MUSTAFA FİDAN, Murat DEBBAĞ, BARIŞ ÇUKURBAŞI

Technology proficiency self-assessments of teachers becoming professional in the 21st century: A scale adaptation study

In this study, it was aimed to adapt the Technology Proficiency Self-Assessment Scale for 21st Century Learning (TPSA C-21), developed by Christensen and Knezek, into Turkey's conditions. The study sample consisted of 606 teachers working in 58 public schools affiliated to the Ministry of National Education in Bartın province. The original scale had a six-factor structure consisting of 34 items. In the adaptation stage, the Turkish version of the scale was initially created and then retranslated back into the source language. Next, the scale items were evaluated by linguists. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were used to determine the construct validity of the scale. As a result of the EFA, some of the items having inappropriate values were excluded from the scale and finally a structure with 24 items and four factors named "E-mail", "WWW", "Integrated Applications", and "Teaching with Technology" was obtained. The results of the CFA showed that the factor structure had adequate fit indexes. For reliability, internal consistency and testretest correlation coefficients of the whole scale and its sub-dimensions were examined and these values were found to be acceptable. After all, this scale has become a measurement tool that can be used for research which enables educators to make relevant inferences about technology proficiency in 21st century learning.

21. yüzyılda profesyonelleşen öğretmenlerin teknoloji yeterliliği özdeğerlendirmeleri: Bir ölçek uyarlama çalışması

Bu araştırmada Christensen ve Knezek tarafından geliştirilen 21. Yüzyıl Öğrenmelerinde Teknoloji Yeterliliği Öz-değerlendirme Ölçeği’nin Türkiye koşullarına uyarlanması amaçlanmıştır. Araştırmanın çalışma grubunu Bartın ilinde Millî Eğitim Bakanlığı’na bağlı 58 devlet okulunda görev yapan 606 öğretmen oluşturmaktadır. Özgün ölçek, 34 maddeden oluşan altı faktörlü bir yapıya sahiptir. Uyarlama aşamasında ilk olarak ölçeğin Türkçe formu oluşturulmuş, kaynak dile tekrar çevirisi yapılmış ve ardından ölçek maddeleri dil uzmanlarınca değerlendirilmiştir. Ölçeğin yapı geçerliliğini incelenmesi için Açımlayıcı Faktör Analizi (AFA) ve Doğrulayıcı Faktör Analizi (DFA) gerçekleştirilmiştir. AFA sonucunda uygun değerlere sahip olmayan bazı maddeler ölçekten çıkartılmış, 24 maddeli ve “E-posta”, “WWW”, “Entegre Uygulamalar” ve “Teknolojiyle Öğretim” şeklinde dört faktörlü bir yapı elde edilmiştir. DFA sonuçları ise, bu faktör yapısının yeterli düzeyde uyum indekslerine sahip olduğunu göstermiştir. Güvenirlik için ölçeğin tümüne ve alt boyutlarına ilişkin iç tutarlılık ve test tekrar test korelasyon katsayıları incelenmiş, bu değerlerin kabul edilebilir düzeyde olduğu görülmüştür. Sonuç olarak uyarlanan bu ölçek, eğiticilerin 21. yüzyıl öğrenmelerinde teknoloji yeterliliğine yönelik ilgili çıkarımlar yapmaya olanak sağlayan araştırmalar için kullanılabilecek bir ölçme aracı haline gelmiştir.

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