Çevrimiçi Sosyal Ağların Öğretim lı Kabul ve Kullanımı Ölçeğinin Geliştirilmesi

Bu çalışmada bilişim teknolojileri (BT) öğretmen adaylarının çevrimiçi sosyal ağları (ÇSA) öğretim amaçlı kabul ve kullanım süreçlerine ilişkin bir ölçek geliştirilmiştir. Geliştirilen ölçeğin kuramsal çerçevesini teknoloji kabul modellerinden "Teknoloji Kabul ve Kullanım Birleştirilmiş Model"i oluşturmuştur. Açımlayıcı faktör analizi (AFA) için 302, doğrulayıcı faktör analizi (DFA) için 210 olmak üzere üç farklı devlet üniversitesinin Bilgisayar ve Öğretim Teknolojileri Eğitimi (BÖTE) bölümü öğrencilerinden veri toplanmıştır. Analizler sonucunda 36 maddeden oluşan dört faktörlü bir yapı ortaya konmuştur. ÇSA'ları öğretim amaçlı olarak kabul ve kullanım durumlarının performans beklentisi, çaba beklentisi, sosyal etki ve kullanma niyetlerinden etkilendiği sonucuna ulaşılmış; bu dört faktör toplam varyansın %67,02'sini açıklamış, yüksek bir iç tutarlılık katsayısı sergilemiştir (?=.97). Dört faktörlü bu yapıya ilişkin DFA sonucunda da kabul edilebilir uyum değerlerine ulaşılmıştır (RMSEA= 0.075; SRMR=0.080; NNFI= .094; CFI= .094; ?=.93). Ölçekten alınan yüksek puan, BT öğretmen adaylarının ÇSA'ları öğretim amaçlı kabul durumlarının ve mesleki yaşamlarında kullanma eğilimlerinin yüksek olduğuna işaret etmektedir

The current study aimed to develop a scale to address the acceptance and use of online social networking sites (SNSs) for instructional purposes among information technology teachers. The theoretical framework of the scale was based on The Unified Theory of Acceptance and Use of Technology (UTAUT). Data were collected from computer education departments of three state universities to conduct an exploratory factor analysis (n: 302) followed by a confirmatory factor analysis (n: 210). Analyses revealed a four-factor structure which sheltered 36 items. It was observed that acceptance and use of SNSs for instructional purposes were composed of performance expectancy, effort expectancy, social influence and behavioral intention, which explained 67.02 percent of the total variance with a high internal consistency coefficient (α=.97). The confirmatory analysis on the four-factor structure revealed acceptable fit indices as well (RMSEA= 0.075; SRMR=0.080; NNFI= .094; CFI= .094; α=.93). Higher scores from the scale can be interpreted as higher acceptance rate and tendency to use SNSs for instructional purposes

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