Browsing by Author "Kiliç, E."

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Are Pre-Service Teachers Ready to Teach the Alpha Generation? The Impact of Pre-Service Teachers' ChatGPT Literacy Levels on Behavioral Intentions Toward ChatGPT-4.0
(Elsevier B.V., 2025) Kiliç, E.; Almasri, F.; Çelik, H.E.
This study seeks to enhance our understanding of how pre-service teachers working with the Alpha Generation (PSTAG) interact with the Technology Acceptance Model (TAM) in the context of ChatGPT. It specifically examines their perceptions of ease of use (PEOU), perceived usefulness (PU), and behavioral intention (BI) toward ChatGPT-4o, utilizing an extended version of the TAM. The survey method was used, and 450 PSTAG participated in the current study. Data were collected through a survey including the ChatGPT literacy scale (ChatGPT-LS) and TAM to determine PSTAG's ChatGPT-4o literacy level and its relationship with PEOU, PU, and BI. Thirteen hypotheses are developed to test the proposed model. All but one of the hypotheses are supported. This study shows that PEOU and PU play a key role in BI's use of ChatGPT-4o, and the sub-dimensions of the ChatGPT-LS have a statistically significant effect on PEOU and PU. Technical proficiency was found to have no positive effect on PU. It can be suggested that PSTAG's ChatGPT literacy level should be improved through courses to increase their behavioral intention to use ChatGPT-4o for educational purposes. © 2025 Elsevier B.V., All rights reserved.
Learning Through Blogging: Use of Blogs To Enhance the Perceived Learning of Pre-Service Ict Teachers
(Edam, 2014) Kiliç, E.; Gökdaş, I.
Blogging has become an increasingly popular technological tool within an educational context. Even though the potential of blog use in increasing student interactivity and collaboration has been explored by many educators, the research conducted on the effectiveness of blog use in an educational context is still quite limited and is considered as a contradictory research area. Therefore, this study aims to investigate the effectiveness of blogging as an educational tool in an undergraduate course for pre-service ICT teachers. For this study, the survey research design method was used and 75 sophomore pre-service teachers (22 female and 53 male) participated in this study. A blogging survey instrument which measured the sense of community and perceived learning was used to collect data. This data was then analyzed using an independent sample t-test, a one way Analysis of Variance (ANOVA) and a linear multiple regression. The result of this study revealed that there was a significant difference in the perceived learning between the pre-service ICT teacher with a low sense of community and those with a high sense of community. In addition, the Sense of Community and User Friendliness of blogs were identified as independent predictors of perceived learning while controlling computer expertise. The implication of this study will now be discussed. © 2014 Educational Consultancy and Research Center.