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Teachers’ Attitudes toward Information and Communication Technologies Scale: Adaptation Study to Turkish / Öğretmenlerin Bilgi ve İletişim Teknolojilerine Yönelik Tutumları Ölçeği: Türkçeye Uyarlama Çalışması

Yıl 2022, Cilt: 13 Sayı: 1, 1 - 18, 28.02.2022

Ayşenur Çınar , Bülent Alcı

https://doi.org/10.19160/e-ijer.854720
Cited By: 2

Öz

This study aims to adapt the scale developed by Albirini (2006) regarding teachers' attitudes towards Information and Communication Technologies into Turkish. Since the linguistic equivalence of scale adaptation studies should be ensured before starting the reliability and validity studies, the original scale was translated into Turkish by the researchers, and the stages of translation, evaluation of translations, expert opinion, back translation, evaluation of the translation and expert opinion were applied by six different experts. The final version of the scale was discussed with Turkish teachers’ experts for a culturally acceptable translation to Turkish. The English teachers who work in the Sarıyer district of Istanbul were applied, the original English form and the Turkish translation of the scale at different times to provide data on the linguistic equivalence of the scale. After the linguistic equivalence was achieved, the descriptive method was used for the validity and reliability studies of the adaptation scale, and the participants were selected by a convenient sampling method. The participants in the research consist of 150 teachers from different disciplines who work in primary, secondary, and high schools in the Sarıyer district of Istanbul in the 2020-2021 academic year. Explanatory factor analysis, t-test, correlation, and Cronbach's alpha coefficient were calculated to measure validity. Confirmatory factor analysis was performed to ensure the construct validity of the scale. Since Cronbach's alpha coefficient was calculated as α = 891 and is higher than 0.7, the adaptation of the TAICT scale into Turkish can be considered reliable. It is expected that this Turkish adaptation study will be used as a tool in future educational research. However, due to the COVID-19 pandemic, a limited number of people could be reached, and the survey studies were conducted online.

Anahtar Kelimeler

Information and communication technologies Scale adaptation Attitude Scale Educational Technologies Attitudes

