Article

Eğitsel İnternet Kullanım Özyeterliği İnançları Ölçeğinin Geçerliği ve Güvenirliği

Selcuk Universitesi Sosyal Bilimler Enstitusu Dergisi 01/2009;
Source: DOAJ

ABSTRACT

In this study, a scale regarding preservice teachers’ self-efficacy beliefs in educational internet use is developed. Theeducational internet use self-efficacy beliefs scale includes 28 survey items. Findings from the current study show that theCronbach alpha reliability coefficient of the scale is found 0.96. In the literature, the suggested level for the Cronbach alphareliability coefficient is 0.70. In the light of this fact, it can be concluded that the Cronbach alpha reliability coefficient of the scaleis high. The participants of this research study are preservice teachers during the academic year of 2008-2009 in the AhmetKeleşoğlu College of Education at Selçuk University. To develop the survey, three different study groups are formed. The firstgroup formed for the construct validity includes 367 college students. Of those participants, 44.1% (162) is female and 55.9%(205) male. In the second phase of the study, the data are collected for the criterion-based validity. In this phase, the study groupis made up of 326 students, 44.7% (146) female and 55.3% (180) male. The last study group is designed for the test-retestreliability. It includes 84 students. Among those preservice teachers, 42.9% (36) is female and 57.1% (48) male.In the literature, it is stated that students frequently use the Internet for emotional, social, and leisure time, and activities, notfor academic or area-specific reasons (Young, 1998). It is also suggested that healthy and effective Internet use is related topsychological maturity and self-efficacy (Wang, 2001). In the present study, self-efficacy beliefs are used to elaborate and extendBandura’s (1997) general social cognitive theory within the context of educational technology, specifically educational Internetuse. This theory consists of two important constructs: self-efficacy beliefs and outcome expectations. Self-efficacy beliefs refer toan individual’s performance capabilities (Lent, Brown, & Hackett, 1994) while outcome expectations refer to the expectedconsequences of an action (Bandura, 1997). In the social cognitive theory, self-efficacy beliefs and outcome expectations areconceptually related. Indeed, they are different constructs. The question of “can I do this?” usually refers to self-efficacy beliefswhile the outcome expectation might be determined through the question of “if I do this, what will happen?” It is important tonote, “as people develop an affinity for an activity at which they feel efficacious and expect positive outcomes, they form goals forsustaining or increasing their involvement in that activity” (Lent et al., 1994, p. 264).In the current study, self-efficacy beliefs serve as the theoretical framework in the process of the survey development. In therelated literature, this construct is titled “self-efficacy” (Akkoyunlu, Orhan & Umay, 2005; Deryakulu, Buyukozturk, Karadeniz, &Olkun, 2009), “self-efficacy beliefs” (Akbulut, 2006; Akgün, 2008; Aşkar & Umay, 2001; Orhan & Akkoyunlu, 2003; Köseoğlu,Yılmaz, Gerçek & Soran, 2007) or “self-efficacy perceptions” (Akkoyunlu & Kurbanoğlu, 2003). In this study, the term “selfefficacybeliefs” is preferred to determine preservice teachers’ capability in Internet use for educational purposes. Self-efficacybeliefs are an important factor to find out individuals’ computer use frequency and achievement (Cassidy & Eachus, 2002). Therelated literature suggests that self-efficacy beliefs positively affect computer use (Compeau & Higgins, 1995; Compeau et al.,1999; Hill, Smith & Mann, 1987).In the beginning of the study, a pool of survey items is formed to evaluate the university students’ self-efficacy beliefs ineducational Internet use. For this purpose, several open-ended questions such as “how can the Internet be used better ineducation?” and “in which activities should students use the Internet?” are asked to 110 students from the Department ofComputer and Instructional Technologies. Then, students’ responses are analyzed and ordered from the most repeated to theleast. At this stage, the item pool includes 37 attitude sentences. The items are evaluated with the options of “totally measuring”,

