Ekrandaki bir yaziyi tum ogeleriyle anlama ve anlamlandirma islemine ekran okuma denmektedir. Tek... more Ekrandaki bir yaziyi tum ogeleriyle anlama ve anlamlandirma islemine ekran okuma denmektedir. Teknolojinin hayatin her alanina girmesiyle birlikte ekran okumanin onemi de hizla artmistir. Cep telefonu, bilgisayar, kindil, tablet vs. gibi araclarla artik her an ve her yerde ekran okuma yapmak mumkundur. Hayatin icinde yogun sekilde yer alan ekran okuma, egitimde de onemli bir kavram haline gelmistir. Egitim ogretim faaliyetlerinin basarili olmasinda bilissel becerilerin yani sira tutum gibi duyussal ozellikler de onemlidir. Bu durum ekran okuma konusunda da gecerlidir; bu bakimdan ogrencilerin ekran okumaya karsi tutumlari uzerinde calisilmasi gereken bir konudur. Nicel olan bu calisma tarama modelinde yapilmistir. Arastirmanin calisma grubunu Usak ilinde ogrenim goren 211 ortaokul ogrencisi olusturmaktadir. Calisma grubu olusturulurken kolay ulasilabilirlik ve gonulluluk ilkesi goz onunde bulundurulmustur. Veriler, Susar Kirmizi (2017) tarafindan hazirlanan “Ekran Okumaya Yonelik Tu...
Bu calismanin amaci sinif ogretmenlerinin bireysel yenilikcilik ozellikleri ile derste teknoloji ... more Bu calismanin amaci sinif ogretmenlerinin bireysel yenilikcilik ozellikleri ile derste teknoloji kullanimina yonelik egilimleri arasindaki iliskinin farkli degiskenler acisindan incelenmesidir. Calismanin orneklemini kolay ulasilabilirlik yontemi ile belirlenen 560 sinif ogretmeni olusturmaktadir. Katilimcilarin 341’i (% 60.9) kadin; 219’u (% 39.1) erkektir. Arastirmada iliskisel tarama modeli kullanilmistir. Veri toplama araci olarak sinif ogretmenlerinin bireysel yenilikcilik duzeylerini belirlemek icin “Bireysel Yenilikcilik Olcegi”, derste teknoloji kullanimina yonelik egilim duzeylerini belirlemek icin ise “Derste Teknoloji Kullanimina Yonelik Egilim Olcegi” kullanilmistir. Ayrica demografik veriler “Kisisel Bilgi Formu” araciligiyla toplanmistir. Calisma sonucunda sinif ogretmenlerinin bireysel yenilikcilik ve derste teknoloji kullanimina iliskin egilim duzeylerinin yuksek oldugu ve degiskenler arasinda pozitif yonde anlamli iliski oldugu belirlenmistir. Diger taraftan, sinif...
Teachers’ technology adoption has been the focus of many researches since a long time and various... more Teachers’ technology adoption has been the focus of many researches since a long time and various factors affecting adoption process have been examined. Even though various factors affecting technology acceptance process have been revealed, the results are still limited and conflicting. This study aimed to investigate the effect of teachers’ personal innovativeness on their technology acceptance. The study group consisted of 237 primary and secondary school teachers. Descriptive statistics and structural equation modeling were used in data analysis. The results revealed that most of the teachers fall in “early majority” category of adoption and their innovativeness level was found to be low. Perceived usefulness and perceived ease of use of highly innovative teachers were found to be significantly higher than their low level counterparts. The results of structural equation model showed that personal innovativeness was influential in the technology acceptance of teachers. Perceived usefulness, perceived ease of use and subjective norms were direct determinants of behavioral intention, whereas personal innovativeness’ effect was indirect. In addition, personal innovativeness has been found have a positive effect on perceived usefulness, perceived ease of use and subjective norms.
The purpose of this study is to investigate the perceived information and communication technolog... more The purpose of this study is to investigate the perceived information and communication technologies (ICT) proficiency of Turkish mathematics teachers in teaching. This study was conducted using descriptive survey method. The study group consisted of 242 mathematics teachers working at middle (5th - 8th grade) and high schools (9th - 12th grade) in Turkey. The data were collected via “Personal Information Form” and “Perceived Information and Communication Technologies Proficiency Scale” developed by the researchers of this study. Data were analyzed with descriptive statistics, independent samples t-test, ANOVA and Pearson correlation test. As a result of the research, it was found that while Turkish mathematics teachers use ICT mostly for social media and communication purposes, they have insufficient knowledge and experience of ICT usage for teaching purposes. It was found that perceived proficiency of mathematics teachers’ in ICT usage did not significantly differ in terms of gender, while significant differences were found in terms of their years of professional experiences, teaching level and having training on computer-assisted instruction (CAI). It was also revealed that there was a significant positive correlation between perceptions of mathematics teachers’ proficiency in using ICT and their frequency of using Computer Assisted Instruction and smart board. It was suggested to organize in-service training activities for teachers on software and using ICT in teaching.
