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Investigation of the Technology Acceptance and Usage Level of Pre-School Teachers During the Period of Covid-19

Year 2022, Volume: 5 Issue: 1, 49 - 70, 31.12.2022
https://doi.org/10.5281/zenodo.7504732

Abstract

In this study, it was aimed to determine the technology acceptance and usage level of pre-school teachers during the period of Covid-19 pandemic. In the study, descriptive survey and causal-comparative research models were used. The participants of the research were 264 pre-school teachers, work at preschool and kindergarten in the state and private schools in Çanakkale. In the research, it was concluded that the technology acceptance and usage levels of pre-school teachers were high. It was concluded that the technology acceptance and usage levels of pre-school teachers have not differentiated according to the age, professional seniority, type of institution (state / private) and the type of the school (pre-school / kindergarten). It was determined that, while the educational levels of pre-school teachers were increased, the technology acceptance and usage levels were increased. Also, during the Covid 19 pandemic, it was found that technology acceptance and usage levels of pre-school teachers who are very willing to use technology, see themselves very competent, use technology a lot to support online live lessons, participate in in-service trainings a lot, and prefer to teach by distance education in the future were higher.

References

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  • Binti Yahya, Z. ve Raman, A. (2020). Teachers’ acceptance and challenges on technology use in secondary schools. South Asian Research Journal of Humanities and Social Sciences, 2(2), 133-142. https://www.doi.org/10.36346/sarjhss.2020.v02i02.008
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2018). Eğitimde bilimsel araştırma yöntemleri (25. baskı). Ankara: Pegem Akademi.
  • Casillas Martín, S., Cabezas González, M. ve García Peñalvo, F. J. (2020). Digital competence of early childhood education teachers: Attitude, knowledge and use of ICT. European Journal of Teacher Education, 43(2), 210-223. https://doi.org/10.1080/02619768.2019.1681393
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  • Hew, K. F. ve 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. www.doi.org/10.1007/s11423-006-9022-5
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  • Ihmeideh, F. ve Al-Maadadi, F. (2018). Towards improving kindergarten teachers’ practices regarding the integration of ICT into early years settings. The Asia-Pacific Education Researcher, 27(1), 65-78. https://doi.org/10.1007/s40299-017-0366-x
  • İzmirli, S. ve Kırmacı, Ö. (2017). Developing online teaching competencies of educators in Turkey. Akdeniz Eğitim Araştırmaları Dergisi, 11(22), 38-52.
  • Jeong, H. I. ve Kim, Y. (2017). The acceptance of computer technology by teachers in early childhood education. Interactive Learning Environments, 25(4), 496-512. https://doi.org/10.1080/10494820.2016.1143376
  • Johnston, K., Hadley, F. ve Waniganayake, M. (2020). Practitioner inquiry as a professional learning strategy to support technology integration in early learning centres: Building understanding through Rogoff’s planes of analysis. Professional Development in Education, 46(1), 49-64. https://doi.org/10.1080/19415257.2019.1647871
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  • Karasar, N. (2014). Bilimsel Araştırma Yöntemi. Ankara: Nobel.
  • Kaşçı, T. ve Selçuk, G. (2021). Examination of classroom teachers’ technological pedagogical content knowledge and teacher self-efficacy beliefs. Journal of Educational Technology & Online Learning, 4(4), 774-792. http://doi.org/10.31681/jetol.1018879
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Covid-19 Pandemisi Sürecinde Okul Öncesi Öğretmenlerinin Teknoloji Kabul ve Kullanım Düzeylerinin İncelenmesi

Year 2022, Volume: 5 Issue: 1, 49 - 70, 31.12.2022
https://doi.org/10.5281/zenodo.7504732

Abstract

Bu araştırmada Covid-19 pandemisi sürecinde okul öncesi öğretmenlerinin teknoloji kabul ve kullanım düzeylerinin incelenmesi amaçlanmıştır. Araştırmada betimsel tarama ve nedensel karşılaştırma araştırma modellerinden yararlanılmıştır. Araştırmanın katılımcılarını Çanakkale ilinde yer alan devlet ve özel okullardaki bağımsız anaokulu ve ilkokul bünyesindeki anasınıflarında çalışan 264 okul öncesi öğretmeni oluşturmuştur. Araştırmada, okul öncesi öğretmenlerinin teknoloji kabul ve kullanım düzeylerinin yüksek olduğu sonucuna ulaşılmıştır. Okul öncesi öğretmenlerinin teknoloji kabul ve kullanım düzeylerinin yaş, mesleki kıdem, kurum türü (devlet / özel) ve okul türüne (anaokulu / anasınıfı) göre farklılaşmadığı sonucuna ulaşılmıştır. Okul öncesi öğretmenlerinin eğitim düzeylerinin arttıkça teknoloji kabul ve kullanım düzeylerinin arttığı belirlenmiştir. Ayrıca Covid 19 pandemisi sürecinde eğitimde teknoloji kullanımı noktasında çok istekli olan, kendilerini çok yeterli gören, canlı derse destek amaçlı teknolojiyi çok kullanan, hizmet içi eğitimlere çok katılan ve ileride uzaktan eğitimle ders vermeyi tercih eden okul öncesi öğretmenlerinin teknoloji kabul ve kullanım düzeyleri daha yüksek bulunmuştur.

