Publication: Tarih öğretmenlerinin eğitim teknolojisi ile ilgili özyeterliklerinin ve tutumlarının incelenmesi
Abstract
Millî Eğitim Bakanlığı Öğretmen Yetiştirme ve Geliştirme Genel Müdürlüğü tarafından, Öğretmen Strateji Belgesi’nde yer alan ve 2017’de güncellenen Öğretmenlik Mesleği Genel Yeterlikleri’nde öğretmenlerden birçok yeterliğe sahip olması hedeflenmiştir. Bu yeterliklerden biri de “Öğretme ve öğrenme sürecinde bilgi ve iletişim teknolojilerini etkin kullanır.” yeterliğidir. Yine aynı şekilde Millî Eğitim Bakanlığı Öğretmen Yetiştirme ve Geliştirme Genel Müdürlüğü Öğretmen Yeterlikleri ve Kalite Geliştirme Dairesi Başkanlığı tarafından Ortaöğretim Özel Alan Yeterlikleri belirlenmiştir. Tarih Öğretmeni Özel Alan Yeterlikleri içinde de “Öğretim teknolojilerinden yararlanır.” ifadesi bir performans göstergesi olarak yer almıştır. Bu yeterlik ve performans göstergeleri doğrultusunda öğretmenlerden eğitim teknolojisi konusunda özyeterlik sahibi olmaları beklenmektedir. Bu çalışmanın amacı da tarih öğretmenlerinin eğitim teknolojisi ile ilgili özyeterliklerinin ve tutumlarının incelenmesidir. Araştırmanın evrenini Millî Eğitim Bakanlığına bağlı resmi ve özel ortaöğretim kurumlarında (lise) 2020-2021 öğretim yılında görevde bulunan tarih öğretmenleri oluşturmaktadır. Örneklem ise bunlar arasından basit rastgele örnekleme yöntemi ile ulaşılan toplam 307 tarih öğretmeninden oluşmuştur. Araştırmanın verileri iki farklı ölçek ve kişisel bilgi formu aracılığıyla toplanmıştır. Ölçekler, öğretmen adaylarının eğitim teknolojisi standartları ile ilgili yeterlikleri ölçeği ve öğretim teknolojilerine yönelik tutum ölçeğidir. Araştırmada elde edilen veriler, ilişkisel tarama modeline uygun olarak analiz edilmiştir.Uygulanan ölçeklerden alınabilecek puanlara göre değerlendirme yapıldığında, katılımcıların eğitim teknolojisi ile ilgili özyeterlikleri %81,5 ile “oldukça iyi” düzeyde, olumlu tutumları ise %73 ile “iyi” düzeyde bulunmuştur. Yani tarih öğretmenleri eğitim teknolojilerinin derslerde kullanımı ile ilgili olarak kendilerini oldukça yeterli görmektedirler ve olumlu bir tutum sergilemektedirler.
In the General Competencies for Teaching Profession, which is included in the Teacher Strategy Document and updated in 2017 by the Ministry of National Education General Directorate of Teacher Training and Development, it is aimed that teachers have many competencies. One of these competencies is “The teacher uses information and communication technologies effectively in the learning process.” Likewise, Secondary Education Special Field Competencies have been determined by the Ministry of National Education, General Directorate of Teacher Training and Development, and Department of Teacher Qualifications and Quality Improvement. Among the Special Field Competencies of History Teachers “Uses instructional technologies.” expression was used as a performance indicator.In line with these proficiency and performance indicators, teachers are expected to have self-efficacy in educational technology.This study aims to examine the self-efficacy and attitudes of history teachers about educational technology. The population of the research consists of history teachers working in public and private secondary education institutions (high school) affiliated to the Ministry of National Education in the 2020-2021 academic year. The sample consisted of a total of 307 history teachers, who were reached by simple random sampling method.The research data were collected through two different scales and personal information forms. The scales split into two categories being the scale of pre-service teachers' competencies regarding educational technology standards and the scale of attitudes towards instructional technologies. The data obtained in the research were analyzed following the relational screening model.When evaluation is made according to the scores that can be obtained from the applied scales, the self-efficacy of the participants regarding educational technology was found to be quite good with 81.5%, and their positive attitudes were found at the good level with 73%. In other words, history teachers consider themselves quite competent regarding the use of educational technologies in lessons and have a positive attitude.
In the General Competencies for Teaching Profession, which is included in the Teacher Strategy Document and updated in 2017 by the Ministry of National Education General Directorate of Teacher Training and Development, it is aimed that teachers have many competencies. One of these competencies is “The teacher uses information and communication technologies effectively in the learning process.” Likewise, Secondary Education Special Field Competencies have been determined by the Ministry of National Education, General Directorate of Teacher Training and Development, and Department of Teacher Qualifications and Quality Improvement. Among the Special Field Competencies of History Teachers “Uses instructional technologies.” expression was used as a performance indicator.In line with these proficiency and performance indicators, teachers are expected to have self-efficacy in educational technology.This study aims to examine the self-efficacy and attitudes of history teachers about educational technology. The population of the research consists of history teachers working in public and private secondary education institutions (high school) affiliated to the Ministry of National Education in the 2020-2021 academic year. The sample consisted of a total of 307 history teachers, who were reached by simple random sampling method.The research data were collected through two different scales and personal information forms. The scales split into two categories being the scale of pre-service teachers' competencies regarding educational technology standards and the scale of attitudes towards instructional technologies. The data obtained in the research were analyzed following the relational screening model.When evaluation is made according to the scores that can be obtained from the applied scales, the self-efficacy of the participants regarding educational technology was found to be quite good with 81.5%, and their positive attitudes were found at the good level with 73%. In other words, history teachers consider themselves quite competent regarding the use of educational technologies in lessons and have a positive attitude.