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PISA Türkiye Sonuçları Bağlamında Öğrencilerin Algılanan Bilgi ve İletişim Yeterliği

Yıl 2023, Cilt: 3 Sayı: 2, 54 - 68, 31.12.2023

Osman Tat Şeyho Tat

https://doi.org/10.58667/sedder.1371643

Öz

PISA veya Uluslararası Öğrenci Değerlendirme Programı, Ekonomik İş birliği ve Kalkınma Örgütü (OECD) tarafından geliştirilen uluslararası bir değerlendirme uygulamasıdır. Bugünün eğitim sistemi, öğrencileri araştıran, sorgulayan, yaparak öğrenen ve öğrendiklerini içselleştirip öznel olarak anlamlandıran bireyler haline getirmeyi amaçlamaktadır. Bilgi ve iletişim teknolojilerinin kullanımı, öğrenme-öğretme etkinliklerinde kalıcı ve etkili öğrenmelerin gerçekleşmesine olanak sağlar. PISA bilgi iletişim yeterliliği (BİT) günümüzün bilgi ve iletişim teknolojisi ile uygun bir şekilde başa çıkma yeteneğini ifade eder ve çoğu zaman BİT okuryazarlığı olarak adlandırılır. Bu çalışmada “PISA 2018 uygulamasına Türkiye’den katılan öğrencilerin BİT yeterlik düzeylerinin çeşitli değişkenlere göre durumu nasıldır?” sorusuna yanıt aranmaktadır. Araştırmada PISA’ya Türkiye’den katılan öğrencilerin BİT yeterlik düzeylerinin bazı değişkenlere göre durumu betimlendiği için araştırmanın betimsel bir araştırma olduğu söylenebilir. Tüm evrenden alt grupları temsil edebilmesi ve hipotez yapılabilmesi için basit tesadüfi örnekleme yolu ile evrenin yaklaşık %10 kadar öğrenci çekilmiş ve örneklem elde edilmiştir. Araştırmanın örneklemini Türkiye dışındaki OECD üyesi ülkelerden 28746, OECD üyesi olmayan ülkelerden 31678 ve Türkiye’den 687 öğrenci oluşturmaktadır. Verilerin analizinde Mann Whitney U, Kruskal-Wallis testi ve çoklu regresyon analizi kullanılmıştır. Araştırma sonucunda bilgi ve iletişim yeterliğinin cinsiyete ve yaş grubuna göre farklılaşmadığı ancak ülke türüne göre farklılaştığı belirlenmiştir. Ayrıca ABİTY’in cinsiyete ve yaş grubuna göre değişmediği gözlenmiştir. BİT kaynaklarının, BİT’e yönelik ilginin, sosyal etkileşim için BİT kullanımının bilgi ve iletişim yeterliğini manidar bir biçimde yordadığı belirlenmiştir.

Anahtar Kelimeler

Bilgi ve iletişim algılanan yeterlik PISA OECD

Etik Beyan

Bu araştırma kapsamında kullanılan veriler OECD tarafından yürütülen PISA çalışmasından derlenmiştir. https://www.oecd.org/pisa/data/ web sayfasında erişime açık olan veriler araştırmacıların çalışmalarında sıklıkla faydalandıkları kaynaklardır. Bu verilerin bilimsel amaçla kullanımı herhangi bir yasal izin veya etik kurul görüşünü gerektirmemektedir.

