TEKNOLOJİ KABUL VE KULLANIM BİRLEŞTİRİLMİŞ MODELİ- 2 ÖLÇEĞİNİN TÜRKÇE FORMUNUN GEÇERLİK VE GÜVENİRLİK ÇALIŞMASI

Bilgi ve iletişim teknolojisine artan yatırımların eğitim ortamlarına da yoğun şekilde yansıması eğitim alanındaki tüm paydaşların bu teknolojiler ile farklı düzeylerde etkileşimini gerekli kılmaktadır. Ne var ki kullanıcısı olma zorunluluğu her zaman bilgi ve iletişim teknolojilerini kabullenme anlamına gelmeyebilir. Bu nedenle, öğrenme ortamlarındaki tüm paydaşların sunulan teknolojileri ne ölçüde kullanmaya istekli olduklarının araştırılması önemlidir. Kullanıcıların teknoloji kabullerini açıklamak ve bireylerin teknolojiyi eğitim de dâhil çeşitli alanlarda kullanmasını etkileyen faktörleri tanımlamak için bir çok kuramsal model ortaya atılmıştır. Bu çalışmanın amacı, teknoloji kullanıcı ve tüketicilerinin herhangi bir teknolojiyi kabul ve kullanımını değerlendirmek için kullanılabilecek Türkçe uygun bir model sunmaktır. Bu amaçla Teknoloji Kabul ve Kullanım Birleştirilmiş Modeli-2 (TKKBM2) ölçeği, ölçek yerelleştirme süreçlerine uygun bir şekilde Türkçe'ye uyarlandıktan sonra 723 aday öğretmene öğretim teknolojileri bağlamında uygulanarak test edilmiştir. Modelin geçerlik ve güvenirliğini incelemek amacıyla açımlayıcı faktör analizi, Cronbach Alpha korelasyon katsayıları ve doğrulayıcı faktör analizi kullanılmıştır. Modeli yansıtan Türkçe ölçek üzerinde yapılan açımlayıcı faktör analizleri sonuçları incelenmiş ve bir madde (madde 15) çıkarıldıktan sonra özgün ölçekte var olan sekiz alt boyutlu yapıya ulaşılabilmiştir. Bu yapıyla ilgili gerçekleştirilen doğrulayıcı faktör analizi bulguları da TKKBM-2'nin Türkçe versiyonunun kabul edilebilir uyum indislerine sahip olduğunu ve sunulan teknolojilerin Türk tüketicileri tarafından kabul ve kullanımını değerlendirmek amacıyla kullanılabileceğini göstermektedir.

THE VALIDITY AND RELIABILITY OF TURKISH VERSION OF UNIFIED THEORY OF ACCEPTANCE AND USE OF TECHNOLOGY-2

The increasing investments in information and communications technology (ICT) and its reflection in educational settings have necessitated the interaction of educational stakeholders with ICT at different levels. However, the pressure to use information technology may not necessarily lead to its acceptance. For this reason, it is important to investigate to what extent all stakeholders in learning environments are willing to use new technologies offered. A number of theoretical models have been proposed to explain acceptance of technology by its users and identify the factors that influence individuals' use of technology in a variety of domains including education. The aim of this study is to present a context-appropriate validated model that can be used to evaluate acceptance and use of any technology by users/consumers in Turkish context. In this study, the original English UTAUT2 was chosen for this purpose. After the scale was translated into Turkish in line with cross-cultural adaptation guidelines for self-report measures, the model was tested within the context of instructional technologies with a sample of 723 Turkish pre-service teachers at a state university. Exploratory factor analysis, Cronbach alpha correlation coefficients, and confirmatory factor analysis were used to examine the validity and reliability properties of the model. The results indicate that the validated Turkish version of UTAUT2 has acceptable fit indices and can be used for evaluating the acceptance and use of new technologies by Turkish consumers.

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