References

  • Alasimi, A. A. (2018). Saudi early childhood teachers' attitudes about the use of technology in early childhood classrooms (Doctoral dissertation, Kent State University).
  • Alkhayat, L., Ernest, J. ve LaChenaye, J. (2020). Exploring Kuwaiti preservice early childhood teachers’ beliefs about using web 2.0 technologies. Early Childhood Education Journal, 1-11. https://doi.org/10.1007/s10643-020-01036-6
  • Alsuwidan, S. I. (2018). The teacher perspective on ıntegrating technology into their early childhood classrooms in saudi arabia. ProQuest LLC.
  • Altun, D. (2019). Investigating pre-service early childhood education teachers' technological pedagogical content knowledge (TPACK) competencies regarding digital literacy skills and their technology attitudes and usage. Journal of Education and Learning, 8(1), 249-263. https://doi.org/10.5539/jel.v8n1p249
  • Bebell, D., Russell, M., ve O’Dwyer, L. (2004). Measuring teachers’ technology uses: Why multiple-measures are more revealing. Journal of Research on Technology in Education, 37(1), 45-63. https://doi.org/10.1080/15391523.2004.10782425
  • Binti Yahya, Z. ve Raman, A. (2020). Teachers’ acceptance and challenges on technology use in secondary schools. South Asian Research Journal of Humanities and Social Sciences, 2(2), 133-142. https://www.doi.org/10.36346/sarjhss.2020.v02i02.008
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2018). Eğitimde bilimsel araştırma yöntemleri (25. baskı). Ankara: Pegem Akademi.
  • Casillas Martín, S., Cabezas González, M. ve García Peñalvo, F. J. (2020). Digital competence of early childhood education teachers: Attitude, knowledge and use of ICT. European Journal of Teacher Education, 43(2), 210-223. https://doi.org/10.1080/02619768.2019.1681393
  • Chen, L., Chen, T. L., Lin, C. J. ve Liu, H. K. J. (2019). Preschool teachers’ perception of the application of information communication technology (ICT) in Taiwan. Sustainability, 11(1), 114. http://dx.doi.org/10.3390/su11010114
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  • Coşkunserçe, O. ve İşçitürk, G. B. (2019). Eğitim bilişim ağı (EBA) platformu hakkında öğrencilerin farkındalığının artırılmasına yönelik bir durum çalışması. Eğitimde Nitel Araştırmalar Dergisi, 7(1), 260-276. https://www.doi.org/10.14689/issn.2148-2624.1.7c1s.12m
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  • Dong, C. (2018). Preschool teachers’ perceptions and pedagogical practices: Young children’s use of ICT. Early Child Development and Care, 188(6), 635-650. https://doi.org/10.1080/03004430.2016.1226293
  • Durak, G., Çankaya, S. ve İzmirli, S. (2020). COVID-19 pandemi döneminde Türkiye’deki üniversitelerin uzaktan eğitim sistemlerinin incelenmesi. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 14(1), 787-809. https://doi.org/10.17522/balikesirnef.743080
  • Fatih Projesi, (2021). Eğitimde Fatih Projesi. 15.04.2021 tarihinde http://fatihprojesi.meb.gov.tr/about.html adresinden erişildi.
  • Fox, J., Diezmann, C. ve Lamb, J. (2016). Early childhood teachers' ıntegration of ICTs: ıntrinsic and extrinsic barriers. Mathematics Education Research Group of Australasia.
  • Fraenkel, J. R., Wallen, N. E. ve Hyun, H. H. (2012). How to design and evaluate research in education. New York: McGraw-Hill.
  • Gjelaj, M., Buza, K., Shatri, K. ve Zabeli, N. (2020). Digital technologies in early childhood: attitudes and practices of parents and teachers in Kosovo. International Journal of Instruction, 13(1), 165-184. https://doi.org/10.29333/iji.2020.13111a
  • Gürfidan, H. ve Koç, M. (2016). The impact of school culture, technology leadership, and support services on teachers' technology integration: A structural equation modeling. Education & Science/Egitim ve Bilim, 41(188). https://doi.org/10.15390/EB.2016.6722
  • Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E. ve Tatham, R. L. (2013). Multivariate Data Analysis: Pearson New International Edition. Pearson Education Limited (UK).
  • Hammond, T., Watson, K., Brumbelow, K., Fields, S., Shryock, K., Chamberland, J.-F.,... Herbert, B. (2020). A Survey to Measure the Effects of Forced Transition to 100% Online Learning on Community Sharing, Feelings of Social Isolation, Equity, Resilience, and Learning Content During the COVID-19 Pandemic. http://hdl.handle.net/1969.1/187835 adresinden edinilmiştir.