Kaynakça

  • Akbaş, G. ve Korkmaz, L. (2007). Ölçek uyarlaması (Adaptasyon), [Scale Adaptation].Türk Psikoloji Bülteni, [Turkish Psychology Journal]. 13(40), 15–16.
  • Akpınar, Y. (2003). Öğretmenlerin yeni bilgi teknolojileri kullanımında yükseköğretimin etkisi: İstanbul okulları örneği.[ Higher education’s effect on in teachers’ use of new information technologies: the example of Istanbul schools ].The Turkish Online Journal of Educational Technology 2(2): 79-96.
  • Albirini, A. (2006). Teacher’s attitudes toward information and communication technologies: the case of Syrian EFL teachers. Journal of Computers and Education, 47, 373-398.
  • Al-Oteawi, S. M. (2002). The perceptions of administrators and teachers in utilizing information technology in instruction, administrative work, technology planning, and staff development in Saudi Arabia. Doctoral dissertation, Ohio University.
  • Al-Zaidiyeen, N., Mei, L. & Fook, F. (2008). In-service teachers’ attitudes towards the use of information and communication technology in teaching practice: Jordan’s case. Conference IMETC2008 Kuantan Malaysia.
  • Aydın, M. &Semerci, A. (2017). Developing Teachers' ICT Attitudes Scale - Öğretmenlerin BIT Tutumları Ölçeğinin Geliştirilmesi. Milli Eğitim/National Education. 46. 155-176.
  • Baylor, A. L., & Ritchie, D. (2002). What factors facilitate teacher skill, teacher morale, and perceived student learning in technology-using classrooms? Computers and Education, 39, 395- 414.
  • Berner, J. E. (2003). A Study of Factors That May Influence Faculty in Selected Schools of Education in the Commonwealth of Virginia to Adopt Computers in the Classroom. (Abstract Doctoral Dissertation, George Mason University, 2003). ProQuest Digital Dissertations (UMI No. AAT 3090718).
  • Borsa, J. C., Damásio, B. F., & Bandeira, D. R. (2012). CrossCultural adaptation and validation of psychological instruments: Some considerations. Paidéia, 22(53), 423–432.
  • Bullock, D. (2004). Moving from theory to practice an examination of the factors that pre-service teachers encounter as they attempt to gain experience teaching with technology during field placement experiences. Journal of Technology and Teacher Education, 12(2), 211– 237.
  • Büyüköztürk, Ş. (2019). Sosyal Bilimler İçin Veri Analizi El Kitabı. İstatistik, Araştırma Deseni S P S S Uygulamaları ve Yorum (Geliştirilmiş 26. baskı). [Manual of data analysis for social sciences. Statistics, Research Design, SPSS Applications and Interpretation (26th edition)]. Ankara: Pegem A yayıncılık (Pegem A Publications).
  • Büyüköztürk, Ş. (2002). Faktör Analizi: Temel Kavramlar ve Ölçek Geliştirmede Kullanımı. Kuram ve Uygulamada Eğitim Yönetimi, 32 (32), 470-483. Retrieved from https://dergipark.org.tr/tr/pub/kuey/issue/10365/126871
  • Büyüköztürk,Ş., Çakmak Kılıç,E., Akgün, Ö.E., Karadeniz, Ş., Demirel, F., (2021). Eğitimde Bilimsel Araştırma Yöntemleri (28. baskı). [Scientific Research Methods in Education (28th edition). Ankara: Pegem A yayıncılık (Pegem A Publications).
  • Cha, E. S., Kim, K. H., & Erlen, J. A. (2007). Translation of scales in cross-cultural research: Issues and techniques. Journal of Advanced Nursing, 58(4), 386–395.
  • Cole, D.A. (1987). Utility of Confirmatory Factor Analysis in Test Validation Research. Journal of Consulting and Clinical Psychology, 55; 1019-1031.
  • Cope, C., & Ward, P. (2002). Integrating Learning Technology into Classrooms: The Importance of Teachers’ Perceptions. Educational Technology & Society, 5(1), 67-74.
  • Çapık, C., Gözüm, S.&Aksayan, S.(2018). Intercultural Scale Adaptation Stages, Language and Culture Adaptation: Updated Guideline. FNJN Florence Nightingale Journal of Nursing,26(3): 199-210.
  • Çokluk, Ö. S., Şekercioğlu, G., Büyüköztürk, S. (2014). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LİSREL uygulamaları [.Multivariate statistics for social sciences: applications of spss and lisrel). Ankara: Pegem Akademi Yayıncılık (Pegem Academy Publications).
  • Erkuş, A. (2007). Ölçek Geliştirme ve Uyarlama Çalışmalarında Karşılaşılan Sorunlar.[ Problems encountered developing or adapting scales].Türk Psikoloji Bülteni, [Turkish Psychology Journal]. 13(40),17-25.
  • Ersoy, M. & Kavaklioglu, O., (2020). Attitudes of Turkish Secondary School Teachers towards Technology.Research in Pedagogy, 10 (2), 324-337.
  • Etodike, Chukwuemeka & Ikwuka, Obiageli & Onyali, Patricia & Adigwe, Joseph. (2020). Teachers' Attitude towards the Use of ICT for Quality Instructional Delivery in Onitsha North Secondary Schools. International Journal of Academic Research in Progressive Education and Development. 9. 10.6007/IJARPED/v9-i3/7980.
