Modelling of Teacher's Behavior Towards Using Information Technologies During the Covid-19 Pandemic
Abstract
Eğitime önem veren ülkeler teknolojinin bu denli hızlı ilerlediği çağımızda toplumun ihtiyaçlarını karşılayabilecek aynı teknoloji gibi dinamik bireylerin yetiştirilmesi amacıyla eğitim sistemlerini bu doğrultuda reforme ederek eğitim teknolojileri alanında büyük maliyetleri olan yatırımlar yapmaktadırlar. Şüphesiz eğitim ortamlarında bu teknolojileri kullanacak ve yeni nesillere bunu aktaracak olanlar öğretmenlerdir. Öğretmenlerin okullardaki bu teknolojileri kullanmaya teşvik eden veya kullanımlarını kısıtlayan etkenleri anlamak, ortaya çıkarmak son derece önemlidir. Bu çalışmada Teknoloji Kabul Modelinin (TKM)'nin genişletilmiş hali olan Öğretmenler İçin Teknoloji Kabul Modeli (ÖTKM) kullanılmıştır. Veri çözümlemeleri IBM AMOS V24 (Chicago, USA) programı kullanılarak yapılmıştır. Bu aşamada tanımlayıcı istatistik, çok değişkenli istatistik teknikler ve yapısal eşitlik modeli gibi çeşitli istatistik tekniklerden yararlanılmıştır. Test edilen ÖTKM, öğretmenlerin bilişim teknolojilerini kullanmaya yönelik davranışsal niyetlerinin % 54.6'sını, kullanıma yönelik tutumun % 49.2'sini, algılanan kullanışlılığın % 27.7'sini ve algılanan kullanım kolaylığının % 39.8'ini açıklamıştır ÖTKM' de tanımlı 32 hipotezden 11'i anlamsız bulunarak red edilmiş ve 21 hipotez anlamlı bulunarak kabul edilmiştir.
In the age of rapid advancement of technology, countries putting emphasis on education have made high cost investments in educational technologies by reforming education systems to raise dynamic individuals that are able to meet demands of the society just like the technology. Unquestionably, teachers are the ones who will use these technologies in educational environments and transfer them to the next generations. It is extremely important to find out and reveal the factors that encourage teachers to run these technologies in schools or limit their use. In this study, the Technology Acceptance Model for Teachers (TAMT), which is the expanded version of Technology Acceptance Model (TAM), was used. Data analyzes were performed using the IBM AMOS V24 (Chicago, USA) program. At this stage, various statistical techniques such as descriptive statistics, multivariate statistical techniques and structural equation modeling were used. Tested TAMT explained 54.6 % of teachers' behavioral intentions towards using information technologies, 49.2 % of attitudes towards use, 27.7 % of perceived usefulness and 39.8% of perceived ease of use, with 11 out of 32 hypotheses defined in ÖTKM as meaningless was rejected and 21 hypotheses were accepted as significant.
In the age of rapid advancement of technology, countries putting emphasis on education have made high cost investments in educational technologies by reforming education systems to raise dynamic individuals that are able to meet demands of the society just like the technology. Unquestionably, teachers are the ones who will use these technologies in educational environments and transfer them to the next generations. It is extremely important to find out and reveal the factors that encourage teachers to run these technologies in schools or limit their use. In this study, the Technology Acceptance Model for Teachers (TAMT), which is the expanded version of Technology Acceptance Model (TAM), was used. Data analyzes were performed using the IBM AMOS V24 (Chicago, USA) program. At this stage, various statistical techniques such as descriptive statistics, multivariate statistical techniques and structural equation modeling were used. Tested TAMT explained 54.6 % of teachers' behavioral intentions towards using information technologies, 49.2 % of attitudes towards use, 27.7 % of perceived usefulness and 39.8% of perceived ease of use, with 11 out of 32 hypotheses defined in ÖTKM as meaningless was rejected and 21 hypotheses were accepted as significant.
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İstatistik, Statistics
Turkish CoHE Thesis Center URL
WoS Q
Scopus Q
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144