Pandemi Sürecinde Ortaokul Matematik Öğretmenlerinin Dijital Okuryazarlık Öz Yeterlikleri, E-öğrenmeye Hazırbulunuşlukları, Teknoloji Kabul Düzeyleri ve Uzaktan Eğitime Yönelik Tutumlarının İncelenmesi

Bu araştırmada pandemi sürecinde ortaokul matematik öğretmenlerinin dijital okuryazarlık öz yeterlikleri, e-öğrenmeye hazırbulunuşlukları, teknoloji kabul düzeyleri ve uzaktan eğitime yönelik tutumları incelenmiştir. Araştırmaya Uşak ili ve ilçelerinde görev yapan uygun örnekleme yöntemiyle seçilmiş 108 ortaokul matematik öğretmeni katılmıştır. Veri toplama aracı olarak kişisel bilgi formu, “Dijital Okuryazarlık Öz Yeterliliği Ölçeği”, e “E-öğrenmeye Hazırbulunuşluk Ölçeği”, “Öğretmenler İçin Teknoloji Kabul Ölçeği” ve “Uzaktan Eğitime Yönelik Tutum Ölçeği” kullanılmıştır. Araştırmada veri analizi için betimsel istatistikler, ilişkisel örneklemler için t testi, tek faktörlü varyans analizi ve çoklu korelasyon analizinden faydalanılmıştır. Araştırmada ortaokul matematik öğretmenlerinin dijital okuryazarlık öz yeterlik düzeylerinin, e-öğrenmeye hazırbulunuşluk düzeylerinin, teknoloji kabul düzeylerinin yüksek düzeyde ve uzaktan eğitime yönelik tutumlarının orta düzeyde olduğu sonucuna ulaşılmıştır. Ortaokul matematik öğretmenlerinin dijital okuryazarlık öz yeterlikleri ile e-öğrenmeye hazırbulunuşlukları arasında pozitif yönde ve yüksek düzeyde, teknoloji kabul düzeyleri arasında pozitif yönde orta düzeyde, uzaktan eğitime yönelik tutumları arasında ise negatif yönde düşük ilişki olduğu tespit edilmiştir. Ayrıca e-öğrenmeye hazırbulunuşlukları ile teknoloji kabulleri arasında pozitif yönde orta düzeyde ilişki varken uzaktan eğitime yönelik tutumları arasında ise pozitif yönde düşük düzeyde ilişki olduğu belirlenmiştir.

Anahtar Kelimeler:

Pandemi, Uzaktan Eğitim ve Matematik Öğretmeni

Examination of Secondary School Mathematics Teachers' Digital Literacy Self-Efficacy, E-learning Readiness, Technology Acceptance Levels, and Attitudes Towards Distance Education

In this study, digital literacy self-efficacy, e-learning readiness, technology acceptance levels, and attitudes towards distance education of secondary school mathematics teachers during the pandemic were examined. 108 secondary school mathematics teachers from Uşak province and its districts, affiliated with the Ministry of National Education, selected through a convenient sampling method participated in the study. The data collection tools included a personal information form, a "Digital Literacy Self-Efficacy Scale", the "E-learning Readiness Scale," the "Technology Acceptance Scale for Teachers", and the "Scale of Attitude towards Distance Education". Descriptive statistics for data analysis, t-test for correlational samples, single-factor analysis of variance, and multiple correlation analysis were used in the study. It was concluded in the study that secondary school mathematics teachers' digital literacy self-efficacy levels, e-learning readiness levels, and technology acceptance levels were high and their attitudes towards distance education were moderate. No significant difference was found between the scores of the teachers from the scales and the variables of gender, professional seniority, and education status related to distance education. A positive and high correlation was determined between secondary school mathematics teachers' digital literacy self-efficacy and their e-learning readiness, a moderate positive correlation between their technology acceptance levels, and a low negative correlation between their attitudes towards distance education. Furthermore, a moderate positive correlation was found between their e-learning readiness and technology acceptance, while a low positive correlation between their attitudes towards distance education

Keywords:

Digital Literacy Self-Efficacy, Attitudes Towards Distance Education, Math Teacher E-learning Readiness, Technology Acceptance.,

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