Kaynakça

  • Anderson, J., Chiu, M., & Yore, L. (2010). First cycle of PISA (2000–2006) international perspectives on successes and challenges: Research and policy directions. International Journal of Science and Mathematics Education, 8(3), 373-388. https://doi.org/10.1007/s10763-010-9210-y
  • Aslan, A., & Zhu, C. (2016). Investigating variables predicting Turkish pre‐service teachers’ integration of ICT into teaching practices. British Journal of Educational Technology, 48(2), 552–570. https://doi.org/10.1111/bjet.12437
  • Aydoğmuş, M. & Karadağ, Y. (2020). Öğretmen adaylarının bilgi ve iletişim teknolojileri (BİT) yeterlikleri: On Dokuz Mayıs Üniversitesi örneği. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 16(3), 686-705. DOI: 10.17860/mersinefd.715457
  • Carvalho, L. M., Costa, E., Gonçalves, C. (2017). Fifteen years looking at the mirror: On the presence of PISA in education policy processes (Portugal, 2000-2016). European Journal of Education, 2(52), 154-166. https://doi.org/10.1111/ejed.12210
  • Çelen, F. K., Çelik, A., & Seferoğlu, S. S. (2011). Türk eğitim sistemi ve PISA sonuçları. Akademik Bilişim, 2(4), 1-9. Çelik, Ö., & Yavuz, F. (2018). The effect of using mobile applications on literal and contextual vocabulary instruction. International Journal of Learning and Teaching, 2(10), 126-136. https://doi.org/10.18844/ijlt.v10i2.3407
  • Chen, X. (2018). Facilitating students’ critical thinking in an ınclusive educational environment: Model development and testing. International Journal of Education and Learning, 2(7), 21-32. https://doi.org/10.14257/ijel.2018.7.2.04
  • Çobanoğlu, A., & Yücel, Z. E. (2017). Efl teachers' technology use and attitudes towards information and communication technologies in education. Journal of Higher Education and Science, 3(7), 453. https://doi.org/10.5961/jhes.2017.222
  • Çoklar, A., & Çalişkan, M. (2019). Öğretmen adaylarının özgüvenleri ile teknoloji kullanımları arasındaki ilişkinin incelenmesi. Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 1(2), 86–98. https://doi.org/10.38151/akef.578807
  • Danner, R. B., & Pessu, C. O. (2013). A survey of ICT competencies among students in teacher preparation programmes at the University of Benin, Benin City, Nigeria. Journal of Information Technology Education: Research, (12), 033-049. https://doi.org/10.28945/1762
  • Demir, S. B., & Yıldırım, Ö. (2016). Okulda ve okul dışında bilgi ve iletişim teknolojilerinin kullanımının öğrencilerin PISA 2012 performansıyla ilişkisinin incelenmesi. Kastamonu Eğitim Dergisi, 24 (1), 251-262. Retrieved from https://dergipark.org.tr/tr/pub/kefdergi/issue/22606/241619
  • Demirtaş, B., & Mumcu, F. (2021). Pre-service teachers’ perceptions of ICT and TPACK competencies. Acta Educationis Generalis, 11(2) 60-82. https://doi.org/10.2478/atd-2021-0013
  • Dibek, M., Yalçın, S., & Yavuz, H. Ç. (2016). Matematik okuryazarlığı ile bilgi ve iletişim teknolojileri kullanim becerileri arasindaki ilişki: PISA 2012. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 17(3), 39-58. Retrieved from https://dergipark.org.tr/tr/pub/kefad/issue/59425/853478
  • Dolin, J., & Krogh, L. (2010). The relevance and consequences of PISA science in a Danish context. International Journal of Science and Mathematics Education, 3(8), 565-592. https://doi.org/10.1007/s10763-010-9207-6
  • Ercan, B. (2021). Quality management concerning use of ICT in higher education language learning environments: A case study in Turkey. Human, Technologies and Quality of Education. https://doi.org/10.22364/htqe.2021.71
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). New York: Mc Graw Hill.
  • Görür, R. (2011). Ant on the PISA trail: following the statistical pursuit of certainty. Educational Philosophy and Theory, 43(sup1), 76-93. https://doi.org/10.1111/j.1469-5812.2009.00612.x
  • Grande-de-Prado, M., Cañón, R., García-Martín, S., & Cantón, I. (2020). Digital competence and gender: Teachers in training a case study. Future Internet, 12(11), 204. https://doi.org/10.3390/fi12110204
  • Güzeller, C. O. (2011). PISA 2009 Türkiye örnekleminde öğrencilerin bilgisayar öz-yeterlik inançları ve bilgisayar tutumları arasındaki ilişkinin incelenmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 12(4).
  • Hargittai, E., & Shafer, S. L. (2006). Differences in actual and perceived online skills: The role of gender. Social Science Quarterly, 2(87), 432-448. https://doi.org/10.1111/j.1540-6237.2006.00389.x
  • Heemskerk, I., Volman, M., Admiraal, W., & Dam, G. t. (2012). Inclusiveness of ICT in secondary education: Students’ appreciation of ICT tools. International Journal of Inclusive Education, 2(16), 155-170. https://doi.org/10.1080/13603111003674560
  • Kacetl, J., & Klimova, B. (2019). Use of smartphone applications ın English language learning: A challenge for foreign language education. Education Sciences, 3(9), 179. https://doi.org/10.3390/educsci9030179
  • Khanna, N., & Goyal, H. (2016). Students' feedback system and credibility of teaching learning process: Complementary or contradictory. Journal of Commerce and Management Thought, 1(7), 54. https://doi.org/10.5958/0976-478x.2016.00004.5
  • Kunina-Habenicht, O., & Goldhammer, F. (2020). ICT engagement: a new construct and its assessment in PISA 2015. Large-scale Assessments in Education, 8.
