daha fazlası - cihaddemirli.com

Gökhan ARASTAMAN, Ali BALCI
Investigation of High School Students’ Resiliency Perception in terms of Some
Variables
Lise Öğrencilerinin Yılmazlık Algılarının Çeşitli Değişkenler Açısından İncelenmesi
Gülşah BAŞOL, İlke EVİN GENCEL
Reflective Thinking Scale: A Validity and Reliability Study
Yansıtıcı Düşünme Düzeyini Belirleme Ölçeği: Geçerlik ve Güvenirlik Çalışması
Canan KOÇAK, Ayşem Seda ÖNEN
Emphatic Tendency Scale for Student Teachers: Validity and Reliability Studies
Öğretmen Adayları İçin Empatik Yönelimler Ölçeği: Geçerlik ve Güvenirlik
Çalışması
Gökhan BAŞ
Curriculum Design Orientations Preference Scale of Teachers: Validity and
Reliability Study
Öğretmenlerin Eğitim Programı Tasarım Yaklaşımı Tercih Ölçeği: Geçerlik ve
Güvenirlik Çalışması
Süleyman Nihat ŞAD, Oğuz GÜRBÜZTÜRK
Primary School Students’ Parents’ Level of Involvement into their Children’s
Education
İlköğretim Birinci Kademe Öğrenci Velilerinin Çocuklarının Eğitimine Katılım
Düzeyleri
Fuat TANHAN, Murat KAYRİ
The Validity and Reliability Work of the Scale That Determines the Level of the
Trauma after the Earthquake
Deprem Sonrası Travma Düzeyini Belirleme Ölçeğinin Geçerlik ve Güvenirlik
Çalışması
Sinan KOÇYİĞİT, Rengin ZEMBAT
The Effects of Authentic Tasks on Preservice Teachers’ Attitudes towards Classes
and Problem Solving Skills
Otantik Görevlerin Öğretmen Adaylarının Derse Karşı Tutumlarına ve Problem
Çözme Becerilerine Etkisi
Macid Ayhan MELEKOĞLU
Examining the Impact of Interaction Project with Students with Special Needs on
Development of Positive Attitude and Awareness of General Education Teachers
towards Inclusion
Özel Gereksinimli Öğrencilerle Yürütülen Etkileşim Projesinin Genel Eğitim
Öğretmenlerinin Kaynaştırma Uygulamalarına Yönelik Olumlu Tutum ve
Farkındalık Geliştirmeleri Üzerindeki Etkilerinin Belirlenmesi
Serkan ÇELİK, Metin ELKATMIŞ
Derya ÇELİK, Gönül GÜNEŞ
Different Grade Students’ Use and Interpretation of Literal Symbols
Farklı Sınıf Düzeyindeki Öğrencilerin Harfli Sembolleri Kullanma ve Yorumlama
Seviyeleri
Alper ÇİLTAŞ, Ahmet IŞIK
The Effect of Instruction through Mathematical Modelling on Modelling Skills of
Prospective Elementary Mathematics Teachers
Matematiksel Modelleme Yoluyla Öğretimin İlköğretim Matematik Öğretmeni
Adaylarının Modelleme Becerileri Üzerine Etkisi
Çiğdem KILIÇ
Determining the Performances of Pre-Service Primary School Teachers in Problem
Posing Situations
Sınıf Öğretmeni Adaylarının Farklı Problem Kurma Durumlarında Sergilemiş
Oldukları Performansın Belirlenmesi
Elif TÜRNÜKLÜ, Funda GÜNDOĞDU ALAYLI, Elif Nur AKKAŞ
Investigation of Prospective Primary Mathematics Teachers’ Perceptions and
Images for Quadrilaterals
İlköğretim Matematik Öğretmen Adaylarının Dörtgenlere İlişkin Algıları ve
İmgelerinin İncelenmesi
Teknoloji Konulu Ek Makaleler
Technology Themed Supplementary Articles
Utku KOSE, DurmuS KOC, Suleyman Anil YUCESOY
Design and Development of a Sample “Computer Programming” Course Tool via
Story-Based E-learning Approach
Semiral ÖNCÜ, Zehra ÖZDİLEK
Learning with Peers: An Interdisciplinary Comparative Study of Learner
Interaction and Satisfaction
on an Instructional Design Course
Milan KUBIATKO
Mehmet SİNCAR
Challenges School Principals Facing in the Context of Technology Leadership
Mehmet Fatih ERKOÇ, Zeynep GECÜ, Çiğdem ERKOÇ
Investigation of Using Online Video Case Discussions in Teacher Education:
Sources of Evidence of Mathematics Learning
ICT Usage of Pre-service Teachers: Cultural Comparison for Turkey and Bosnia
and Herzegovina
Öğretmen Adaylarının Bilişim Teknolojileri Kullanımı: Türkiye ve Bosna Hersek
için Kültürel Karşılaştırma
Turgay DEMIREL, Ozlem BAYDAS, Rabia M. YILMAZ, Yuksel GOKTAS
Yunus ARSLAN, Gökçe ERTURAN İLKER, Gıyasettin DEMİRHAN
The Impact of a Question-Embedded Video-based Learning Tool on E-learning
The Impact of a Developed Measurement and Evaluation Development Program
on Pre-service Physical Education Teachers’ Perceptions Related to Measurement
and Evaluation
Geliştirilen Bir Ölçme ve Değerlendirme Gelişim Programının Beden Eğitimi
Öğretmen Adaylarının Ölçme ve Değerlendirmeye İlişkin Algılarına Etkisi
Mehmet Fatih KAYA
The Effect of Six Thinking Hats on Student Success in Teaching Subjects Related to
Sustainable Development in Geography Classes
Coğrafya Derslerinde Sürdürülebilir Kalkınmaya Yönelik Konuların Öğretiminde
Altı Şapkalı Düşünme Tekniğinin Öğrenci Başarısına Etkisi
13 2
The Effects of Using Google SketchUp on the Mental Rotation Skills of Eighth
Grade Students
Aslıhan OSMANOĞLU, Yusuf KOÇ, Mine IŞIKSAL
Challenges Faced by Project Competition Participants and Recommended
Solutions
Ömer Faruk VURAL
Necati HIRÇA
Using an Animated Case Scenario based on Constructivist 5E Model to Enhance
Pre-service Teachers’ Awareness of Electrical Safety
Bulent DOS, Servet DEMIR
The Analysis of the Blogs Created in a Blended Course through the Reflective
Thinking Perspective
Hatice SANCAR TOKMAK, Sinan OZGELEN
The ECE Pre-service Teachers’ Perception on Factors Affecting the Integration of
Educational Computer Games in Two Conditions: Selecting versus Redesigning
KURAM VE UYGULAMADA
Educational Sciences: Theor y & Practice
Spring 2013 • Volume: 13 • Issue: 2
13 2
BAHAR 2013
3 AYLIK EĞİTİM BİLİMLER İ DERGİSİ
Ayşe Rezan ÇEÇEN - EROĞUL, Özlem KAF HASIRCI
