Sınıf öğretmenlerinin dijital yeterliliklerinin dijital okuma özyeterliliklerini yordama durumu
Küçük Resim Yok
Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Niğde Ömer Halisdemir Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmada, Sınıf Öğretmenlerinin Dijital Yeterliliklerinin Dijital Okuma Özyeterliliklerini Yordama Durumu incelenmiştir. Bu amaç dahilinde; sınıf öğretmenlerinin dijital yeterlilikleri mesleki kıdeme göre, herhangi bir dijital eğitim alıp almama durumuna göre, sosyal medya kullanma alışkanlıklarına göre, günlük internette geçirdikleri zamana göre farklılık gösterip göstermediğine bakılmıştır. Aynı zamanda sınıf öğretmenlerinin dijital okuma özyeterliliklerinin mesleki kıdeme göre, herhangi bir dijital eğitim alıp almama durumuna göre, sosyal medya kullanma alışkanlıklarına göre, günlük internette geçirdikleri zamana göre farklılık gösterip göstermediğine bakılmıştır. Araştırmada tarama modellerinden ilişkisel tarama modeli kullanılmıştır. Araştırmada örneklem alma yoluna gidilmemiştir. Akçakale'de bulunan devlet okullarında görev yapmakta olan sınıf öğretmenlerinin tamamına ulaşılmaya çalışılmıştır. 2021-2022 eğitim-öğretim yılında Şanlıurfa ilinin Akçakale ilçesindeki devlet okullarında görev yapmakta olan 330 sınıf öğretmenine ulaşılmıştır. Araştırmada veri toplamak için Eğitimciler İçin Dijital Yeterlilik Ölçeği ve Dijital Okuma Özyeterlik Ölçeği kullanılmıştır. Analizler yapılmadan önce ölçeklerden elde edilen verilerin normallik varsayımını karşılayıp karşılamadığını belirlemek için çarpıklık ve basıklık değerleri hesaplanmıştır. Verilerin analizinde; Kruskal Wallis, Bağımsız t testi, Mann Whitney U testi, ANOVA testi kullanılmıştır. Bütün bu değişkenlere göre sonuçlar incelendiğinde sınıf öğretmenlerinin dijital yeterliklerinin dijital okuma özyeterliliklerini yordamadığı sonucuna varılmıştır. Ancak sınıf öğretmenlerinden dijital okuma özyeterlikleri yüksek olanların dijital yeterliliklerinin de yüksek olduğu söylenebilir.
In this study, the Prediction of Digital Competencies of Primary School Teachers on Their Digital Reading Self-Efficacy was examined. For this purpose; It was examined whether the digital competencies of primary school teachers differ according to professional seniority, if they have received any digital education, according to their social media usage habits, and according to the time they spend on the internet daily. At the same time, it was examined whether the digital reading self-efficacy of primary school teachers differ according to professional seniority, whether they have received any digital education, according to their social media usage habits, and according to the time they spend daily on the Internet. Relational scanning model, one of the scanning models, was used in the research. No sampling method was used in the study. It was tried to reach all of the classroom teachers working in public schools in Akçakale. In the 2021-2022 academic year, 330 primary school teachers working in public schools in the Akçakale district of Şanlıurfa province were reached. The Digital Competency Scale for Educators and the Digital Reading Self-Efficacy Scale were used to collect data in the study. Before the analysis, skewness and kurtosis values were calculated to determine whether the data obtained from the scales met the normality assumption. In the analysis of data; Kruskal Wallis, Independent t test, Mann Whitney U test, ANOVA test were used. When the results were examined according to all these variables, it was concluded that the digital competencies of the primary school teachers did not predict their digital reading self-efficacy. However, it can be said that among the primary school teachers, those with high digital reading self-efficacy also have high digital competencies.
In this study, the Prediction of Digital Competencies of Primary School Teachers on Their Digital Reading Self-Efficacy was examined. For this purpose; It was examined whether the digital competencies of primary school teachers differ according to professional seniority, if they have received any digital education, according to their social media usage habits, and according to the time they spend on the internet daily. At the same time, it was examined whether the digital reading self-efficacy of primary school teachers differ according to professional seniority, whether they have received any digital education, according to their social media usage habits, and according to the time they spend daily on the Internet. Relational scanning model, one of the scanning models, was used in the research. No sampling method was used in the study. It was tried to reach all of the classroom teachers working in public schools in Akçakale. In the 2021-2022 academic year, 330 primary school teachers working in public schools in the Akçakale district of Şanlıurfa province were reached. The Digital Competency Scale for Educators and the Digital Reading Self-Efficacy Scale were used to collect data in the study. Before the analysis, skewness and kurtosis values were calculated to determine whether the data obtained from the scales met the normality assumption. In the analysis of data; Kruskal Wallis, Independent t test, Mann Whitney U test, ANOVA test were used. When the results were examined according to all these variables, it was concluded that the digital competencies of the primary school teachers did not predict their digital reading self-efficacy. However, it can be said that among the primary school teachers, those with high digital reading self-efficacy also have high digital competencies.
Açıklama
Eğitim Bilimleri Enstitüsü, Temel Eğitim Ana Bilim Dalı, Sınıf Öğretmenliği Eğitimi Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