  • Mason, M. (2008). Critical Thinking and Learning. In Critical Thinking and Learning, M. Mason (Ed.). https://doi.org/10.1002/9781444306774.ch1
  • Mehrvarz, M., Heidari, E., Farrokhnia, M., & Noroozi, O. (2021). The mediating role of digital informal learning in the relationship between students' digital competence and their academic performance. Computers &Amp; Education, (167), 104184. https://doi.org/10.1016/j.compedu.2021.104184
  • Meng, L., Qiu, C., & Boyd-Wilson, B.M. (2018). Measurement invariance of the ICT engagement construct and its association with students' performance in China and Germany: Evidence from PISA 2015 data. Br. J. Educ. Technol., 50, 3233-3251.
  • Milford, T., Ross, S., Anderson, J. R. (2010). An opportunity to better understand schooling: the growing presence of PISA in the Americas. International Journal of Science and Mathematics Education, 3(8), 453-473. https://doi.org/10.1007/s10763-010-9201-z
  • OECD (2019b), PISA 2018 Assessment and Analytical Framework, PISA, OECD Publishing, Paris, https://doi.org/10.1787/b25efab8-en.
  • OECD, (2019a). The PISA target population, the PISA samples and the definition of schools. PISA 2018 Results (Volume II).
  • Özden, M. (2007). Problems with science and technology education in Turkey. EURASIA Journal of Mathematics, Science and Technology Education, 2(3). https://doi.org/10.12973/ejmste/75391
  • Peciuliauskiene, P., & Barkauskaite, M. (2007). Would-be teachers' competence in applying ICT: Exposition and preconditions for development. Informatics in Education, 2(6), 397-410. https://doi.org/10.15388/infedu.2007.26
  • Pons, X. (2017). Fifteen years of research on PISA effects on education governance: A critical review. European Journal of Education, 2(52), 131-144. https://doi.org/10.1111/ejed.12213
  • Richards, C. (2004). From old to new learning: global ımperatives, exemplary Asian dilemmas and ICT as a key to cultural change in education. Globalisation, Societies and Education, 3(2), 337-353. https://doi.org/10.1080/1476772042000252470
  • Rimiene, V. (2002). Assessing and developing students' critical thinking. Psychology Learning &Amp; Teaching, 1(2), 17-22. https://doi.org/10.2304/plat.2002.2.1.17
  • Şenyiğit, Ç., & Serin, O. (2022). The role of perceived ICT competencies on primary school pre-service teachers' integrated stem teaching intentions. Participatory Educational Research, 6(9), 221-247. https://doi.org/10.17275/per.22.137.9.6
  • Tairab, A., Huang, R., Chang, T., & Zheng, L. (2016). A framework to promote ICT in k-12 education in developing countries: A case study ın Sudan. Lecture Notes in Computer Science, 312-323. https://doi.org/10.1007/978-3-319-41165-1_28
  • Tondeur, J., Aesaert, K., Prestridge, S., & Consuegra, E. (2018). A multilevel analysis of what matters in the training of pre-service teacher's ICT competencies. Computers &Amp; Education, (122), 32-42. https://doi.org/10.1016/j.compedu.2018.03.002
  • Tondeur, J., Aesaert, K., Pynoo, B., Braak, J. v., Fraeyman, N., & Erstad, O. (2015). Developing a validated instrument to measure preservice teachers’ ICT competencies: Meeting the demands of the 21st century. British Journal of Educational Technology, 2(48), 462-472. https://doi.org/10.1111/bjet.12380
  • Townsend, M. (1997). Computer block: Does it exist in the comprehensive secondary school?. British Journal of Educational Technology, 3(28), 219-221. https://doi.org/10.1111/1467-8535.00027
  • Tubella, I. (2015). La génération globale, notre point aveugle . In E. Anderson & M. Wieviorka (Eds.), Sociologie. Penser global: Internationalisation et globalisation des sciences humaines et sociales (pp. 363–370). https://doi.org/10.4000/books.editionsmsh.4775
  • Voogt, J. (2010). Teacher factors associated with ınnovative curriculum goals and pedagogical practices: Differences between extensive and non-extensive ICT-using science teachers. Journal of Computer Assisted Learning, 6(26), 453-464. https://doi.org/10.1111/j.1365-2729.2010.00373.x
  • Wang, Q., & Zhao, G. (2021). ICT self‐efficacy mediates most effects of university ICT support on preservice teachers' tpack: Evidence from three normal universities ın China. British Journal of Educational Technology, 6(52), 2319-2339. https://doi.org/10.1111/bjet.13141
  • Xiao, F., & Sun, L. (2021). Profiles of student ICT use and their relations to background, motivational factors, and academic achievement. Journal of Research on Technology in Education, 3(54), 456-472. https://doi.org/10.1080/15391523.2021.1876577
  • Yilmaz, E., & Güner, B. (2020). Farklı öğreni̇m kademeleri̇ndeki̇ öğrenci̇lere veri̇len uzaktan eği̇ti̇m hi̇zmeti̇ni̇n veli̇ görüşleri̇ne göre değerlendi̇ri̇lmesi̇. Milli Eğitim Dergisi, 1(49), 477-503. https://doi.org/10.37669/milliegitim.777353
  • Youssef, A. B., Dahmani, M., & Ragni, L. (2022). ICT use, digital skills and students’ academic performance: Exploring the digital divide. Information, 3(13), 129. https://doi.org/10.3390/info13030129
  • Yu, R., Wang, M., & Hu, J. (2023). The relationship between ICT perceived competence and adolescents’ digital reading performance: A multilevel mediation study. Journal of Educational Computing Research.