The Effectiveness of Psycho-educational School-based Child Sexual Abuse Prevention
Training Program on Turkish Elementary Students
İlköğretim Birinci Kademe Öğrencilerine Yönelik Geliştirilen Cinsel İstismarı Önleme
Psiko-eğitim Programının Etkililiğinin Sınanması
Atılgan ERÖZKAN
The Effect of Communication Skills and Interpersonal Problem Solving Skills on Social
Self-Efficacy
İletişim Becerileri ve Kişilerarası Problem Çözme Becerilerinin Sosyal Yetkinliğe Etkisi
Hatice ÖNER ALTIOK, Besti ÜSTÜN
The Stress Sources of Nursing Students
Hemşirelik Öğrencilerinin Stres Kaynakları
The Comparison of Different Age Groups on the Attitudes toward and the Use of
ICT
Yasemin YAVUZER
Investigation of Relationship between Aggression and Sociometric Popularity in
Adolescents
Ergenlerde Saldırganlık ve Sosyometrik Popülerlik Arasındaki İlişkilerin İncelenmesi
Müge YUKAY YÜKSEL
BAHAR 2013 • Cilt: 13 • Sayı: 2
Cihad DEMİRLİ
Longitudinal Investigation of Elementary Students’ Science Academic Achievement
in 4-8th Grades: Grade Level and Gender Differences
İlköğretim Öğrencilerinin 4-8. Sınıf Fen Akademik Başarılarının Boylamsal
İncelenmesi: Sınıf Düzeyi ve Cinsiyet Farklılıkları
Spring 2013 • Volume: 13 • Issue: 2
The Effect of Corpus Assisted Language Teaching on the Learners’ Proper Use of
Punctuation Marks
Derlem Destekli Türkçe Dil Etkinliklerinin Üniversite Öğrencilerinin Noktalama
İşaretleri Kullanım Yeterliklerinin Geliştirilmesi Üzerindeki Etkisi
Murat BURSAL
KURAM VE UYGULAMADA EĞİTİM BİLİMLERİ
School Management Related Knowledge Levels of Primary School Teachers
İlköğretim Okulu Öğretmenlerinin Okul Yönetimine İlişkin Bilgi Düzeyleri
Educational Sciences: Theory & Practice
Celal Teyyar UĞURLU
An Investigation of Social Behaviors of Primary School Children in terms of Their Grade,
Learning Disability and Intelligence Potential
İlköğretim Çağı Çocuklarının Okul Sosyal Davranışlarının Sınıf Düzeyi, Öğrenme
Güçlüğü ve Zekâ Potansiyeli Değişkenleri Açısından İncelenmesi
Ayhan AYDIN, Şengül UYSAL, Yılmaz SARIER
The Effect of School Principals’ Leadership Styles on Teachers’ Organizational
Commitment and Job Satisfaction
Okul Müdürlerinin Liderlik Stillerinin, Öğretmenlerin Örgütsel Bağlılığına ve İş
Doyumuna Etkisi
Ayşen BAKİOĞLU, Gülay DALGIÇ
The Possible Barriers behind Reflective Thinking and Practice: Experiences of School
Principals from Turkey and Denmark
Yansıtıcı Düşünme ve Uygulamadaki Olası Engeller: Türkiye ve Danimarka’dan Okul
Müdürlerinin Deneyimleri
Yusuf CERİT
The Relationship between Paternalistic Leadership and Bullying Behaviours towards
Classroom Teachers
Paternalist Liderlik ile Öğretmenlere Yönelik Yıldırma Davranışları Arasındaki İlişki
Selma DÜNDAR
ISSN 1303-0485
9 771303 048006
40
Students’ Participation to the Decision-Making Process as a Tool for Democratic School
Demokratik Okulun Bir Unsuru Olarak Öğrencilerin Karar Süreçlerine Katılımı
Soner POLAT, Murat AKDAĞ, Sibel KAYA
Investigating Pre-service Taechers’ Beliefs about Classroom Discipline
Öğretmen Adaylarının Sınıf Disiplinine İlişkin Görüşlerinin İncelenmesi
www.edam.com.tr/Kuyeb.asp
KURAM ve UYGULAMADA EĞİTİM BİLİMLERİ (KUYEB)
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EDUCATIONAL SCIENCES: THEORY & PRACTICE
Educational Sciences: Theory & Practice, a peer-reviewed international journal, is published quarterly (Winter, Spring, Summer, Autumn) by EDAM
(Education Consultancy Ltd.). Refereed articles related to education, including qualitative-quantitative researches, meta-analytical studies, theoretical
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§
Yayımlanan
yazıların
içeriğinde
olabilecek
çarpıtmalardan alıntıyı yapan sorumludur.
NOTES FOR CONTRIBUTES
The manuscripts that have been sent to Educational
Sciences: Theory and Practice (ESTP) for peer review
are first assessed by the editorial board in terms of purpose, topic, content, presentation style and mechanics
of writing.
The editorial board considers the manuscripts for publication due to the criteria mentioned on our website
http://www.edam.com.tr/kuyeb/en/yazim_kurallari.
asp. The editorial board decides not to further consider
the manuscripts including;
• reliance on difference statistics only do not meet the
criteria for publication.
• using a single variable and basing the study on frequency and percentage analysis only do not meet the
criteria for publication.
• In the manuscripts using the measurement tool, it
will only be possible to further consider the manuscripts for publication provided that it is utilized in a
research study and the findings are reported.
• basing the study pattern on a single variable and relying mainly on difference statistics do not meet the
criteria for publication.
• the empirical data in the studies need to be supported, detailed and further elaborated on with descriptive data.
• the style of manuscript is more of a documentary, rather than an analytical study.
• the reliability and validity studies of qualitative researches have not been appropriately addressed and the
data have not been analyzed in depth.
According to the ESTP publishing policies, the journal charges a designated author’s share for accepted
manuscripts. This cost is 500 $ up to 25 pages (as we
announced on our web page http://www.edam.com.tr/
kuyeb/en/yazim_kurallari.asp).