  • Harris, S. (2020). Implementing Innovative Technology to Support K-12 Public School Learning During COVID-19 (Doctoral dissertation, UCLA).
  • Hew, K. F. ve 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. www.doi.org/10.1007/s11423-006-9022-5
  • Hong, X., Zhang, M. ve Liu, Q. (2021). Preschool teachers’ technology acceptance during the COVID-19: An adapted technology acceptance model. Frontiers in Psychology, 12, 1-11. https://doi.org/10.3389/fpsyg.2021.691492
  • Ihmeideh, F. ve Al-Maadadi, F. (2018). Towards improving kindergarten teachers’ practices regarding the integration of ICT into early years settings. The Asia-Pacific Education Researcher, 27(1), 65-78. https://doi.org/10.1007/s40299-017-0366-x
  • İzmirli, S. ve Kırmacı, Ö. (2017). Developing online teaching competencies of educators in Turkey. Akdeniz Eğitim Araştırmaları Dergisi, 11(22), 38-52.
  • Jeong, H. I. ve Kim, Y. (2017). The acceptance of computer technology by teachers in early childhood education. Interactive Learning Environments, 25(4), 496-512. https://doi.org/10.1080/10494820.2016.1143376
  • Johnston, K., Hadley, F. ve Waniganayake, M. (2020). Practitioner inquiry as a professional learning strategy to support technology integration in early learning centres: Building understanding through Rogoff’s planes of analysis. Professional Development in Education, 46(1), 49-64. https://doi.org/10.1080/19415257.2019.1647871
  • Kandemir, A. N. (2020). Öğretmenlerin EBA, Morpa Kampüs, Okulistik benzeri eğitim ortamları kullanımının teknoloji kabul ve kullanım birleştirilmiş modeli 2 ile açıklanması. Yayınlanmamış yüksek lisans tezi, Gaziantep Üniversitesi Eğitim Bilimleri Enstitüsü.
  • Kara, N. ve Cağıltay, K. (2017). In-service preschool teachers’ thoughts about technology and technology use in early educational settings. Contemporary Educational Technology, 8(2), 119-141.
  • Karasar, N. (2014). Bilimsel Araştırma Yöntemi. Ankara: Nobel.
  • Kaşçı, T. ve Selçuk, G. (2021). Examination of classroom teachers’ technological pedagogical content knowledge and teacher self-efficacy beliefs. Journal of Educational Technology & Online Learning, 4(4), 774-792. http://doi.org/10.31681/jetol.1018879
  • Keser, H., Yılmaz, F. G. K. ve Yılmaz, R. (2015). TPACK competencies and technology integration self-efficacy perceptions of pre-service teachers. Elementary Education Online, 14(4). http://dx.doi.org/10.17051/io.2015.65067
  • Konca, A. S., Ozel, E. ve Zelyurt, H. (2016). Attitudes of preschool teachers towards using information and communication technologies (ICT). International Journal of Research in Education and Science, 2(1), 10-15.
  • Korucu, A. T. (2017). Teachers technology acceptance and usage situations and the evaluation of web pedagogic content knowledge in terms of different variations and the determination of the relationship between these. International Education Studies, 10(3), 54-75. https://doi.org/10.5539/ies.v10n3p54
  • Kuzgun, H. ve Özdinç, F. (2017). Okul öncesi eğitimde teknoloji kullanımına yönelik öğretmen görüşlerinin incelenmesi. Uşak Üniversitesi Sosyal Bilimler Dergisi, 10(ERTE Özel Sayısı), 83-102.
  • Liang, J. C., Chai, C. S., Koh, J. H. L., Yang, C. J. ve Tsai, C. C. (2013). Surveying in-service preschool teachers' technological pedagogical content knowledge. Australasian Journal of Educational Technology, 29(4).
  • Magen-Nagar, N. ve Firstater, E. (2019). The obstacles to ICT implementation in the kindergarten environment: Kindergarten teachers’ beliefs. Journal of Research in Childhood Education, 33(2), 165-179. https://doi.org/10.1080/02568543.2019.1577769
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There are 60 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Articles
Authors

Sinan Ertekin 0000-0002-5335-1627

Serkan İzmirli 0000-0003-4507-6124

Publication Date December 31, 2022
Published in Issue Year 2022 Volume: 5 Issue: 1

Cite

APA Ertekin, S., & İzmirli, S. (2022). Covid-19 Pandemisi Sürecinde Okul Öncesi Öğretmenlerinin Teknoloji Kabul ve Kullanım Düzeylerinin İncelenmesi. International Journal of Computers in Education, 5(1), 49-70. https://doi.org/10.5281/zenodo.7504732