Perceived Information and Communication Competency of Students in the Context of PISA Turkey Results

Yıl 2023, Cilt: 3 Sayı: 2, 54 - 68, 31.12.2023

Osman Tat Şeyho Tat

https://doi.org/10.58667/sedder.1371643

Öz

PISA, or the Programme for International Student Assessment, is an international assessment tool developed by the Organization for Economic Co-operation and Development (OECD). Today's education system aims to transform students into individuals who inquire, question, learn by doing, and subjectively internalize and make sense of what they have learned. The use of information and communication technologies enables the achievement of lasting and effective learning outcomes in teaching and learning activities. PISA measures information and communication technology (ICT) literacy, which refers to the ability to cope appropriately with today's information and communication technologies and is often referred to as ICT literacy. This study aims to answer the question "What is the status of Turkish students' ICT competency levels in the PISA 2018 assessment according to various variables?" The research can be considered as descriptive research since it describes the status of Turkish students' perceived ICT competency levels according to some variables in the PISA assessment. A simple random sampling method was used to obtain a sample representing subgroups from the entire population and to allow for hypothesis testing. The sample of the research consists of 28,746 students from OECD member countries, 31,678 students from non-OECD member countries, and 687 students from Turkey. Mann Whitney U test, Kruskal-Wallis test, and multiple regression analysis were used for data analysis. The research findings indicate that there is no significant difference in perceived ICT proficiency based on gender and age group. However, there is a difference in ICT competency based on the kind of country. Additionally, the study observed that ICT resources, interest in ICT, and the use of ICT for social interaction significantly predicted ICT competency.

Anahtar Kelimeler

Information and communication OECD perceived competency PISA.