Table of Contents / İçindekiler
Ayşe Rezan ÇEÇEN - EROĞUL, Özlem KAF HASIRCI
The Effectiveness of Psycho-educational School-based Child Sexual Abuse Prevention Training Program on
Turkish Elementary Students ..................................................................................................................................................................725
İlköğretim Birinci Kademe Öğrencilerine Yönelik Geliştirilen Cinsel İstismarı Önleme Psiko-eğitim
Programının Etkililiğinin Sınanması ......................................................................................................................................................719
Atılgan ERÖZKAN
The Effect of Communication Skills and Interpersonal Problem Solving Skills on Social Self-Efficacy ................................................739
İletişim Becerileri ve Kişilerarası Problem Çözme Becerilerinin Sosyal Yetkinliğe Etkisi ......................................................................731
Hatice ÖNER ALTIOK, Besti ÜSTÜN
The Stress Sources of Nursing Students ...................................................................................................................................................760
Hemşirelik Öğrencilerinin Stres Kaynakları ...........................................................................................................................................747
Yasemin YAVUZER
Investigation of Relationship between Aggression and Sociometric Popularity in Adolescents .............................................................775
Ergenlerde Saldırganlık ve Sosyometrik Popülerlik Arasındaki İlişkilerin İncelenmesi .........................................................................767
Müge YUKAY YÜKSEL
An Investigation of Social Behaviors of Primary School Children in terms of Their Grade, Learning
Disability and Intelligence Potential .......................................................................................................................................................781
İlköğretim Çağı Çocuklarının Okul Sosyal Davranışlarının Sınıf Düzeyi, Öğrenme
Güçlüğü ve Zekâ Potansiyeli Değişkenleri Açısından İncelenmesi .........................................................................................................791
Ayhan AYDIN, Şengül UYSAL, Yılmaz SARIER
The Effect of School Principals’ Leadership Styles on Teachers’ Organizational Commitment and Job Satisfaction ............................806
Okul Müdürlerinin Liderlik Stillerinin, Öğretmenlerin Örgütsel Bağlılığına ve İş Doyumuna Etkisi ..................................................795
Ayşen BAKİOĞLU, Gülay DALGIÇ
The Possible Barriers behind Reflective Thinking and Practice: Experiences of School Principals from Turkey and Denmark ..........832
Yansıtıcı Düşünme ve Uygulamadaki Olası Engeller: Türkiye ve Danimarka’dan Okul Müdürlerinin Deneyimleri...........................813
Yusuf CERİT
The Relationship between Paternalistic Leadership and Bullying Behaviours towards Classroom Teachers .......................................847
Paternalist Liderlik ile Öğretmenlere Yönelik Yıldırma Davranışları Arasındaki İlişki ........................................................................839
Selma DÜNDAR
Students’ Participation to the Decision-Making Process as a Tool for Democratic School ....................................................................867
Demokratik Okulun Bir Unsuru Olarak Öğrencilerin Karar Süreçlerine Katılımı ...............................................................................853
Soner POLAT, Murat AKDAĞ, Sibel KAYA
Investigating Pre-service Taechers’ Beliefs about Classroom Discipline .................................................................................................885
Öğretmen Adaylarının Sınıf Disiplinine İlişkin Görüşlerinin İncelenmesi ............................................................................................877
Celal Teyyar UĞURLU
School Management Related Knowledge Levels of Primary School Teachers ........................................................................................907
İlköğretim Okulu Öğretmenlerinin Okul Yönetimine İlişkin Bilgi Düzeyleri ........................................................................................891
Gökhan ARASTAMAN, Ali BALCI
Investigation of High School Students’ Resiliency Perception in terms of Some Variables .....................................................................922
Lise Öğrencilerinin Yılmazlık Algılarının Çeşitli Değişkenler Açısından İncelenmesi ...........................................................................915
Gülşah BAŞOL, İlke EVİN GENCEL
Reflective Thinking Scale: A Validity and Reliability Study ...................................................................................................................941
Yansıtıcı Düşünme Düzeyini Belirleme Ölçeği: Geçerlik ve Güvenirlik Çalışması ................................................................................929
Canan KOÇAK, Ayşem Seda ÖNEN
Emphatic Tendency Scale for Student Teachers: Validity and Reliability Studies ..................................................................................958
Öğretmen Adayları İçin Empatik Yönelimler Ölçeği: Geçerlik ve Güvenirlik Çalışması .......................................................................947
Gökhan BAŞ
Curriculum Design Orientations Preference Scale of Teachers: Validity and Reliability Study ............................................................981
Öğretmenlerin Eğitim Programı Tasarım Yaklaşımı Tercih Ölçeği: Geçerlik ve Güvenirlik Çalışması ................................................965
Süleyman Nihat ŞAD, Oğuz GÜRBÜZTÜRK
Primary School Students’ Parents’ Level of Involvement into their Children’s Education ...................................................................1006
İlköğretim Birinci Kademe Öğrenci Velilerinin Çocuklarının Eğitimine Katılım Düzeyleri .................................................................993
Fuat TANHAN, Murat KAYRİ
The Validity and Reliability Work of the Scale That Determines the Level of the Trauma after the Earthquake ...............................1021
Deprem Sonrası Travma Düzeyini Belirleme Ölçeğinin Geçerlik ve Güvenirlik Çalışması ................................................................1013
Sinan KOÇYİĞİT, Rengin ZEMBAT
The Effects of Authentic Tasks on Preservice Teachers’ Attitudes towards Classes and Problem Solving Skills ..................................1045
Otantik Görevlerin Öğretmen Adaylarının Derse Karşı Tutumlarına ve Problem Çözme Becerilerine Etkisi ...................................1027
Macid Ayhan MELEKOĞLU
Examining the Impact of Interaction Project with Students with Special Needs on Development of Positive
Attitude and Awareness of General Education Teachers towards Inclusion ........................................................................................1067
Özel Gereksinimli Öğrencilerle Yürütülen Etkileşim Projesinin Genel Eğitim Öğretmenlerinin Kaynaştırma
Uygulamalarına Yönelik Olumlu Tutum ve Farkındalık Geliştirmeleri Üzerindeki Etkilerinin Belirlenmesi ...................................1053
Serkan ÇELİK, Metin ELKATMIŞ
The Effect of Corpus Assisted Language Teaching on the Learners’ Proper Use of Punctuation Marks ..............................................1090
Derlem Destekli Türkçe Dil Etkinliklerinin Üniversite Öğrencilerinin Noktalama İşaretleri Kullanım
Yeterliklerinin Geliştirilmesi Üzerindeki Etkisi......................................................................................................................................1079
Cihad DEMİRLİ
ICT Usage of Pre-service Teachers: Cultural Comparison for Turkey and Bosnia and Herzegovina .................................................1095
Öğretmen Adaylarının Bilişim Teknolojileri Kullanımı: Türkiye ve Bosna Hersek için Kültürel Karşılaştırma ................................1103
Yunus ARSLAN, Gökçe ERTURAN İLKER, Gıyasettin DEMİRHAN
The Impact of a Developed Measurement and Evaluation Development Program on Pre-service Physical
Education Teachers’ Perceptions Related to Measurement and Evaluation .........................................................................................1119
Geliştirilen Bir Ölçme ve Değerlendirme Gelişim Programının Beden Eğitimi Öğretmen Adaylarının
Ölçme ve Değerlendirmeye İlişkin Algılarına Etkisi .............................................................................................................................1107
Mehmet Fatih KAYA
The Effect of Six Thinking Hats on Student Success in Teaching Subjects Related to Sustainable
Development in Geography Classes ......................................................................................................................................................1134
Coğrafya Derslerinde Sürdürülebilir Kalkınmaya Yönelik Konuların Öğretiminde Altı Şapkalı