Bu calismanin amaci e-ogrenme ortamlarinda algilanan karmasik gorev performansini belirlemeye yon... more Bu calismanin amaci e-ogrenme ortamlarinda algilanan karmasik gorev performansini belirlemeye yonelik bir olcme araci gelistirmektir. Gelistirilmesi hedeflenen olcek Mazman ve Altun (2012) tarafindan ortaya konulan “Karmasik Gorev Surecindeki Bilissel Stratejiler” modeli temelinde hazirlanmistir. Modeldeki stratejiler temel alinarak madde havuzu hazirlanmis, uzman gorusleri ve kucuk grupla pilot uygulama sonucunda olcek formu duzenlenmistir. Arastirmanin calisma grubunu ogrenim gormekte olan 232 lisans ogrencisi olusturmaktadir. Calismada yapi gecerliligi icin oncelikle acimlayici faktor analizi uygulanmis ve iki faktor (“bilgi toplama”, “cozum-kontrol”) altinda 10 maddeden olusan bir yapi elde edilmistir. Ardindan dogrulayici faktor analizi uygulanarak elde edilen yapinin iyi uyum gosterdigi ortaya konulmustur. Yakinsama ve ayirt edici gecerlilik icin ise aciklanan ortalama varyanslar incelenmistir. Olcegin guvenirlik calismalari icin ic tutarlik katsayisi ve yapi guvenirligi hesaplanmis, ayrica madde toplam korelasyonlari raporlanmistir. Analizler sonucunda olcegin gecerli ve guvenilir oldugu bulunmustur. Uygulanan olcege iliskin toplam puanlar incelendiginde kadinlarin erkeklerden anlamli derecede performans algilarinin yuksek oldugu bulunurken, sinif duzeyine gore algilanan performansin degismedigi ortaya konulmustur.
This paper provides a validation of the English version of the Social Networks Adoption Scale.Eng... more This paper provides a validation of the English version of the Social Networks Adoption Scale.English version of the Social Networks Adoption Scale consists of 19 items and 5 factors.The scale demonstrated good reliability and validity.The scale can provide an insight to educators about the adoption process from different cultures. The purpose of this study is to validate the English version of the Social Networks Adoption Scale developed by Usluel and Mazman (2009). The original scale consists of 21 items and 5 factors that include usefulness, ease of use, social effect, facilitating conditions and community identity. An online sample of 109 Facebook users completed an internet version of the translated the scale from the USA, Germany, Turkey, and Canada. For the scale's structural validity, first and second order confirmatory factor analysis was conducted. Cronbach's Alpha coefficients (0.90) and item total correlations were calculated to investigate reliability of the scale. Through validity study it was proven that English version of the scale was consisted of five factors. But as a result of the second order confirmatory factor analysis, correlation between social influence variable and adoption variable was found to be insignificant. Therefore, two items included in the social influence factor were extracted from scale. The results indicated that the English version of the Social Networks Adoption Scale consisting of 19 items and 5 factors provided valid and reliable measures of social networks adoption. The Social Networks Adoption Scale can provide an insight to educators about the adoption process of international students from different cultures who seek to use Facebook for educational purposes.
The purpose of this exploratory study was to probe the cognitive processes of undergraduate stude... more The purpose of this exploratory study was to probe the cognitive processes of undergraduate students at varying mental rotation ability (MRA) levels during mental rotation tasks. The study group consisted of 14 undergraduate students from the Psychological Counseling and Guidance Department and Computer Education and Instructional Technologies Department at Hacettepe University. Firstly, participants’ mental rotation ability levels were determined. Secondly, participants were grouped according to their mental rotation test scores. Then, they were given two digital tangram problems with different difficulty levels. During their interaction with Tangram problems, their eye movements were recorded. The Mann Whitney U test was run to compare differences in eye movements across different mental rotation ability level groups. As a result, it was found that while there were significant differences in eye movement metrics between different mental rotation ability levels for the easy tangram problem, there were no significant differences observed in eye movement metrics for the difficult tangram problem. In addition, examining completion time showed that while easy tangram problem completion time was significantly shorter for people with a higher score on the mental rotation test, there were no significant differences between completion times of different level mental rotation ability groups when solving the difficult tangram problem. Since the spatial ability is an important predictor of task performance and completion time, it is suggested that adaptive learning environments should be designed to compensate for low MRA level learners.