Kaynakça

  • Anderson, J., Chiu, M., & Yore, L. (2010). First cycle of PISA (2000–2006) international perspectives on successes and challenges: Research and policy directions. International Journal of Science and Mathematics Education, 8(3), 373-388. https://doi.org/10.1007/s10763-010-9210-y
  • Aslan, A., & Zhu, C. (2016). Investigating variables predicting Turkish pre‐service teachers’ integration of ICT into teaching practices. British Journal of Educational Technology, 48(2), 552–570. https://doi.org/10.1111/bjet.12437
  • Aydoğmuş, M. & Karadağ, Y. (2020). Öğretmen adaylarının bilgi ve iletişim teknolojileri (BİT) yeterlikleri: On Dokuz Mayıs Üniversitesi örneği. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 16(3), 686-705. DOI: 10.17860/mersinefd.715457
  • Carvalho, L. M., Costa, E., Gonçalves, C. (2017). Fifteen years looking at the mirror: On the presence of PISA in education policy processes (Portugal, 2000-2016). European Journal of Education, 2(52), 154-166. https://doi.org/10.1111/ejed.12210
  • Çelen, F. K., Çelik, A., & Seferoğlu, S. S. (2011). Türk eğitim sistemi ve PISA sonuçları. Akademik Bilişim, 2(4), 1-9. Çelik, Ö., & Yavuz, F. (2018). The effect of using mobile applications on literal and contextual vocabulary instruction. International Journal of Learning and Teaching, 2(10), 126-136. https://doi.org/10.18844/ijlt.v10i2.3407
  • Chen, X. (2018). Facilitating students’ critical thinking in an ınclusive educational environment: Model development and testing. International Journal of Education and Learning, 2(7), 21-32. https://doi.org/10.14257/ijel.2018.7.2.04
  • Çobanoğlu, A., & Yücel, Z. E. (2017). Efl teachers' technology use and attitudes towards information and communication technologies in education. Journal of Higher Education and Science, 3(7), 453. https://doi.org/10.5961/jhes.2017.222
  • Çoklar, A., & Çalişkan, M. (2019). Öğretmen adaylarının özgüvenleri ile teknoloji kullanımları arasındaki ilişkinin incelenmesi. Ahmet Keleşoğlu Eğitim Fakültesi Dergisi, 1(2), 86–98. https://doi.org/10.38151/akef.578807
  • Danner, R. B., & Pessu, C. O. (2013). A survey of ICT competencies among students in teacher preparation programmes at the University of Benin, Benin City, Nigeria. Journal of Information Technology Education: Research, (12), 033-049. https://doi.org/10.28945/1762
  • Demir, S. B., & Yıldırım, Ö. (2016). Okulda ve okul dışında bilgi ve iletişim teknolojilerinin kullanımının öğrencilerin PISA 2012 performansıyla ilişkisinin incelenmesi. Kastamonu Eğitim Dergisi, 24 (1), 251-262. Retrieved from https://dergipark.org.tr/tr/pub/kefdergi/issue/22606/241619
  • Demirtaş, B., & Mumcu, F. (2021). Pre-service teachers’ perceptions of ICT and TPACK competencies. Acta Educationis Generalis, 11(2) 60-82. https://doi.org/10.2478/atd-2021-0013
  • Dibek, M., Yalçın, S., & Yavuz, H. Ç. (2016). Matematik okuryazarlığı ile bilgi ve iletişim teknolojileri kullanim becerileri arasindaki ilişki: PISA 2012. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 17(3), 39-58. Retrieved from https://dergipark.org.tr/tr/pub/kefad/issue/59425/853478
  • Dolin, J., & Krogh, L. (2010). The relevance and consequences of PISA science in a Danish context. International Journal of Science and Mathematics Education, 3(8), 565-592. https://doi.org/10.1007/s10763-010-9207-6
  • Ercan, B. (2021). Quality management concerning use of ICT in higher education language learning environments: A case study in Turkey. Human, Technologies and Quality of Education. https://doi.org/10.22364/htqe.2021.71
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). New York: Mc Graw Hill.