Düşünme Tekniğinin Öğrenci Başarısına Etkisi ...................................................................................................................................1125
Murat BURSAL
Longitudinal Investigation of Elementary Students’ Science Academic Achievement in 4-8th Grades:
Grade Level and Gender Differences .....................................................................................................................................................1151
İlköğretim Öğrencilerinin 4-8. Sınıf Fen Akademik Başarılarının Boylamsal İncelenmesi:
Sınıf Düzeyi ve Cinsiyet Farklılıkları ....................................................................................................................................................1141
Derya ÇELİK, Gönül GÜNEŞ
Different Grade Students’ Use and Interpretation of Literal Symbols ..................................................................................................1168
Farklı Sınıf Düzeyindeki Öğrencilerin Harfli Sembolleri Kullanma ve Yorumlama Seviyeleri ..........................................................1157
Alper ÇİLTAŞ, Ahmet IŞIK
The Effect of Instruction through Mathematical Modelling on Modelling Skills of Prospective
Elementary Mathematics Teachers........................................................................................................................................................1187
Matematiksel Modelleme Yoluyla Öğretimin İlköğretim Matematik Öğretmeni Adaylarının
Modelleme Becerileri Üzerine Etkisi......................................................................................................................................................1177
Çiğdem KILIÇ
Determining the Performances of Pre-Service Primary School Teachers in Problem Posing Situations .............................................1207
Sınıf Öğretmeni Adaylarının Farklı Problem Kurma Durumlarında Sergilemiş Oldukları Performansın Belirlenmesi ...................1195
Elif TÜRNÜKLÜ, Funda GÜNDOĞDU ALAYLI, Elif Nur AKKAŞ
Investigation of Prospective Primary Mathematics Teachers’ Perceptions and Images for Quadrilaterals .........................................1225
İlköğretim Matematik Öğretmen Adaylarının Dörtgenlere İlişkin Algıları ve İmgelerinin İncelenmesi .............................................1213
Teknoloji Konulu Ek Makaleler / Technology Themed Supplementary Articles ...................................................................................................................1233
Utku KOSE, Durmus KOC, Suleyman Anil YUCESOY
Design and Development of a Sample “Computer Programming” Course Tool via Story-Based E-learning Approach ....................1235
Semiral ÖNCÜ, Zehra ÖZDİLEK
Learning with Peers: An Interdisciplinary Comparative Study of Learner Interaction and Satisfaction
on an Instructional Design Course ........................................................................................................................................................1251
Milan KUBIATKO
The Comparison of Different Age Groups on the Attitudes toward and the Use of ICT ......................................................................1263
Mehmet SİNCAR
Challenges School Principals Facing in the Context of Technology Leadership ...................................................................................1273
Mehmet Fatih ERKOÇ, Zeynep GECÜ, Çiğdem ERKOÇ
The Effects of Using Google SketchUp on the Mental Rotation Skills of Eighth Grade Students .........................................................1285
Aslıhan OSMANOĞLU, Yusuf KOÇ, Mine IŞIKSAL
Investigation of Using Online Video Case Discussions in Teacher Education: Sources of Evidence
of Mathematics Learning .......................................................................................................................................................................1295
Turgay DEMIREL, Ozlem BAYDAS, Rabia M. YILMAZ, Yuksel GOKTAS
Challenges Faced by Project Competition Participants and Recommended Solutions ........................................................................1305
Ömer Faruk VURAL
The Impact of a Question-Embedded Video-based Learning Tool on E-learning ................................................................................1315
Necati HIRÇA
Using an Animated Case Scenario based on Constructivist 5E Model to Enhance Pre-service
Teachers’ Awareness of Electrical Safety ................................................................................................................................................1325
Bulent DOS, Servet DEMIR
The Analysis of the Blogs Created in a Blended Course through the Reflective Thinking Perspective .................................................1335
Hatice SANCAR TOKMAK, Sinan OZGELEN
The ECE Pre-service Teachers’ Perception on Factors Affecting the Integration of Educational
Computer Games in Two Conditions: Selecting versus Redesigning ....................................................................................................1345
Educational Sciences: Theory & Practice - 13(2) • Spring • 1095-1105
©
2013 Educational Consultancy and Research Center
www.edam.com.tr/estp
ICT Usage of Pre-service Teachers: Cultural Comparison
for Turkey and Bosnia and Herzegovina
a
Cihad DEMİRLİ
Istanbul Commerce University
Abstract
The importance of ICTs has become the undisputed in the present century. Studies have been conducted to
investigate the use of ICTs with the goal of increase in quality of teacher education for a long time. This study is
a cross-cultural comparison in terms of pre-service teachers’ level of ICT usage, ICT knowledge and attitudes.
The study was conducted in three different universities, two in Turkey and one in Bosnia and Herzegovina. A total
of 709 pre-service teacher participated in the study, 385 from Turkey and from 324 Bosnia and Herzegovina. To
this end, three different questionnaires were used: the ICT usage for educational purposes scale (ICT-U), the ICT
knowledge scale (ICT-K), and the Internet attitude scale (IAS). According to the results significant differences
were found between two countries in terms of ICT usage. ICT knowledge was determined as the most explaining
variable for the level of ICT use. Culture is also found to be predictive. The study results revealed the need to take
into consideration cultural differences in ensuring the integration of ICTs.
Key Words
ICT Usage, ICT Integration, Pre-service Teachers, Cultural Comparison, Teacher Education.
Information and Communication Technologies
(ICTs), which constantly revolutionize with innovations, affects a nation’s institutions, economies
and processes of political determination. Hence,
all of the countries around the world are socially
and economically under the influence of ICT developments according to the United Nations Development Program’s Report (United Nations [UN],
2000). Most of the countries are aware that one of
the keys to becoming a sophisticated society is to
carry out investments in ICTs (Rice, 2003). In this
context, ICTs have become an inseparable actor in
current educational systems. Particularly in Turkey,
the Information Society Strategy of the Ministry of
Development stated ICTs as one of the main tools of
the educational process and set targets to ensure the
effective use of these technologies by students and
teachers (Devlet Planlama Teşkilatı [DPT], 2006).
The high-budget Fatih Project, launched by the Republic of Turkey’s Ministry of National Education
(Milli Eğitim Bakanlığı [MEB], 2012) is considered
to be a reflection of this. On the other hand, Bosnia
and Herzegovina’s Council of Ministers (CMBH)
approved the Action Plan for the Development of
the Information Society (CMBH, 2012) containing the decisions regarding the necessary capacity
and scope of the policy decisions. Parallel to this,
in order to overcome the shortcomings of issues,
such as equipment, the SCORE project carried out
studies under five separate main headings (eBusiness, eGovernment, eLearning, eHealth, and Environment-Energy) in the field of ICTs (Community
Research and Development Information Service,
2012). However, even if ICTs move in to the classroom as hardware, actualization of teacher’s ICT integration in their classroom seems to be insufficient
(Yıldırım, 2007). This situation requires a transformation of understanding to exploit ICTs in the field
of education. This transformation should be carried
out to provide education with technology. In other
words, the design of educational environments to
provide learning through ICTs is important.
a Cihad DEMİRLİ, Ph.D., is currently an assistant professor at the Department of Educational Sciences. His
research interests include the ways to increase teaching effectiveness using innovative technologies.
Correspondence: Assist. Prof. Cihad Demirli, Istanbul Commerce University, Department of Educational
Sciences, Selman-ı Pak C. No.2 34672 Uskudar, Istanbul, Turkey. Email: [email protected] Phone:
+90 216 553 9422/2190.