  • Field, A. (2000). Discovering Statistics Using SPSS for Windows. London, Thousand Oaks, Sage Publications, New Delhi.
  • Isleem, M. (2003). Relationships of selected factors and the level of computer use for instructional purposes by technology education teachers in Ohio public schools: a statewide survey. Doctoral dissertation, Ohio State University.
  • Hambleton, R.K., Merenda, P. F., & Speilberger, C.D. (2009). Adapting educational and psychological tests for cross-cultural assessment. London: Lawrence Erlbaum Publishers.
  • Hambleton, R.K. & Patsula, L. (1999). Increasing the validity of adapted tests: Myths to be avoided and guidelines for improving test adaptation practices. Journal of Applied Testing Technology, 1(1), 1-30.
  • Jeong, J. (2004). Analysis of the factors and the roles of HRD in organizational learning styles as identified by key informants at selected corporations in the Republic of Korea, Doctoral dissertation. Texas A & M University, USA.
  • Kim, T. (2015). T-test as a parametric statistic. Korean Journal of Anesthesiology. 68. 540. 10.4097/kjae.2015.68.6.540.
  • Kimberlin C.L. & Winterstein, A. G. (2008) Validity and reliability of measurement instruments used in research. Am J Health-Syst Pharm,(65)1, 2276-2284.
  • Lancashire, R. J. (2000). The use of the Internet for teaching chemistry. Analytica Chimica Acta, 420, 239-244.
  • Lim, C.P., & Khine, M. S. (2006). Managing teachers’ barriers to ICT integration in Singapore schools. Journal of Technology and Teacher Education, (14)1, 97-125.
  • Mustafina, A. (2016). Teachers’ Attitudes toward Technology Integration in a Kazakhstani Secondary School. International Journal of Research in Education and Science. 2, 322. 10.21890/ijres.67928.
  • Na, S. I. (1993). Variables associated with attitudes of teachers toward computers in Korean vocational agriculture high schools. Doctoral dissertation, The Ohio State University.
  • Ministry of National Education (MoNE), 2017. Öğretmen Mesleki Genel Yeterlilikleri [Teachers’ ProfessionalGeneralCompetencies].https://oygm.meb.gov.tr/meb_iys_dosyalar/2017_12/11115355_YYRETMENLYK_MESLEYY_GENEL_YETERLYKLERY.pdf
  • Schug, M. C. (1998). What do social studies teachers say about using computers? Social Studies, 79(3), 112-115.
  • Smerdon, B., Cronen, S., Lanahan, L., Anderson, J., Iannotti, N, & Angeles, J. (2000). Teachers’tools for the 21st century: A report on teachers’ use of technology. Statistical Analysis Report.ERIC Document Reproduction Service No. ED 444 599.
  • Sümer, N. (2000). Yapısal Eşitlik Modelleri: Temel Kavramlar ve Örnek Uygulamalar [Structural Equation Models: Basic Concepts and Sample Applications].Türk Psikoloji Yazıları- Turkish Psychology Articles., 3(6), 49-74.
  • Şimşek, Ö. F. (2007). Yapısal Eşitlik Modellemesine Giriş Temel İlkeler ve LISREL Uygulamaları [Introduction to Structural Equation Modeling Basic Principles and LISREL Applications]. Ankara: Ekinox.
  • Tezci, E. (2010). Attitudes and knowledge level of teachers in ICT use: The case of Turkish teachers. International Journal of Human Sciences [Online]. 7:2. Retrieved from http://www.insanbilimleri.com/en
  • Thomas, A., & Stratton, G. (2006). What we are really doing with ICT in physical education: A national audit of equipment, use, teacher attitudes, support, and training. British Journal of Educational Technology, 37(4), 617-632.
  • Toprakçı, E. (2006) Perceptions related to Information and Communication Technologies (ICT) by Managers and Teachers in the Primary and the Secondary Schools (The example of Sivas)-Eurasian Journal of Educational Research (EJER), 24,180-187.
  • Tondeur, J., van Braak, J. & Valcke, M. (2007). Curricula and the use of ICT in education: Two worlds apart. British Journal of Educational Technology, 38(6), 962-976.
  • Torkzadeh, Gholamreza & Chang, Jerry Cha-Jan & Demirhan, Didem. (2006). A Contingency Model of Computer and Internet Self-Efficacy. Information & Management. 43. 541-550. 10.1016/j.im.2006.02.001.
  • The United Nations Educational, Scientific and Cultural Organization [UNESCO], 2003.UNESCO Communiqué of the ministerial roundtable on ‘Towards Knowledge Societies’ UNESCO.Paris, (1). [Google Scholar].
  • Watson, D. M. (1998). Blame the techno-centric artifact! What research tells us about problems inhibiting teacher use of IT.? In G. Marshall, & M. Ruohonen (Eds.), Capacity building for IT in education in developing countries (pp. 185-192). London: Chapman & Hall.

