ attitude towards online exam. Kastamonu Education Journal, 23(1), 87-104.
  • Sorbie, J. (2015). Exploring teacher perceptions of blended learning. (Unpublished doctoral dissertation). Walden University.
  • Şen Ersoy, N. (2023). Dezavantajlı gruplara dil öğretiminde açık ve uzaktan eğitim: Sistematik bir inceleme [Exploring open and distance education for disadvantaged groups in foreign language teaching: A systematic review]. RumeliDE Journal of Language and Literature Studies, (Ö13), 1242-1253. https://doi.org/10.29000/rumelide.1379343
  • Şenyurt, Y. S., & Şahin, Ç. (2022). Covid-19 Salgınında uzaktan eğitim sürecinde Web 2.0 araçlarinin kullanimi ile ilgili sınıf öğretmenlerinin görüşleri [Opinions of classroom teachers on the use of Web 2.0 tools in the distance education process in the covid-19 epidemic]. International Journal of Science and Education, 5(1), 34-49. DOI:10.47477/ubed.1082738
  • Şimşek, Ö. F. (2020). Yapısal eşitlik modellemesine giriş: Temel ilkeler ve LISREL uygulamaları [Introduction to structural equation modeling: Basic principles and applications of LISREL]. Ankara: Anı Publishing.
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  • Topçu, İ., & Ersoy, M. (2020). Eğitim yönetiminde teknoloji kullanımına ilişkin okul yöneticilerinin görüşleri [School administrators’ opinions on the use of technology in educational administration]. OOPUS International Journal of Society Researches, 15(10), 4930-4955. https://doi.org/10.26466/opus.652611
  • Tselonis, C. (2008). Matching constructed answers for e-assessment. (Unpublished doctoral dissertation). Manchester University.
  • Timmers, C. F., van den Broek, J. B., & van den Berg, S. M. (2013). Motivational beliefs, student effort, and feedback behaviour in computer-based formative assessment. Computers & Education, 60(1), 25-31. https://doi.org/10.1016/j.compedu.2012.07.007
  • Wen, M. L. I., & Tsai, C. (2006). University students’ perceptions of and attitudes toward (online) peer assessment, Higher Education, 51, 27-44.
  • Yassine, K. (2020). An advanced authentication scheme for e-evaluation using students behaviors over e-learning platform. International Journal of Interactive Mobile Technologies (iJIM), 15(04), 90-111. https://doi.org/10.3991/ijim.v11i5.6879
  • Yeşil, A., & Balcı Karaboğa, A. (2023). Okul yöneticilerinin covid-19 salgın döneminde uygulanan uzaktan eğitime yönelik yaşantı ve görüşleri [The experiences and opinions of school administrators on distance education applied during the covid-19 pandemic]. Inonu University Journal of the Faculty of Education, 24(1), 148-174. https://doi.org/10.17679/inuefd.1142940
  • Yiğit, M. (2022). Uzaktan eğitim ile yürütülen Almanca öğretmenliği öğretmenlik uygulaması dersine ilişkin görüşlerin incelenmesi [Untersuchung der ansichten zum lehrpraktikum mit fernstudium in der deutschlehrerausbildung]. (Unpublished master thesis). Trakya University.
  • Yildirim, H., Ercemal, H., Yildirim, S. S., Turhan, A., & Bayram, N. (2023). Yaygın eğitim modeli olarak dünyada ve Türkiye'de uzaktan eğitim [Distance education as a formated education model in the world and in Türkiye]. The Journal of Turk-Islam World Social Studies, 10(38), 369-386.
Toplam 89 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular İlköğretim
Bölüm Research Articles
Yazarlar

Bilge Gök 0000-0002-1548-164X

Mahmut Ayaz 0000-0003-3730-9215

Yayımlanma Tarihi 31 Aralık 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 12 Sayı: 4

Kaynak Göster

APA Gök, B., & Ayaz, M. (2023). DETERMINING THE FACTORS THAT AFFECT THE ATTITUDE OF PRIMARY SCHOOL TEACHER CANDIDATES TOWARDS E-ASSESSMENT AND TECHNOLOGY. International Online Journal of Primary Education, 12(4), 333-349. https://doi.org/10.55020/iojpe.1320789
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