Ekrandaki bir yaziyi tum ogeleriyle anlama ve anlamlandirma islemine ekran okuma denmektedir. Tek... more Ekrandaki bir yaziyi tum ogeleriyle anlama ve anlamlandirma islemine ekran okuma denmektedir. Teknolojinin hayatin her alanina girmesiyle birlikte ekran okumanin onemi de hizla artmistir. Cep telefonu, bilgisayar, kindil, tablet vs. gibi araclarla artik her an ve her yerde ekran okuma yapmak mumkundur. Hayatin icinde yogun sekilde yer alan ekran okuma, egitimde de onemli bir kavram haline gelmistir. Egitim ogretim faaliyetlerinin basarili olmasinda bilissel becerilerin yani sira tutum gibi duyussal ozellikler de onemlidir. Bu durum ekran okuma konusunda da gecerlidir; bu bakimdan ogrencilerin ekran okumaya karsi tutumlari uzerinde calisilmasi gereken bir konudur. Nicel olan bu calisma tarama modelinde yapilmistir. Arastirmanin calisma grubunu Usak ilinde ogrenim goren 211 ortaokul ogrencisi olusturmaktadir. Calisma grubu olusturulurken kolay ulasilabilirlik ve gonulluluk ilkesi goz onunde bulundurulmustur. Veriler, Susar Kirmizi (2017) tarafindan hazirlanan “Ekran Okumaya Yonelik Tu...
Bu calismanin amaci sinif ogretmenlerinin bireysel yenilikcilik ozellikleri ile derste teknoloji ... more Bu calismanin amaci sinif ogretmenlerinin bireysel yenilikcilik ozellikleri ile derste teknoloji kullanimina yonelik egilimleri arasindaki iliskinin farkli degiskenler acisindan incelenmesidir. Calismanin orneklemini kolay ulasilabilirlik yontemi ile belirlenen 560 sinif ogretmeni olusturmaktadir. Katilimcilarin 341’i (% 60.9) kadin; 219’u (% 39.1) erkektir. Arastirmada iliskisel tarama modeli kullanilmistir. Veri toplama araci olarak sinif ogretmenlerinin bireysel yenilikcilik duzeylerini belirlemek icin “Bireysel Yenilikcilik Olcegi”, derste teknoloji kullanimina yonelik egilim duzeylerini belirlemek icin ise “Derste Teknoloji Kullanimina Yonelik Egilim Olcegi” kullanilmistir. Ayrica demografik veriler “Kisisel Bilgi Formu” araciligiyla toplanmistir. Calisma sonucunda sinif ogretmenlerinin bireysel yenilikcilik ve derste teknoloji kullanimina iliskin egilim duzeylerinin yuksek oldugu ve degiskenler arasinda pozitif yonde anlamli iliski oldugu belirlenmistir. Diger taraftan, sinif...
Teachers’ technology adoption has been the focus of many researches since a long time and various... more Teachers’ technology adoption has been the focus of many researches since a long time and various factors affecting adoption process have been examined. Even though various factors affecting technology acceptance process have been revealed, the results are still limited and conflicting. This study aimed to investigate the effect of teachers’ personal innovativeness on their technology acceptance. The study group consisted of 237 primary and secondary school teachers. Descriptive statistics and structural equation modeling were used in data analysis. The results revealed that most of the teachers fall in “early majority” category of adoption and their innovativeness level was found to be low. Perceived usefulness and perceived ease of use of highly innovative teachers were found to be significantly higher than their low level counterparts. The results of structural equation model showed that personal innovativeness was influential in the technology acceptance of teachers. Perceived usefulness, perceived ease of use and subjective norms were direct determinants of behavioral intention, whereas personal innovativeness’ effect was indirect. In addition, personal innovativeness has been found have a positive effect on perceived usefulness, perceived ease of use and subjective norms.
The purpose of this study is to investigate the perceived information and communication technolog... more The purpose of this study is to investigate the perceived information and communication technologies (ICT) proficiency of Turkish mathematics teachers in teaching. This study was conducted using descriptive survey method. The study group consisted of 242 mathematics teachers working at middle (5th - 8th grade) and high schools (9th - 12th grade) in Turkey. The data were collected via “Personal Information Form” and “Perceived Information and Communication Technologies Proficiency Scale” developed by the researchers of this study. Data were analyzed with descriptive statistics, independent samples t-test, ANOVA and Pearson correlation test. As a result of the research, it was found that while Turkish mathematics teachers use ICT mostly for social media and communication purposes, they have insufficient knowledge and experience of ICT usage for teaching purposes. It was found that perceived proficiency of mathematics teachers’ in ICT usage did not significantly differ in terms of gender, while significant differences were found in terms of their years of professional experiences, teaching level and having training on computer-assisted instruction (CAI). It was also revealed that there was a significant positive correlation between perceptions of mathematics teachers’ proficiency in using ICT and their frequency of using Computer Assisted Instruction and smart board. It was suggested to organize in-service training activities for teachers on software and using ICT in teaching.