Öğretmenlerin Bilgi ve İletişim Teknolojilerine Yönelik Tutumları Ölçeği: Türkçeye Uyarlama Çalışması / Teachers’ Attitudes toward Information and Communication Technologies Scale: Adaptation Study to Turkish

Yıl 2022, Cilt: 13 Sayı: 1, 1 - 18, 28.02.2022

Ayşenur Çınar , Bülent Alcı

https://doi.org/10.19160/e-ijer.854720
Cited By: 2

Öz

Bu çalışmanın amacı, öğretmenlerin Bilgi ve İletişim Teknolojilerine yönelik tutumlarına ilişkin Albirini (2006) tarafından geliştirilen ölçeğin Türkçeye uyarlanmasıdır. Ölçek uyarlama çalışmalarının güvenirlik geçerlik çalışmalarına başlamadan önce dilsel eşdeğerliklerinin sağlanması gerektiği için, orijinal ölçeğin araştırmacılar tarafından Türkçe ‘ye çevirisini takiben çeviri, çevirilerin değerlendirilmesi, uzman görüşü, geri çeviri, çevirinin değerlendirilmesi ve uzman görüşü aşamaları altı farklı uzman tarafından uygulanmıştır. Ölçeğin nihai hali, aynı zamanda Türkçe öğretmeni olan uzmanlarla görüşülmüş ve Türkçe’nin dil yapısı ile uyumlu, kültürel açıdan kabul edilebilir bir çeviri gerçekleştirilmesine özen gösterilmiştir. Ölçeğin dilsel eşdeğerliğine ilişkin veri sağlamak amacıyla, İstanbul ili Sarıyer ilçesinde görev yapan İngilizce öğretmenlerine farklı zamanlarda ölçeğin orijinal İngilizce formu ve Türkçe çevirisi uygulanmıştır. Dilsel eşdeğerlik sağlandıktan sonra, uyarlama ölçeğin, geçerlik ve güvenirlik çalışmaları için betimsel yöntem kullanılmış olup, katılımcılar uygun örnekleme yöntemi ile seçilmişlerdir. Araştırmanın katılımcılarını 2020-2021 eğitim öğretim yılında İstanbul ili Sarıyer ilçesindeki ilkokul, ortaokul ve liselerde görev yapan farklı disiplinlerden 150 öğretmen oluşturmaktadır. Geçerliliği ölçmek için açıklayıcı faktör analizi, t-testi, korelasyon ve iç tutarlılık için Cronbach alfa katsayısı hesaplanmıştır. Ölçeğin yapı geçerliğini sağlamak için doğrulayıcı faktör analizi yapılmıştır. Cronbach alfa güvenirlik katsayısı α = 891 olarak hesaplanmıştır ve 0,7'den büyük olduğundan TAICT ölçeğinin Türkçe uyarlaması güvenilir olarak değerlendirilebilir. Bu Türkçe ‘ye uyarlama çalışmasının, ilerde yapılacak eğitim araştırmalarında, öğretmenler ve bilgisayar teknolojileri üzerine yapılacak araştırmalarda araç olarak kullanılması, bilime katkı sağlaması beklenmektedir. Ancak COVID-19 pandemisi nedeniyle sınırlı sayıda kişiye ulaşılabilmiş ve anket çalışmaları online olarak gerçekleştirilmiştir.
Anahtar Kelimeler: Bilgi ve iletişim teknolojileri, Tutumlar, Ölçek uyarlama, Eğitim teknolojileri.