  • Görür, R. (2011). Ant on the PISA trail: following the statistical pursuit of certainty. Educational Philosophy and Theory, 43(sup1), 76-93. https://doi.org/10.1111/j.1469-5812.2009.00612.x
  • Grande-de-Prado, M., Cañón, R., García-Martín, S., & Cantón, I. (2020). Digital competence and gender: Teachers in training a case study. Future Internet, 12(11), 204. https://doi.org/10.3390/fi12110204
  • Güzeller, C. O. (2011). PISA 2009 Türkiye örnekleminde öğrencilerin bilgisayar öz-yeterlik inançları ve bilgisayar tutumları arasındaki ilişkinin incelenmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 12(4).
  • Hargittai, E., & Shafer, S. L. (2006). Differences in actual and perceived online skills: The role of gender. Social Science Quarterly, 2(87), 432-448. https://doi.org/10.1111/j.1540-6237.2006.00389.x
  • Heemskerk, I., Volman, M., Admiraal, W., & Dam, G. t. (2012). Inclusiveness of ICT in secondary education: Students’ appreciation of ICT tools. International Journal of Inclusive Education, 2(16), 155-170. https://doi.org/10.1080/13603111003674560
  • Kacetl, J., & Klimova, B. (2019). Use of smartphone applications ın English language learning: A challenge for foreign language education. Education Sciences, 3(9), 179. https://doi.org/10.3390/educsci9030179
  • Khanna, N., & Goyal, H. (2016). Students' feedback system and credibility of teaching learning process: Complementary or contradictory. Journal of Commerce and Management Thought, 1(7), 54. https://doi.org/10.5958/0976-478x.2016.00004.5
  • Kunina-Habenicht, O., & Goldhammer, F. (2020). ICT engagement: a new construct and its assessment in PISA 2015. Large-scale Assessments in Education, 8.
  • Mason, M. (2008). Critical Thinking and Learning. In Critical Thinking and Learning, M. Mason (Ed.). https://doi.org/10.1002/9781444306774.ch1
  • Mehrvarz, M., Heidari, E., Farrokhnia, M., & Noroozi, O. (2021). The mediating role of digital informal learning in the relationship between students' digital competence and their academic performance. Computers &Amp; Education, (167), 104184. https://doi.org/10.1016/j.compedu.2021.104184
  • Meng, L., Qiu, C., & Boyd-Wilson, B.M. (2018). Measurement invariance of the ICT engagement construct and its association with students' performance in China and Germany: Evidence from PISA 2015 data. Br. J. Educ. Technol., 50, 3233-3251.
  • Milford, T., Ross, S., Anderson, J. R. (2010). An opportunity to better understand schooling: the growing presence of PISA in the Americas. International Journal of Science and Mathematics Education, 3(8), 453-473. https://doi.org/10.1007/s10763-010-9201-z
  • OECD (2019b), PISA 2018 Assessment and Analytical Framework, PISA, OECD Publishing, Paris, https://doi.org/10.1787/b25efab8-en.
  • OECD, (2019a). The PISA target population, the PISA samples and the definition of schools. PISA 2018 Results (Volume II).
  • Özden, M. (2007). Problems with science and technology education in Turkey. EURASIA Journal of Mathematics, Science and Technology Education, 2(3). https://doi.org/10.12973/ejmste/75391
  • Peciuliauskiene, P., & Barkauskaite, M. (2007). Would-be teachers' competence in applying ICT: Exposition and preconditions for development. Informatics in Education, 2(6), 397-410. https://doi.org/10.15388/infedu.2007.26
  • Pons, X. (2017). Fifteen years of research on PISA effects on education governance: A critical review. European Journal of Education, 2(52), 131-144. https://doi.org/10.1111/ejed.12213
  • Richards, C. (2004). From old to new learning: global ımperatives, exemplary Asian dilemmas and ICT as a key to cultural change in education. Globalisation, Societies and Education, 3(2), 337-353. https://doi.org/10.1080/1476772042000252470