Bu calismanin amaci e-ogrenme ortamlarinda algilanan karmasik gorev performansini belirlemeye yon... more Bu calismanin amaci e-ogrenme ortamlarinda algilanan karmasik gorev performansini belirlemeye yonelik bir olcme araci gelistirmektir. Gelistirilmesi hedeflenen olcek Mazman ve Altun (2012) tarafindan ortaya konulan “Karmasik Gorev Surecindeki Bilissel Stratejiler” modeli temelinde hazirlanmistir. Modeldeki stratejiler temel alinarak madde havuzu hazirlanmis, uzman gorusleri ve kucuk grupla pilot uygulama sonucunda olcek formu duzenlenmistir. Arastirmanin calisma grubunu ogrenim gormekte olan 232 lisans ogrencisi olusturmaktadir. Calismada yapi gecerliligi icin oncelikle acimlayici faktor analizi uygulanmis ve iki faktor (“bilgi toplama”, “cozum-kontrol”) altinda 10 maddeden olusan bir yapi elde edilmistir. Ardindan dogrulayici faktor analizi uygulanarak elde edilen yapinin iyi uyum gosterdigi ortaya konulmustur. Yakinsama ve ayirt edici gecerlilik icin ise aciklanan ortalama varyanslar incelenmistir. Olcegin guvenirlik calismalari icin ic tutarlik katsayisi ve yapi guvenirligi hesaplanmis, ayrica madde toplam korelasyonlari raporlanmistir. Analizler sonucunda olcegin gecerli ve guvenilir oldugu bulunmustur. Uygulanan olcege iliskin toplam puanlar incelendiginde kadinlarin erkeklerden anlamli derecede performans algilarinin yuksek oldugu bulunurken, sinif duzeyine gore algilanan performansin degismedigi ortaya konulmustur.
This paper provides a validation of the English version of the Social Networks Adoption Scale.Eng... more This paper provides a validation of the English version of the Social Networks Adoption Scale.English version of the Social Networks Adoption Scale consists of 19 items and 5 factors.The scale demonstrated good reliability and validity.The scale can provide an insight to educators about the adoption process from different cultures. The purpose of this study is to validate the English version of the Social Networks Adoption Scale developed by Usluel and Mazman (2009). The original scale consists of 21 items and 5 factors that include usefulness, ease of use, social effect, facilitating conditions and community identity. An online sample of 109 Facebook users completed an internet version of the translated the scale from the USA, Germany, Turkey, and Canada. For the scale's structural validity, first and second order confirmatory factor analysis was conducted. Cronbach's Alpha coefficients (0.90) and item total correlations were calculated to investigate reliability of the scale. Through validity study it was proven that English version of the scale was consisted of five factors. But as a result of the second order confirmatory factor analysis, correlation between social influence variable and adoption variable was found to be insignificant. Therefore, two items included in the social influence factor were extracted from scale. The results indicated that the English version of the Social Networks Adoption Scale consisting of 19 items and 5 factors provided valid and reliable measures of social networks adoption. The Social Networks Adoption Scale can provide an insight to educators about the adoption process of international students from different cultures who seek to use Facebook for educational purposes.
The purpose of this exploratory study was to probe the cognitive processes of undergraduate stude... more The purpose of this exploratory study was to probe the cognitive processes of undergraduate students at varying mental rotation ability (MRA) levels during mental rotation tasks. The study group consisted of 14 undergraduate students from the Psychological Counseling and Guidance Department and Computer Education and Instructional Technologies Department at Hacettepe University. Firstly, participants’ mental rotation ability levels were determined. Secondly, participants were grouped according to their mental rotation test scores. Then, they were given two digital tangram problems with different difficulty levels. During their interaction with Tangram problems, their eye movements were recorded. The Mann Whitney U test was run to compare differences in eye movements across different mental rotation ability level groups. As a result, it was found that while there were significant differences in eye movement metrics between different mental rotation ability levels for the easy tangram problem, there were no significant differences observed in eye movement metrics for the difficult tangram problem. In addition, examining completion time showed that while easy tangram problem completion time was significantly shorter for people with a higher score on the mental rotation test, there were no significant differences between completion times of different level mental rotation ability groups when solving the difficult tangram problem. Since the spatial ability is an important predictor of task performance and completion time, it is suggested that adaptive learning environments should be designed to compensate for low MRA level learners.
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