Anahtar Kelimeler

Bilgi ve iletişim teknolojileri Tutumlar Ölçek uyarlama Eğitim teknolojileri.

Kaynakça

  • Akbaş, G. ve Korkmaz, L. (2007). Ölçek uyarlaması (Adaptasyon), [Scale Adaptation].Türk Psikoloji Bülteni, [Turkish Psychology Journal]. 13(40), 15–16.
  • Akpınar, Y. (2003). Öğretmenlerin yeni bilgi teknolojileri kullanımında yükseköğretimin etkisi: İstanbul okulları örneği.[ Higher education’s effect on in teachers’ use of new information technologies: the example of Istanbul schools ].The Turkish Online Journal of Educational Technology 2(2): 79-96.
  • Albirini, A. (2006). Teacher’s attitudes toward information and communication technologies: the case of Syrian EFL teachers. Journal of Computers and Education, 47, 373-398.
  • Al-Oteawi, S. M. (2002). The perceptions of administrators and teachers in utilizing information technology in instruction, administrative work, technology planning, and staff development in Saudi Arabia. Doctoral dissertation, Ohio University.
  • Al-Zaidiyeen, N., Mei, L. & Fook, F. (2008). In-service teachers’ attitudes towards the use of information and communication technology in teaching practice: Jordan’s case. Conference IMETC2008 Kuantan Malaysia.
  • Aydın, M. &Semerci, A. (2017). Developing Teachers' ICT Attitudes Scale - Öğretmenlerin BIT Tutumları Ölçeğinin Geliştirilmesi. Milli Eğitim/National Education. 46. 155-176.
  • Baylor, A. L., & Ritchie, D. (2002). What factors facilitate teacher skill, teacher morale, and perceived student learning in technology-using classrooms? Computers and Education, 39, 395- 414.
  • Berner, J. E. (2003). A Study of Factors That May Influence Faculty in Selected Schools of Education in the Commonwealth of Virginia to Adopt Computers in the Classroom. (Abstract Doctoral Dissertation, George Mason University, 2003). ProQuest Digital Dissertations (UMI No. AAT 3090718).
  • Borsa, J. C., Damásio, B. F., & Bandeira, D. R. (2012). CrossCultural adaptation and validation of psychological instruments: Some considerations. Paidéia, 22(53), 423–432.
  • Bullock, D. (2004). Moving from theory to practice an examination of the factors that pre-service teachers encounter as they attempt to gain experience teaching with technology during field placement experiences. Journal of Technology and Teacher Education, 12(2), 211– 237.
  • Büyüköztürk, Ş. (2019). Sosyal Bilimler İçin Veri Analizi El Kitabı. İstatistik, Araştırma Deseni S P S S Uygulamaları ve Yorum (Geliştirilmiş 26. baskı). [Manual of data analysis for social sciences. Statistics, Research Design, SPSS Applications and Interpretation (26th edition)]. Ankara: Pegem A yayıncılık (Pegem A Publications).
  • Büyüköztürk, Ş. (2002). Faktör Analizi: Temel Kavramlar ve Ölçek Geliştirmede Kullanımı. Kuram ve Uygulamada Eğitim Yönetimi, 32 (32), 470-483. Retrieved from https://dergipark.org.tr/tr/pub/kuey/issue/10365/126871
  • Büyüköztürk,Ş., Çakmak Kılıç,E., Akgün, Ö.E., Karadeniz, Ş., Demirel, F., (2021). Eğitimde Bilimsel Araştırma Yöntemleri (28. baskı). [Scientific Research Methods in Education (28th edition). Ankara: Pegem A yayıncılık (Pegem A Publications).
  • Cha, E. S., Kim, K. H., & Erlen, J. A. (2007). Translation of scales in cross-cultural research: Issues and techniques. Journal of Advanced Nursing, 58(4), 386–395.