EDUCATIONAL SCIENCES: THEORY & PRACTICE
Studies that take into account the universal dimension and different components of the issue have a
particular significance in terms of decision-makers
and process designers. Studies completed with the
individuals who have critical roles in education offer
important information for decisions to ensure the
integration of ICTs. Considering teachers have one
of the critical roles, significant differences in teacher
education should not be underestimated. This is because the approaches toward multi-dimensional contributions to the teaching-learning process (Zarotsky
& Jaresko, 2000) and the effects of integration (Zhao,
Hueyshan, & Mishra, 2001) are not an immediately realized situation for individuals. While forming
the approach, to ensure individuals’ ICT integration,
their ICT usage, ICT knowledge, and ICT attitudes
are important. On the other hand, due to the universal dimensions of ICTs, trends and conditions across
cultures are useful to know during research.
In this context, this study aimed to investigate
whether there are differences regarding the use of
ICTs by pre-service teachers from Turkey and Bosnia and Herzegovina as two different cultures. Based
on the literature review, I found that there were no
comparisons between two countries in terms of cultural differences of ICT use. In this research, Turkey
and Bosnia and Herzegovina were selected for the
comparison as two countries which are classified as
two developing countries in Europe based on World
Bank report (World Bank, 2007). This is due to the
fact that it is possible to direct the development of
national and international programs and policies for
teacher education by comparison studies of ICTs usage. Particularly, studies for the development of associate teacher education programs can be a significant
contribution to the determination of approaches
regarding ICTs. The results of the study may provide important results to policy-makers and decision-makers in regard to the identification of ICT
approaches towards pre-service teachers in different
cultures during the execution of the training program and the identification of common training programs. Furthermore, it can shed light on the required
activities for efficient ICT integration in educational
institutions. Although ICT as an international concept is regarded to have an effect on educational settings, I aimed to unveil whether the effects of ICT
can vary based on the cultural differences
Method
Participants
This study was conducted in three different faculties
of education, two in Turkey and one in Bosnia and
1096
Herzegovina. Research data was collected from senior pre-service teachers from different departments
(Science, Mathematics, Social Studies, Homeroom,
Pre-school, and Turkish language education) in various state universities. Overall, a total of 709 pre-service teachers participated in the study, 385 pre-service teachers from Turkey of which 123 were women
and 201 were men; and from Bosnia and Herzegovina a total of 324 pre-service teachers participated, of
which 234 were women and 151 were men.
Instruments
Four research instruments were used in the current study to address the research questions. The
instruments were: (i) The Personal Inquiry Form,
(ii) The ICT Usage for Educational Purposes Scale
(ICT-U), (iii) The ICT Knowledge scale (ICT-K),
and (iv) The Internet Attitude Scale (IAS). The ICT
Usage for Educational Purposes Scale was designed
to examine the pre-service teachers’ usage level of
15 different ICT applications. The personal inquiry form included demographic data (gender, computer ownership, weekly computer usage) about
the pre-service teachers. The ICT-K scale was designed to examine the pre-service teachers’ level of
knowledge of 15 different software programs. The
IAS aimed at investigating the pre-service teachers’
attitudes towards the Internet. The home internet
attitude measurement tools ICT-U, ICT-K used in
the research to collect data were developed by Tezci
(2009; 2011a; 2011b) by creating a factor analysis
for the data collection in this research. As the measures were developed in Turkish, the forms used in
Bosnia and Herzegovina were adopted to Bosnian
and Croatian to ensure linguistic equivalence. First,
linguistic appropriateness of the translated scales
were presented for expert opinion in the fields of
linguistics, pedagogy, and measurement and evaluation. Prior to pilot implementation, pre-service
teachers who know Turkish-Croatian, and Turkish-Bosnian were asked to describe in Turkish
what they understand from the expressions in the
Bosnian and Croatian forms. Thus, equivalence
between the Turkish, Bosnian, and Croatian forms
were provided. Later, pilot implementation to the
40 pre-service teachers who know both Turkish and
Bosnian and both Turkish and Croatian was completed by presenting the original form as well as the
Bosnian and Croatian forms at one day intervals.
Consistencies between the pre-service teacher’s
answers on each presented form were examined. A
.97 correlation between the scores of Turkish and
Croatian forms, and a .98 correlation between the
scores of Turkish and Bosnian forms were deter-
DEMİRLİ / ICT Usage of Pre-service Teachers: Cultural Comparison for Turkey and Bosnia and Herzegovina
mined. In addition, the Cronbach’s alpha reliability
coefficients for the measures used in this study were
determined as .85 for the ICT-U measurement, .88
for the ICT-K measurement, and .84 for the Home
Internet Attitude measurement.
poses on a five-point scale, ranging from 1 (never) to
5 (almost every day). The results of analysis involving
ICT-U are presented in table 1. The overall ICT usage
for educational purposes was found to be low (Mean
(M) = 2.30, Standard Deviation (SD) = 0.94).
Participants indicated their level of agreement with
each item on a five-point scale, ranging from 5 (totally agree) to 1 (do not agree at all). Some items were
negatively worded and reverse scored at the data entry stage. The scores for the items were added up and
divided by the number of questions in each scale.
Thus, the scores in each scale ranged from 1 to 5.
According to the data from the two cultures, accessing the Internet (M = 4:43), communication (M =
3.98), and word processing (M = 3.20) were determined to be the most commonly used technologies,
while complex systems (M = 1.31), authoring microworlds / simulations (M = 1.52), and computer
programming (M = 1.61) were determined to be
the least used technologies. Internet (M = 4.23),
communication (M = 3.78) and word processing
(M = 3.18) were determined to be the most used
technologies, and modeling complex systems (M
= 1.20), authoring microworlds / simulations (M =
1.35), and concept mapping (M = 1.46) were determined to be the least used technologies by Bosnian
and Herzegovinian pre-service teachers. Usage
of educational-level ICT by Turkish pre-service
teachers was found to be low (M = 2.39). The most
commonly used technologies were determined
to be accessing the Internet (M=1.41), communication (M=4.15), and word processing (M=3.22),
respectively, while the least commonly used ones
were modeling complex systems (M=1.41), concept
mapping (M=1.62), and authoring microworld/
simulations (M=1.66), respectively, among Turkish
pre-service teachers. The level difference between
two cultures was determined in terms of usage of
software that requires the Internet and a high lev-
Data Analysis
Descriptive statistics were analyzed to identify the
participants’ level of ICT knowledge, usage, and
Internet attitudes. A t-test was conducted to examine differences between countries. A Pearson’s
correlation analysis was carried out to examine the
relationships among the variables of interest. Finally, a stepwise regression analysis was conducted to
examine the relative contribution of factors (ICT-K,
IA, weekly computer use, gender) that predicted the
level of ICT usage.
Results
ICT Usage
As stated above, the participants indicated their level
of usage of 15 ICT applications for educational purTable 1.
