Vehbi TÜREL

Eğitim Teknolojisinin Üniversitede Kullanımı

Bu çalışma, 2012 yılının İlkbaharında Türkiye"nin doğusunda 2007 yılında kurulan bir üniversitede eğitim teknolojisinin kullanımı üzerine yapıldı. Çalışma, (a) öğretim elemanlarının kişisel ve bilgisayar ile ilgili karakterlerini, (b) bilgisayar öz-yeterlilik algılarını, (c) belirli programları kullanma seviyelerini, (d) Öğretme, idari ve iletişim amaçlar için bilgisayar kullanma sıklıkları ve (e) ders notlarını hazırlama ve dersi öğretme için teknoloji kullanma tercihlerini araştırmayı amaçlamıştır. Bu çalışmada, üniversite de devamlı ve tam zamanlı olarak çalışan tüm öğretim elemanlarına tamamlamaları için bütün anketler verilmiştir. Sadece 194 öğretim elemanı anketleri cevaplandırmış ve geri vermiştir. Çalışma çoğunlukla nicel ve kısmen nitel yöntemleri kullanmıştır. Nicel sonuçlar SPSS (ortalama, Standart sapma, frekans, yüzde, Varyans analizi) ile analiz edilmiştir. Nitel çalışma sonucu ise, veriden çıkan kategori ve sıklıklarına göre analiz edilmiştir. Sonuçlar, katılımcıların öz-yeterlilik algısının genelde yüksek olduğu, belirli programlardaki kullanma seviyelerinin iyi olduğunu ve bilgisayarı sık sık değişik amaçlar için kullandıklarını göstermektedir. Aynı zamanda, istatistiksel olarak, katılımcıların (a) öz-yeterlilik algıları, (b) belirli maksatlar için bilgisayar kullanma sıklıkları ve (c) belirli programları kullanma seviyeleri ile değişik bağımsız değişkenler (bilgisayar kullanma süreleri, bilgisayar kullanma sıklıkları, bilgisayara erişimleri ve yaş grupları) arasında bir farklılık tespit edilmiştir

The Use of Educational Technology at Tertiary Level

This study examined the use of educational technology at tertiary level at one of the newly established (i.e. 2007) universities in the eastern part of Turkey in the spring of 2012. The study examined the tertiary teaching staffs‟ (a) personal and computer related characteristics, (b) their computer self-efficacy perceptions, (c) their computer-using level in certain software, (d) their frequency of computer use for teaching, administrative and communication objectives, and (e) their use of educational technology preferences for preparation and teaching purposes. In this study, all teaching staffs were given the questionnaires to complete. 194 participants (n= 194) completed and returned them. The study was mostly quantitative and partly qualitative. The quantitative results were analysed with SPSS (i.e. mean, Std. Deviation, frequency, percentage, ANOVA). The qualitative data was analysed with examining the participants‟ responses gathered from the open-ended questions and focussing on the shared themes among the responses. The results reveal that the participants have high computer self-efficacy perceptions, their level in certain programs is good, and they often use computers for a wide range of purposes. There are also statistical differences between (a) their computer self-efficacy perceptions, (b) frequency of computer use for certain purposes, and (c) computer level in certain programs in terms of different independent variables

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