  • Cole, D.A. (1987). Utility of Confirmatory Factor Analysis in Test Validation Research. Journal of Consulting and Clinical Psychology, 55; 1019-1031.
  • Cope, C., & Ward, P. (2002). Integrating Learning Technology into Classrooms: The Importance of Teachers’ Perceptions. Educational Technology & Society, 5(1), 67-74.
  • Çapık, C., Gözüm, S.&Aksayan, S.(2018). Intercultural Scale Adaptation Stages, Language and Culture Adaptation: Updated Guideline. FNJN Florence Nightingale Journal of Nursing,26(3): 199-210.
  • Çokluk, Ö. S., Şekercioğlu, G., Büyüköztürk, S. (2014). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LİSREL uygulamaları [.Multivariate statistics for social sciences: applications of spss and lisrel). Ankara: Pegem Akademi Yayıncılık (Pegem Academy Publications).
  • Erkuş, A. (2007). Ölçek Geliştirme ve Uyarlama Çalışmalarında Karşılaşılan Sorunlar.[ Problems encountered developing or adapting scales].Türk Psikoloji Bülteni, [Turkish Psychology Journal]. 13(40),17-25.
  • Ersoy, M. & Kavaklioglu, O., (2020). Attitudes of Turkish Secondary School Teachers towards Technology.Research in Pedagogy, 10 (2), 324-337.
  • Etodike, Chukwuemeka & Ikwuka, Obiageli & Onyali, Patricia & Adigwe, Joseph. (2020). Teachers' Attitude towards the Use of ICT for Quality Instructional Delivery in Onitsha North Secondary Schools. International Journal of Academic Research in Progressive Education and Development. 9. 10.6007/IJARPED/v9-i3/7980.
  • Field, A. (2000). Discovering Statistics Using SPSS for Windows. London, Thousand Oaks, Sage Publications, New Delhi.
  • Isleem, M. (2003). Relationships of selected factors and the level of computer use for instructional purposes by technology education teachers in Ohio public schools: a statewide survey. Doctoral dissertation, Ohio State University.
  • Hambleton, R.K., Merenda, P. F., & Speilberger, C.D. (2009). Adapting educational and psychological tests for cross-cultural assessment. London: Lawrence Erlbaum Publishers.
  • Hambleton, R.K. & Patsula, L. (1999). Increasing the validity of adapted tests: Myths to be avoided and guidelines for improving test adaptation practices. Journal of Applied Testing Technology, 1(1), 1-30.
  • Jeong, J. (2004). Analysis of the factors and the roles of HRD in organizational learning styles as identified by key informants at selected corporations in the Republic of Korea, Doctoral dissertation. Texas A & M University, USA.
  • Kim, T. (2015). T-test as a parametric statistic. Korean Journal of Anesthesiology. 68. 540. 10.4097/kjae.2015.68.6.540.
  • Kimberlin C.L. & Winterstein, A. G. (2008) Validity and reliability of measurement instruments used in research. Am J Health-Syst Pharm,(65)1, 2276-2284.
  • Lancashire, R. J. (2000). The use of the Internet for teaching chemistry. Analytica Chimica Acta, 420, 239-244.
  • Lim, C.P., & Khine, M. S. (2006). Managing teachers’ barriers to ICT integration in Singapore schools. Journal of Technology and Teacher Education, (14)1, 97-125.
  • Mustafina, A. (2016). Teachers’ Attitudes toward Technology Integration in a Kazakhstani Secondary School. International Journal of Research in Education and Science. 2, 322. 10.21890/ijres.67928.