The Results of ICT-U Analysis
Turkey N= 385
Bosnia and Herzegovina N=324
Total N=709
Mean
SD
Mean
SD
Mean
SD
t
Playing games
2.60
1.30
2.88
1.27
2.73
1.30
-2.809**
Making presentations
2.46
1.05
2.45
.86
2.45
.97
.113*
Word processing
3.22
1.19
3.18
1.15
3.20
1.17
.441*
Publishing materials
1.76
1.01
1.47
.81
1.63
.94
4.134**
Preparing spreadsheets
1.69
.89
1.61
.92
1.65
.90
1.114*
Creating graphics
2.27
1.17
2.24
1.09
2.25
1.14
.376*
Communication
4.15
1.05
3.78
1.19
3.98
1.13
4.460**
Accessing the Internet
4.59
.77
4.23
.91
4.43
.85
5.712**
Developing web pages
2.16
1.22
1.70
1.05
1.95
1.17
5.315**
Developing multimedia
1.82
1.01
1.60
1.02
1.72
1.02
2.864**
Authoring microworlds /Simulations
1.66
.87
1.35
.70
1.52
.81
5.198**
Concept mapping
1.63
.89
1.46
.89
1.55
.90
2.526**
Modeling complex systems
1.41
.72
1.20
.58
1.31
.67
4.152**
Computer programming
1.68
.90
1.53
.85
1.61
.88
2.363**
Using educational CD
2.74
1.19
2.29
1.09
2.53
1.17
5.103**
Overall ICT-U
2.39
.95
2.20
.94
2.30
.54
4.682**
*p>.05; **p<.05 sd: 706
1097
EDUCATIONAL SCIENCES: THEORY & PRACTICE
el of knowledge. Average scores in terms of the
overall levels of use varied between pre-service
teachers from the two cultures (t = 4682, p<.05).
The level of Bosnian and Herzegovinian pre-service teachers in regard to performing determined
tasks (M=2.20) were lower than that of the Turkish
pre-service teachers (M=2.39). In the comparison
between cultures regarding usage levels of word
processing, presentations, graphics, and spreadsheet preparation no difference was identified (p>
.05). A significant difference was determined in
terms of game playing related software use between
Turkish pre-service teachers (M=2.60) and Bosnian
and Herzegovinian pre-service teachers (M=2.88)
in favor of the latter (t = -2809, p<.05). A significant difference was determined in terms of other
education- oriented ICT software usage in favor of
Turkish pre-service teachers.
ICT Knowledge
As stated above, the participants indicated their
knowledge level of 15 types of ICTs on a five-point
scale, from 1 (do not know how to use at all) to 5
(know very well). The results of the analysis involving ICT-K are presented in table 2. The participants’
overall knowledge level of ICT was found to be low
(M = 2.59, SD = 0.83).
ICT knowledge levels of both pre-service teachers
in Turkey (M = 2.72) and pre-service teachers in
Bosnia and Herzegovina (M = 2.45) were low. Bosnian and Herzegovinian pre-service teachers stated
the Internet (M = 4.12), email (M = 3.82), word processing (M = 3.41) as their best known ICTs. Their
least known ICTs were stated as modeling software
(M = 1.65), microworlds / simulations (M = 1.64),
and programming languages (M = 1.98). Pre-service teachers in Turkey stated the Internet (M =
4.44), email (M = 4.10), and word processing (M
= 3.42) as their best known ICTs, while modeling
software (M=4.44), microworlds / simulations (M
= 1.86), and animation (M = 2.04) were determined
to have lowest means. For pre-service teachers from
the two countries, differences were determined between knowledge levels of ICT software except in
terms of spreadsheets, word processing, and animations. Knowledge of graphics and presentation software was found to be lower for pre-service teachers
in Turkey then pre-service teachers in Bosnia and
Herzegovina. Knowledge levels of other software
among pre-service teachers in Bosnia and Herzegovina was found to be low. The average level of
knowledge for all software was found to be lower
for pre-service teachers in Bosnia and Herzegovina (M=2.45) than pre-service teachers in Turkey
(M=2.72) (t = 5399, p<.05).
ICT Attitude
Average weekly internet usage time was determined
as 13.64 hours for all pre-service teachers. According to the data obtained, while pre-service teachers
in Turkey use the Internet 11 hours per week on average, pre-service teachers in Bosnia and Herzegov-
Table 2.
The Results of ICT-K Analysis
Turkey N= 385
Bosnia and Herzegovina N=324
Total N=709
Mean
SD
Mean
SD
Mean
SD
t
Word Processing
3.42
.98
3.41
1.14
3.41
1.06
.080*
Database
2.70
1.09
2.11
1.15
2.43
1.16
7.008**
Spreadsheets
2.89
1.11
3.02
1.15
2.95
1.13
-1.609*
Graphics
2.87
1.22
3.09
1.31
2.97
1.27
-2.335**
Multimedia authoring software
2.31
1.19
1.93
1.16
2.13
1.19
4.283**
Presentation software
3.05
1.26
3.37
1.28
3.19
1.28
-3.427**
Concept mapping
2.29
1.20
1.90
1.17
2.11
1.20
4.383**
Internet
4.44
.81
4.12
.92
4.29
.88
4.944**
Email
4.10
1.10
3.82
1.19
3.98
1.15
3.267**
Publishing software
2.47
1.18
1.75
1.11
2.14
1.20
8.234**
Webpage authoring software
2.33
1.26
1.74
1.11
2.06
1.23
6.529**
Programming languages
2.14
1.15
1.68
1.00
1.93
1.11
5.581**
Modeling software
1.85
.99
1.39
.83
1.64
.95
6.700**
Microworlds/Simulations
1.86
.94
1.40
.83
1.65
.92
6.730**
Animation
2.04
1.18
2.01
1.20
2.03
1.19
.291*
Overall ICT-K
2.72
.60
2.45
.71
2.59
.83
5.399**
*p>.05; p<.05; sd=706
1098
DEMİRLİ / ICT Usage of Pre-service Teachers: Cultural Comparison for Turkey and Bosnia and Herzegovina
ina use the Internet 15 hours per week on average.
Forty-six percent of pre-service teachers in Turkey
use ICTs 4-10 hours per week, while approximately 2.2% claimed to not use ITCs at all. Thirty-eight
percent of pre-service teachers in Bosnia and Herzegovina use ICTs for 4-10 hours per week, while
approximately 1% claimed not to use ITCs at all. In
both cultures, the second most common rate of internet use ranged between 1-3 hours.
The analysis of descriptive statistics revealed that the
participants’ overall attitudes towards the Internet (M
= 3.55, SD = 0.42) were, in general, positive. Attitude
levels of pre-service teachers in Turkey (M=3.60, SD=
.41) as well as in Bosnia and Herzegovina (M=3.50,
SD= .45) were found positive (table 3).
Correlation and Regression Analysis
Results presented in table 4 revealed that all of
the variables are correlated to each other. ICT
knowledge (Pearson’s Correlation Value (r) = 0.69,
p<0.01) had the highest correlation of ICT usage.
ICT usage has a moderate correlation with Internet
attitude (r = 0.37, p<0.01).
