Öğretmen Adayları için Bilgi ve İletişim Teknolojileri Yeterlikleri Ölçeğinin Türk Kültürüne Uyarlanması

Yıl 2018, Cilt: 7 Sayı: 2, 665 - 691, 30.06.2018

Muhammet Fatih Alkan , Esma Emmioğlu Sarıkaya

https://doi.org/10.14686/buefad.375745

Cited By: 6

Öz

Bu çalışmada Tondeur,
Aesaert, Pynoo, Braak, Fraeyman ve Erstad (2017) tarafından geliştirilmiş olan
Öğretmen Adayları için BİT Yeterlikleri Ölçeğinin Türk dili ve kültürüne
uyarlanması amaçlanmıştır. Araştırma 2017-2018 Öğretim yılı Güz döneminde
Gaziosmanpaşa Üniversitesi’nde öğrenim görmekte olan 206 öğretmen adayı
üzerinde yürütülmüştür. Çeviri işleminin ardından elde edilen veriler üzerinde
doğrulayıcı faktör analizi gerçekleştirilmiştir. Doğrulayıcı faktör analizi
sonucunda, ölçeğin iki faktörlü özgün formunun doğrulandığı görülmüştür.
Yakınsak, ayırt edici ve eş zamanlı geçerliği sınamak için uyarlanan formdan
elde edilen veriler ile Genel BİT Eğilimi, Gerçeklik Şoku Beklentisi ve Öğretmen
Adaylarının Eğitimde Bilgi ve İletişim Teknolojilerini Kullanmaya İlişkin
Yeterlilik Algıları ölçeklerinden elde edilen puanlar arasındaki korelasyon
incelenmiş ve uyarlanan ölçeğin ilgili geçerlik türlerine sahip olduğu
belirlenmiştir. Güvenirlik analizi için hesaplanan Cronbach alfa iç tutarlılık
katsayısı, ölçek boyutlarından elde edilen verilerin güvenilir olduğunu ortaya
koymuştur. Araştırmanın sonucu olarak, Öğretmen Adayları için Bilgi ve İletişim
Teknolojileri Yeterlikleri Ölçeğinin Türkçe formuna ait psikometrik
özelliklerin iyi düzeyde olduğu belirlenmiştir.

Anahtar Kelimeler

Öğretmen adayları için bilgi ve iletişim teknolojileri yeterlilikleri ölçeği, Öğretmen yetiştirme, Doğrulayıcı faktör analizi

Adaptation of Preservice Teachers’ Information and Communication Technology Competencies Scale into Turkish Culture

Öz

The
purpose of this study was to adapt Preservice Teachers’ ICT Competencies Scale
which was developed by Tondeur, Aesaert, Pynoo, Braak, Fraeyman, and Erstad
(2017) into Turkish. The participants were composed of 206 preservice teachers
studying at Gaziosmanpaşa University during 2017-2018 academic year. Confirmatory
factor analysis was performed after the translation process of the scale. The
results showed that the Turkish version fits the original two factor structure.
The correlation coefficients between the data obtained from the Turkish version
and the data obtained from General ICT Tendency, Reality Shock Expectation, and
Prospective Teachers’ Perceived Competencies about Integrating ICT into
Education were examined to test convergent, divergent and concurrent validity.
The results indicated that the data obtained from the Turkish version of the
scale were valid. Moreover, the Cronbach alpha coefficients indicated that the
data were internally consistent. In conclusion, the Turkish version of Preservice
Teachers’ ICT Competencies Scale was determined to have good psychometric properties
to be used in Turkish context.

Anahtar Kelimeler

Preservice teachers’ information and communication technologies competencies scale, Teacher education, Confirmatory factor analysis

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