  • Na, S. I. (1993). Variables associated with attitudes of teachers toward computers in Korean vocational agriculture high schools. Doctoral dissertation, The Ohio State University.
  • Ministry of National Education (MoNE), 2017. Öğretmen Mesleki Genel Yeterlilikleri [Teachers’ ProfessionalGeneralCompetencies].https://oygm.meb.gov.tr/meb_iys_dosyalar/2017_12/11115355_YYRETMENLYK_MESLEYY_GENEL_YETERLYKLERY.pdf
  • Schug, M. C. (1998). What do social studies teachers say about using computers? Social Studies, 79(3), 112-115.
  • Smerdon, B., Cronen, S., Lanahan, L., Anderson, J., Iannotti, N, & Angeles, J. (2000). Teachers’tools for the 21st century: A report on teachers’ use of technology. Statistical Analysis Report.ERIC Document Reproduction Service No. ED 444 599.
  • Sümer, N. (2000). Yapısal Eşitlik Modelleri: Temel Kavramlar ve Örnek Uygulamalar [Structural Equation Models: Basic Concepts and Sample Applications].Türk Psikoloji Yazıları- Turkish Psychology Articles., 3(6), 49-74.
  • Şimşek, Ö. F. (2007). Yapısal Eşitlik Modellemesine Giriş Temel İlkeler ve LISREL Uygulamaları [Introduction to Structural Equation Modeling Basic Principles and LISREL Applications]. Ankara: Ekinox.
  • Tezci, E. (2010). Attitudes and knowledge level of teachers in ICT use: The case of Turkish teachers. International Journal of Human Sciences [Online]. 7:2. Retrieved from http://www.insanbilimleri.com/en
  • Thomas, A., & Stratton, G. (2006). What we are really doing with ICT in physical education: A national audit of equipment, use, teacher attitudes, support, and training. British Journal of Educational Technology, 37(4), 617-632.
  • Toprakçı, E. (2006) Perceptions related to Information and Communication Technologies (ICT) by Managers and Teachers in the Primary and the Secondary Schools (The example of Sivas)-Eurasian Journal of Educational Research (EJER), 24,180-187.
  • Tondeur, J., van Braak, J. & Valcke, M. (2007). Curricula and the use of ICT in education: Two worlds apart. British Journal of Educational Technology, 38(6), 962-976.
  • Torkzadeh, Gholamreza & Chang, Jerry Cha-Jan & Demirhan, Didem. (2006). A Contingency Model of Computer and Internet Self-Efficacy. Information & Management. 43. 541-550. 10.1016/j.im.2006.02.001.
  • The United Nations Educational, Scientific and Cultural Organization [UNESCO], 2003.UNESCO Communiqué of the ministerial roundtable on ‘Towards Knowledge Societies’ UNESCO.Paris, (1). [Google Scholar].
  • Watson, D. M. (1998). Blame the techno-centric artifact! What research tells us about problems inhibiting teacher use of IT.? In G. Marshall, & M. Ruohonen (Eds.), Capacity building for IT in education in developing countries (pp. 185-192). London: Chapman & Hall.
Toplam 44 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Sayı Makaleleri
Yazarlar

Ayşenur Çınar 0000-0002-8830-8573

Bülent Alcı 0000-0002-4720-3855

Yayımlanma Tarihi 28 Şubat 2022
Yayımlandığı Sayı Yıl 2022 Cilt: 13 Sayı: 1

Kaynak Göster

APA Çınar, A., & Alcı, B. (2022). Teachers’ Attitudes toward Information and Communication Technologies Scale: Adaptation Study to Turkish / Öğretmenlerin Bilgi ve İletişim Teknolojilerine Yönelik Tutumları Ölçeği: Türkçeye Uyarlama Çalışması. e-Uluslararası Eğitim Araştırmaları Dergisi, 13(1), 1-18. https://doi.org/10.19160/e-ijer.854720

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