  • Rimiene, V. (2002). Assessing and developing students' critical thinking. Psychology Learning &Amp; Teaching, 1(2), 17-22. https://doi.org/10.2304/plat.2002.2.1.17
  • Şenyiğit, Ç., & Serin, O. (2022). The role of perceived ICT competencies on primary school pre-service teachers' integrated stem teaching intentions. Participatory Educational Research, 6(9), 221-247. https://doi.org/10.17275/per.22.137.9.6
  • Tairab, A., Huang, R., Chang, T., & Zheng, L. (2016). A framework to promote ICT in k-12 education in developing countries: A case study ın Sudan. Lecture Notes in Computer Science, 312-323. https://doi.org/10.1007/978-3-319-41165-1_28
  • Tondeur, J., Aesaert, K., Prestridge, S., & Consuegra, E. (2018). A multilevel analysis of what matters in the training of pre-service teacher's ICT competencies. Computers &Amp; Education, (122), 32-42. https://doi.org/10.1016/j.compedu.2018.03.002
  • Tondeur, J., Aesaert, K., Pynoo, B., Braak, J. v., Fraeyman, N., & Erstad, O. (2015). Developing a validated instrument to measure preservice teachers’ ICT competencies: Meeting the demands of the 21st century. British Journal of Educational Technology, 2(48), 462-472. https://doi.org/10.1111/bjet.12380
  • Townsend, M. (1997). Computer block: Does it exist in the comprehensive secondary school?. British Journal of Educational Technology, 3(28), 219-221. https://doi.org/10.1111/1467-8535.00027
  • Tubella, I. (2015). La génération globale, notre point aveugle . In E. Anderson & M. Wieviorka (Eds.), Sociologie. Penser global: Internationalisation et globalisation des sciences humaines et sociales (pp. 363–370). https://doi.org/10.4000/books.editionsmsh.4775
  • Voogt, J. (2010). Teacher factors associated with ınnovative curriculum goals and pedagogical practices: Differences between extensive and non-extensive ICT-using science teachers. Journal of Computer Assisted Learning, 6(26), 453-464. https://doi.org/10.1111/j.1365-2729.2010.00373.x
  • Wang, Q., & Zhao, G. (2021). ICT self‐efficacy mediates most effects of university ICT support on preservice teachers' tpack: Evidence from three normal universities ın China. British Journal of Educational Technology, 6(52), 2319-2339. https://doi.org/10.1111/bjet.13141
  • Xiao, F., & Sun, L. (2021). Profiles of student ICT use and their relations to background, motivational factors, and academic achievement. Journal of Research on Technology in Education, 3(54), 456-472. https://doi.org/10.1080/15391523.2021.1876577
  • Yilmaz, E., & Güner, B. (2020). Farklı öğreni̇m kademeleri̇ndeki̇ öğrenci̇lere veri̇len uzaktan eği̇ti̇m hi̇zmeti̇ni̇n veli̇ görüşleri̇ne göre değerlendi̇ri̇lmesi̇. Milli Eğitim Dergisi, 1(49), 477-503. https://doi.org/10.37669/milliegitim.777353
  • Youssef, A. B., Dahmani, M., & Ragni, L. (2022). ICT use, digital skills and students’ academic performance: Exploring the digital divide. Information, 3(13), 129. https://doi.org/10.3390/info13030129
  • Yu, R., Wang, M., & Hu, J. (2023). The relationship between ICT perceived competence and adolescents’ digital reading performance: A multilevel mediation study. Journal of Educational Computing Research.
Toplam 46 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Test, Ölçme ve Psikometri (Diğer)
Bölüm Araştırma Makaleleri
Yazarlar

Osman Tat 0000-0003-2950-9647

Şeyho Tat Bu kişi benim 0009-0001-3922-1236

Erken Görünüm Tarihi 27 Aralık 2023
Yayımlanma Tarihi 31 Aralık 2023
Gönderilme Tarihi 12 Ekim 2023
Kabul Tarihi 30 Kasım 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 3 Sayı: 2

Kaynak Göster

APA Tat, O., & Tat, Ş. (2023). PISA Türkiye Sonuçları Bağlamında Öğrencilerin Algılanan Bilgi ve İletişim Yeterliği. Siirt Eğitim Dergisi, 3(2), 54-68. https://doi.org/10.58667/sedder.1371643
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