Müzik Öğretmeni Adaylarının Eğitim Teknolojisine Yönelik Özyeterlilik ve Tutumları

Bu çalışmanın amacı; müzik öğretmeni adaylarının eğitim teknolojisine yönelik özyeterlilikleri ile tutumları arasındaki ilişkiyi ortaya çıkarmak ve onların eğitim teknolojisine yönelik özyeterlilik ve tutum düzeylerinin cinsiyet ve sınıflarına göre anlamlı farklılık gösterip göstermediğini incelemektir. Araştırmanın katılımcılarını Adnan Menderes Üniversitesinin Eğitim Fakültesi Müzik Öğretmenliği Bölümünde okuyan 94 müzik öğretmeni adayı oluşturmaktadır. Kişisel bilgi formu, Eğitim Teknolojisi Standartları Özyeterlilik Ölçeği ve Eğitimde Teknoloji Kullanımına Yönelik Tutum Ölçeği ile toplanan veriler, betimleyici istatistiksel tekniklere ek olarak t-testi, tek yönlü varyans çözümlemesi (ANOVA) ve çoklu doğrusal regresyon tekniği ile çözümlenmiştir. Çözümlemeler sonucunda müzik öğretmeni adaylarının eğitim teknolojisine yönelik özyeterlilik ve tutum düzeylerinin cinsiyet ya da sınıfa göre anlamlı bir fark göstermediği belirlenmiştir. Ancak, eğitim teknolojisine yönelik özyeterlilik ile eğitimde teknoloji kullanımına yönelik tutum arasında anlamlı düzeyde olumlu ilişkiler bulunmuştur. Özyeterlilik ölçeğinin “mesleki gelişim ve liderlik etkinliklerine katılma” ile “öğrencilerin öğrenmelerini kolaylaştırma ve yaratıcılığı teşvik etme” faktörlerinin, tutum ölçeğinin “eğitimde teknoloji kullanımında kendini geliştirme” faktörünü yordadığı gözlemlenmiştir.

Pre-Service Music Teachers’ Self-Efficacy For And Attitude Towards Educational Technology

The purpose of this research was to investigate the association between pre-service music teachers’ self-efficacy for and attitude towards educational technology and to analyze whether self-efficacy and attitude of pre-service teachers significantly differ based on sex or grade. Ninety four pre-service teacher enrolled in the Music Education program in the Faculty of Education at Adnan Menderes University participated in the study. The data which were collected by demographics questionnaire, Education Technology Standards Self-Efficacy Scale, and Attitudes Regarding the Use of Technology in Education Scale were analyzed by t-test, one-way analysis of variance (ANOVA), and multiple linear regression in addition to descriptive statistical techniques. Results of the analyses revealed that pre-service music teachers’ self-efficacy for and attitude towards educational technology did not significantly differ based on sex or grade. However, significant positive correlations were found between self-efficacy for and attitude towards educational technology. It was observed that attitude scale’s factor named “improving oneself in using technology in education” was predicted by two of the factors of self-efficacy scale: “Facilitating and inspiring student learning and creativity” and “Engaging in professional growth and leadership”.

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