A stepwise regression analysis was performed to
determine to what extent each variable explains
ICT for educational purposes. Errors (error terms)
were tested for eligibility of regression analysis numerals. Results showed that errors (residual) were
normally distributed (Skewness = - .11; Kurtosis
= .17). There was no multiple correlation between
independent variables, and the highest VIF value
was determined to be 1297. Background variables
were included in the equation primarily for control
of the independent hierarchical regression analy-
sis. Since attitude stems from knowledge, the order
of inclusion to the equation is as follows: gender,
weekly internet usage time, knowledge and lastly,
attitude. The results of the analysis on the predictive
power of the variables are given in table 5.
According to the results of the regression analysis,
30% of the educational use of ICT levels were explained by gender and contributed to the model
significantly (R2 = .30, F (1/707) = 306 638). Country was the other indicator variable, which entered
the model in the second step, and contributed to the
model by 40%. Country variable’s peculiar contribution was found to be significant within the model
(R2 = .40, F (2/706) = 236 359). Weekly internet usage entered in to the model at the third step, ICT-K
at the fourth step, and ICT-A at the fifth step. Weekly internet usage (R2 = .44, F (2/706) = 182,747),
ICT-N (R2 = .64, F (3/705) = 312,883), and ICT-A
(R2 = .66, F (4/704) = 268 811) were significant contributions to the model.
However, in order to determine the effect of the country variable, variables were placed in the equation in
diverse order. According to this, in the hierarchical
regression analysis, predictor variables were entered
into the regression equation in the following order:
ICT-K, ICT-A, gender (dummy variables), and country (dummy variables). The dependent variable was
ICT-U. Results presented in table 6 revealed that all
variables contributed to the use of ICT for educational
purposes. In the fourth step explanation of the variance by all variables’, the ratio was 64%.
Usage time (β = .30), ICT-K (ICT knowledge level)
(β = .66), the level of knowledge on the contribution of attitude (β = .19), the contribution of these
variables by gender (β = .35), and country variable
Table 3.
The Analysis of the Participants’ Overall Attitudes towards the Internet
Bosnia and Herzegovina
Turkey
General
N
M
SD
N
M
SD
N
M
SD
t
Weekly use of Internet
324
11.49
13.26
385
15.43
15.41
709
13.64
14.59
3.589*
I-A
324
3.50
.45
385
3.60
.41
709
3.55
.42
3.285*
*p<.05
Table 4.
Correlations among the Variables of Interest
ICT-K
ICT- U
I-A
Gender
ICT- U
.688**
I-A
.290**
.366**
Gender
**
.316
.542**
.190**
Country
.201**
.175**
.124**
-.227**
Weekly internet usage
.221**
.292**
.117**
.111**
Country
.135**
All of the correlation is significant .01
1099
EDUCATIONAL SCIENCES: THEORY & PRACTICE
Table 5.
The Results of the Analysis on the Predictive Power of the Variables
B
SE B
β
t
R
R2
R2
change
F for Change in R2
Gender
.081
.005
.551
17.511**
.550
.303
.303
306.638**
Gender
.092
.004
.624
20.851**
.634
.401
.099
116.092**
Country
.048
.004
.323
10.775**
Gender
.063
.004
.595
20.277**
.662
.438
.036
45.611**
Country
.026
.004
.290
9.839**
Usage hour
.001
.000
.195
6.754**
Gender
.061
.004
.415
16.486**
.800
.640
.203
395.821**
Country
.023
.004
.158
6.464**
Usage hour
.001
.000
.121
5.192**
ICT-K
.037
.002
.502
19.895**
Gender
.058
.004
.395
15.919**
.810
.657
.017
33.919**
Country
.021
.004
.143
5.953**
Usage hour
.001
.004
.116
5.074**
ICT-K
.036
.002
.473
18.783**
ICT-A
.010
.002
.136
5.824**
Variables
Step 1
Step 2
Step 3
Step 4
Step 5
**p<.01
contribution as a last entry to the model (β = .14)
were found significant according to the analysis
results. On the level of use of ICT for educational
purposes, the only significant predictor was level of
knowledge of ICT. ICT knowledge level describes
the ICT usage levels nearly by 41% when the weekly
usage hour is held constant. The explanation of the
variance by the country variable is 1.7% when all
other variables held constant.
Results and Discussion
In this study, the effects of knowledge, attitude,
gender, and culture variables on the educational
purposes of ICTs were investigated. This study was
executed on pre-service teachers studying in the
faculties of education in Turkey and Bosnia and
Herzegovina. According to the results, ICT knowledge and usage levels of pre-service teachers who
are studying pre-service education were found to
be low. Especially knowledge levels for more complex software (such as complex systems modeling
and computer programming) and programs that
require a more advanced level of experience (such
as software, modeling, and simulations) were found
to be low. Nevertheless, software knowledge for internet, e-mail, word processing software, and levels
of usage of these programs were found to be high.
A great amount of similar research on ICT (Garland & Noyes, 2004; Lim, 2007; OECD, 2004; Sam,
Othman, & Nordin, 2005; Yalın, Karadeniz, & Şahin, 2007; Yıldırım, 2007), as in this study, showed
1100
that the level of knowledge and usage is sufficient
enough to accomplish simple tasks, but it is far
from effective integration.
Results showed that information, weekly hours of
internet usage, attitudes, gender, and country variables are associated with usage levels. When knowledge, attitudes, and hours of internet use increased,
the level of ICT usage for learning and teaching
purposes increased as well. This result is consistent
with several studies’ reports. Butler and Sellbom
(2002), Garland and Noyes (2004), Kirkwood, Van
Der Kuyl, Parton, and Grant (2000), Straub, Keil,
and Brenner (1997) and Tezci (2011a) concluded
in their research that a lack of experience, knowledge and/or education affects the levels of usage
and identified them as major barriers for effective
integration. Pelgrum (2001) also stated that a lack
of information was identified as the major barrier for ICT integration in 26 different countries by
practitioners in training. Usage levels of pre-service
teachers in Turkey are higher than the usage levels
of pre-service teachers in Bosnia and Herzegovina.
Attitudes towards ICT were found to be highly
positive in pre-service teachers from both cultures. Overall, studies in different cultures (Garland & Noyes, 2004; Tezci, 2009, 2011a) observed
that pre-service teachers’ attitudes towards ICT
were high as well. Nevertheless, while this positive attitude has a significant impact on the level
of usage according to the regression analysis, it is
not sufficient on its own. On the other hand, these
results were parallel to other studies (Bove’e, Voogt,
DEMİRLİ / ICT Usage of Pre-service Teachers: Cultural Comparison for Turkey and Bosnia and Herzegovina
Table 6.
