OKUL ÖNCESİ ÖĞRETMENİ ADAYLARININ DİJİTAL OKURYAZARLIK ÖZ YETERLİK İLE TEKNOLOJİYE YÖNELİK TUTUMLARI ARASINDAKİ İLİŞKİNİN İNCELENMESİ

Year 2023, Volume: 9 Issue: 2, 195 - 224, 31.10.2023

Hülya Gülay Ogelman , Fatma Demirci , Hande Güngör

https://doi.org/10.31463/aicusbed.1302926

Cited By: 1

Abstract

Bu araştırmanın amacı, okul öncesi öğretmen adaylarının dijital okuryazarlık öz yeterliklerinin teknolojiye yönelik tutumları üzerindeki yordayıcı rolünün incelenmesidir. Araştırmanın çalışma grubunu bir devlet üniversitesinde Okul Öncesi Öğretmenliği Programına kayıtlı olan 142 lisans öğrencisi oluşturmaktadır. Araştırmada, Kişisel Bilgi Formu, Öğretmen Adaylarının Dijital Okuryazarlık Öz-yeterliliği Ölçeği ve Öğretmen Adayları için Teknolojiye Yönelik Tutum Ölçeği olmak üzere üç ölçme aracı kullanılmıştır. Verilerin toplanması sürecinde Google Form uygulaması kullanılmıştır. Çalışmanın verileri SPSS 21.0 paket programında analiz edilmiştir. Bulgulara göre dijital okuryazarlık öz yeterliğinin üretim, kaynak kullanabilme, uygulama kullanabilme ve destek alt boyutları ile teknolojiye yönelik tutumlar arasında olumlu yönde orta düzeyde anlamlı ilişki bulunmaktadır. Bu sonuca göre dijital okuryazarlık öz yeterliğinin üretim, kaynak kullanabilme, uygulama kullanabilme ve destek alt boyutları arttıkça/azaldıkça teknolojiye yönelik tutumlar artmaktadır/azalmaktadır. Ayrıca dijital okuryazarlık öz yeterliğinin üretim, kaynak kullanabilme, uygulama kullanabilme ve destek alt boyutları, teknolojiye yönelik tutumları anlamlı biçimde yordayabilmektedir. Teknolojiye yönelik tutumun %11’inin üretim, %24’ünün kaynak kullanabilme, %18’inin uygulama kullanabilme, %17’inin destek alt boyutuyla açıklanabileceği söylenebilir.

Keywords

Dijital okuryazarlık, teknoloji, teknolojiye yönelik tutum, öğretmen adayları, dijitalleşme

Investigation of the Relationship Between Preservice Preschool Teachers' Digital Literacy Self-Efficacy and Attitudes Towards Technology

Abstract

The aim of this study is to examine the predictive role of preservice preschool teachers' digital literacy self-efficacy on their attitudes towards technology. The study group of the research consists of 142 undergraduate students enrolled in the Preschool Teacher Education Program of a state university. In the study, three measurement tools were used: Personal Information Form, Digital Literacy Self-Efficacy Scale for Prospective Teachers and Attitude Towards Technology Scale for Prospective Teachers. Google Form application was used in the data collection process. The data of the study were analyzed in SPSS 21.0 package program. According to the findings, there is a positive and moderately significant relationship between the production, resource utilization, application utilization and support sub-dimensions of digital literacy self-efficacy and attitudes towards technology. According to this result, as the production, resource utilization, application utilization and support sub-dimensions of digital literacy self-efficacy increase/decrease, attitudes towards technology increase/decrease. In addition, production, resource utilization, application utilization and support sub-dimensions of digital literacy self-efficacy can significantly predict attitudes towards technology. It can be said that 11% of the attitude towards technology can be explained by production, 24% by using resources, 18% by using applications and 17% by support sub-dimensions.

Keywords

Digital literacy, technology, attitude towards technology, pre-service teachers, digitalization

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