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    • "Araştırmada 2 ölçüt ölçme aracı kullanılmıştır. İlki, Şahin (2009) tarafından geliştirilen eğitsel internet kullanımı öz yeterlik inancı ölçeğidir. Öğretmen adaylarına uygulanarak geliştirilen tek boyutlu ölçeğin Cronbach alfa ile hesaplanan güvenilirlik katsayısı 0,96, madde-toplam korelasyonları 0,544 ile 0,806 arasında hesaplanmıştır. "
    [Show abstract] [Hide abstract] ABSTRACT: This study aimed to develop a self-efficacy scale to be used to measure elementary school teachers' self-efficacy beliefs regarding computer and internet use. For this purpose validity (content, face, construct, and criterion validity) and reliability (internal consistency and temporal reliability) studies were conducted. After being tested for content and face validity through expert opinion, the draft scale was piloted first on 250 elementary school teachers. Initial exploratory factor analysis yielded two alternative models which accounted for 66.16% and 74.02% of the total variance, respectively. The confirmatory factor analyses confirmed the two-factor model with acceptable goodness of fit indices (X 2 /sd=200.36/100=2.00; p=0.000; RMSEA= 0.063; GIF= 0.91; AGFI= 0.92; SRMR=0.031; CFI=0.97; NFI= 0.95; and NNFI=0.97). The final scale was administered on 328 elementary school teachers for a follow-up confirmatory factor analysis, which also yielded adequate fit indices. A concurrent criterion validity analysis was also conducted using two distinct criterion scales, which yielded significant moderate-to-high levels of positive correlations. Finally, the results of the reliability analyses suggested that Computer and Internet Self-Efficacy Scale is able to measure elementary school teachers' senses of efficacy for computer and internet use reliably. Keywords: elementary school teachers, self-efficacy beliefs, computer and internet use SUMMARY Purpose and Significance: Information and communication technologies (ICTs) have become both the subject and means of instruction at schools. Therefore, teachers are required to be able to integrate technology in their lessons daily. Teachers' self-efficacy beliefs about using these technologies play an important role in integrating computers and internet in their instruction. Considering the prevalence of computer-based technologies, teachers are righteously expected to have high levels of self-efficacy beliefs towards computer and internet use. In the present study, it was aimed to develop a valid and reliable self-efficacy scale to be used to measure elementary school teachers' self-efficacy beliefs regarding computer and internet use.
    Full-text · Article · Jan 2015
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    • "Ayrıca bu teknolojiler öğretmenlerin görevlerinde kolaylıklar sağlayarak öğrenenlerin yaratıcılıklarını geliştirmelerini sağlayabilir niteliktedir (Kirschner ve Wopereis, 2003). Bilgi ve iletişim teknolojilerinin eğitim amaçlı kullanımı için eğitim amaçlı internet kullanımı öz-yeterlik algıları önemli bir unsur olarak görülmektedir (Şahin, 2009). İnternet aracılığı ile birçok imkâna sahip olunmasına rağmen çeşitli nedenlerden ötürü bireyler interneti istenilen veya gereken düzeyde kullanamamaktadır. "
    [Show abstract] [Hide abstract] ABSTRACT: This study was conducted in cross-sectional survey model in order to determine the level of self-efficacy perceptions towards educational internet use of the prospective teachers attending Faculty of Education at Sakarya University. The findings of the survey revealed significant differences between the self-efficacy perceptions of the prospective teachers on internet use for educational purposes and gender, the department being attended, the experience in using a computer, weekly computer usage duration, weekly internet usage duration, weekly social media usage duration, their opinions on their own competency of using internet for educational purposes, their opinions on their adequacy in using the technology in Fatih Project, and their opinions on their adequacy in using the internet to find educational materials in their professional life. In general, according to the findings as the direct experiences of prospective teachers towards computer and Internet-related skills increase, educational internet use self-efficacy perceptions increase as well. In addition, taken the FATİH project and teacher qualifications issues into consideration, solid professional development programs have emerged as a need to develop the perceptions of prospective teachers.
    Full-text · Article · Jan 2015
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