Development of Parents’ Attitude Scale Regarding Technology and Use of Technology in Classes and Tablet PC Application
Journal Name:
- Eğitim Bilimleri Araştırmaları Dergisi (EBAD)
Key Words:
Keywords (Original Language):
| Author Name | University of Author | Faculty of Author |
|---|---|---|
Abstract (2. Language):
In today’s world where the need for qualified man power is increasing more and
more, teaching science in the primary school level covering compulsory education period is
of great importance (Korkmaz, 2002). Teaching of science at school has goals such as helping
students understand the environments they live in, guiding students, making abstract
concepts understandable, helping students use what they learn at school in real life and to
have them enjoy the whole learning process Teaching students science also has some other
important roles of improving ways of thinking such as logical thinking, questioning skills
and research skills. Technology, on the other hand, is a process in which tools, structures and
systems are developed in order to meet needs of people. These two mentioned functions
reinforce the role of technology and use of technology and the importance of science teaching
and learning. Technology in today’s world has an active and effective role in all parts of life.
Technological devices are developing day by day and in addition to its use in daily life,
technology is used by teachers to meet the needs in teaching environments (Deniz, 2000;
Akpınar, 2005; Alkan, 2005; Van Wyk & Louw, 2008). Use of technology products in
education enables students to listen for a longer time and to comprehend the subjects more
thoroughly. Besides, with the use of technology in education, individuals gain the
competence to apply knowledge in addition to internalizing it.
Recent studies carried out on Tablet PCs show that use of technology in education
increases students’ interest and curiosity towards learning, helps them learn and provides an
enriched teaching and learning atmosphere for both students and teachers (Gündüz, 2010;
Güzel, 2011; Delen & Bulut, 2011; Aksal, 2011). It is expected that it will be beneficial for
students in terms of helping them to understand, use technology, keep the pace with changes
and causing the classes to be in parallel with technological advances. In addition, it was
found out that technological advances provide students with the opportunity to study
individually, which in turn increases students’ academic success (Altun, 2008; Ertem, 2010;
Zhao, Wang, Wu & He 2011; Hsiao, 2012).
The roles that parents play, the cognitive environment created at home and parents’
attitude towards their child’s cognitive functions is effective in the cognitive development of
children. Findings of the studies conducted reveal that the quality of behaviors and attitudes
parents show towards their children lead to changes in development of children at
developmental ages (Myers, 1990). Positive attitudes shown by parents influence children
positively. Within that context, knowing primary school parents’ attitudes towards
technology and using technology in classrooms is important in terms of revealing what to do
for teaching and learning.
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Abstract (Original Language):
Bu araştırmada, ilköğretim 4. ve 5. sınıf öğrenci velilerinin teknoloji ve derslerde teknoloji
kullanımına yönelik tutumlarını ölçmek için Likert tipi geçerli ve güvenilir bir tutum
ölçeğinin geliştirilmesi ve bu ölçek kapsamında öğrenci velilerinin ilköğretim okullarında
tablet PC kullanımına yönelik tutumlarının incelenmesi amaçlanmıştır. Ölçek geliştirme
aşamasında mevcut ölçekler incelenmiş, uzman görüşlerine başvurulmuş ve tutum
maddeleri belirlenerek taslak ölçek oluşturulmuştur. Taslak ölçek Uşak İl Merkezi Sesli ve
Mehmetçik ilköğretim okullarında 4. ve 5. sınıfta okuyan 134 öğrenci velisine uygulanarak
geçerlik ve güvenirlik çalışmaları yapılmıştır. Ölçeğin kapsam geçerliliği uzman görüşleri
alınarak, yapı geçerliliği ise faktör analizi yapılarak gerçekleştirilmiştir. Açımlayıcı faktör
analizi sonucunda ölçekte, toplam varyansın % 55.85’ini açıklayan 14 olumlu, 11 olumsuz
olmak üzere toplam 25 madde yer almıştır. Ölçeğin Cronbach’s Alfa güvenirlik katsayısı
.92’dir. Bu ölçek, daha sonra tablet PC’lerin dağıtıldığı Uşak ili merkeze bağlı ilköğretim
okulunda 27 deney, 27 kontrol grubu olmak üzere toplam 54 öğrenci velisine uygulanmıştır.
Wilcoxon işaretli sıralar testi sonucunda çocukları tablet PC ile öğretim alan deney grubu
öğrenci velilerinin, çocukları tablet PC ile öğretim almayan kontrol grubu öğrenci velilerine
göre teknolojiye ve derslerde teknoloji kullanımına yönelik tutumlarında, pozitif ve anlamlı
seviyede bir artış belirlenmiştir
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