Summary of the Hierarchical Regression Analysis for Variables Predicting ICT-U
Variables
B
SE B
β
t
R
R2
R2 change
F for Change in R2
Step 1
Usage hour
.002
.000
.300
8.344**
.300
.090
.090
69.622**
Step 2
Usage hour
.001
.000
.154
5.655**
707
.500
.411
ICT-K
.048
.002
.657
24.075**
.717
.512
.035
50.845**
Step 3
Usage hour
.001
.000
.144
5.437**
.730
.531
.032
579.629**
.800
.638
.107
208.320**
.810
.654
.017
35.438**
Step 4
Step 5
ICT-K
.044
.002
.605
22.022**
ICT-A
.014
.002
.188
6.978**
Usage hour
.001
.000
.131
5.626**
ICT-K
.037
.002
.509
20.348**
ICT-A
.011
.002
.151
6.344**
Gender
.051
.004
.347
14.433**
Usage hour
.001
.000
.116
5.074**
ICT-K
.035
.002
.473
18.783**
ICT-A
.010
.002
.136
5.824**
Gender
.058
.004
.395
15.919**
Country
.021
.004
.143
5.953**
**p<.01
& Meelissen, 2007; Khine, 2001; Roussos, 2007;
Torkzadeh, Chang, & Demirhan, 2006) regarding
attitudes towards educational purposes of ICT and
its integration into the programs has an important
impact. However, some research results (Garland &
Noyes, 2004; Li & Kirkup, 2007) found a low correlation between the attitude levels and ICT experience. Despite the different results, it can be said
that attitudes during pre-service teacher training
should be taken into account in terms of effective
technology integration. Naturally, the attitude variable towards ICT usage has a cultural dimension.
In fact, a similar study carried out by Li and Kirkup
(2007) on Chinese and British students showed that
there is a relationship between ICT attitudes and
experience and this is effective culturally. This circumstance is not effective by itself in ensuring the
integration of attitude, but it should not be ignored
because of its importance in the process.
In this study, the predictor value of the culture
variable on the level of usage was determined.
When all other variables are held constant, cultural
differences can be said to be an important factor.
However, it should not be ignored that this study
was carried out with students from two different
developing countries. Indeed, the country (culture) variable emerged as an important factor for
educational purposes of ICT. In order to reach a
common and widespread conclusion about the effect of this variable, the same differences should be
examined in developed countries or cultures who
integrated ICT into their programs. This is based
on a study published by European Schoolnet (2006)
that stated that in developing countries, ICT usage
levels are low and its integration is still in the first
stage. In fact, Kaynak and Özer (2009) stated that
independent success levels of ICT performances
are not satisfactory in Turkey and Bosnia and Herzegovina. On the other hand, the study of Li and
Kirkup (2007) stated the cultural differences between dimensions of self-esteem and attitude when
studying computer and internet usage in China and
England. Lim (2002) determined the level of usage
in terms of cultural differences. Torkzadeh et al.
(2006) discussed their research regarding cultural perspectives, and stated that teachers perceived
computers as a tool specific to their own culture,
and cultural differences have a significant impact
on the level of usage. Considering knowledge level
is the most important indicator, and the knowledge
levels of students (pre-service teachers) are low, it
would be useful for faculty members to become
role models by using these technologies effectively
in the classroom, and to do model implementations
to demonstrate how to use them for educational
purposes. In fact, this is not surprising. Indeed, it
was observed that the level of use increases when
the level of students’ knowledge increases. In this
context, the level of information for software that
requires a high level of knowledge is low and, in
parallel, the level of use is lower.
Transmission-based activities, rather than integration based on the constructivist approach, in other
words, computer activities based TYPE I (Maddux
& Johonson, 2006) usage can be said to be weighted. However, effective integration requires TYPE II,
in other words, learning through technology (Jonassen, 2000). Perkmen and Tezci (2011) explained
1101
EDUCATIONAL SCIENCES: THEORY & PRACTICE
TYPE II as “technology in the classroom should
be used in such a way that without the technology
there is no way to teach in that manner”. It can be
said that it is possible to increase the use of technology in the process of effective learning, and
teaching can be accomplished by deviating from
traditional ways. For this, role modeling and designing activities for direct experiences by faculty
members would be helpful. According to a research
report published by the European Commission
(2001), traditional ICT use (TYPE I) has a negative
impact on effective ICT integration in the classroom. Hence, to increase knowledge levels and to
gain first-hand experiences, practices provided to
the students in the process of teaching and learning
can be said to be beneficial. Although there are several factors that affect the use of ICT in the teaching-learning process, it would be useful to consider
factors such as: a wide variety of applications, concrete experiences, first-hand experiences, and motivation (Anderson, 1990; Brown, Collins, & Duguid,
1989; Hong, 2002; Sam et al., 2005) in the process
of teaching and learning. Organizing events such
as special activities, courses, seminars, and workshops and learning by technology in the classes will
contribute to increasing the level of knowledge.
In this regard, faculty members will contribute to
the increase of ICT knowledge levels and the effective use of ICT by giving examples of TYPE II
usage, and becoming role models in the classroom
(Baek, Jung, & Kim, 2008; Gosmire & Grady, 2007;
Neufeld, Dong, & Higgins, 2007).
In addition to knowledge, gender was determined
to be the second most important factor to effect students’ usage levels. In fact, while some studies revealed decreasing effects of gender, findings of this
study showed that gender is still an important factor on usage levels. Usage levels of female students
were determined to be lower than male students.
Even though this research was conducted in two
different countries, both of them are classified as
developing countries (World Bank, 2007). On the
other hand, the use of computer and internet technologies based on the cultural perceptions should
not be ignored. To better analyze the gender variable effect, a qualitative analysis would contribute
better in countries with different cultures and levels
of development. In the study of Volman, van Eck,
Heemskerk, and Kuiper (2005), they reported gender as an important factor in developing countries.
Several studies (Janssen Reinen, & Plomp, 1997;
Paraskeva, Bouta, & Papagianni, 2008; Volman et
al., 2005) determined gender as an important factor
in terms of ICT usage, and female students had a
1102
lower level of use. However, other results are also
available revealing the effect of gender as an unimportant factor (Murphy, 2000). All of these showed
that every country is required to develop policies
for the effective integration of ICT into their educational programs in relation to their cultural conditions.
Despite the high level of investment in ICT, the effective utilization level can be said to be quite low.
Indeed, the results of this study support the perspective that: “The presence of technology in the
classroom does not guarantee its use.” (Bullock,
2004; Niederhauser & Perkmen, 2010; Tezci, 2011a,
2011b). It is important to consider “technological-pedagogical content knowledge” for effective
technology integration in teacher education. Still,
for effective use, it would be beneficial that faculty
members become role models for pre-service teachers in terms of integration to programs and areas.
Considering teachers have a dominant role for
integrating ICTs into programs, development of
original national and school level policies would be
useful. British Educational Communications and
Technology Agency (2004) stated that problems
directed at ICTs learning and teaching adaptation
is not just technical, and there is not a universal
solution. The findings of this study also support this
view. In this case, problems should be addressed locally. Indeed, Straub et al. (1997) stated that their
research on different cultures demonstrated that
the Technology Acceptance Model (TAM) is suitable for the solution of problems in the United
States of America, while it is not valid for Japan.
It can be said that, while by its nature ICTs have a universal character; programs for teacher education differ among countries, and ICT usage and training on
it was affected by cultural dimensions. However, the
findings of this research revealed that it is not possible to state that the levels of providing effective ICT
integration in developing countries are yet sufficient.
Kuram ve Uygulamada Eğitim Bilimleri • Educational Sciences: Theory & Practice - 13(2) • Bahar/Spring • 1103-1105
©
2013 Eğitim Danışmanlığı ve Araştırmaları İletişim Hizmetleri Tic. Ltd. Şti.
www.edam.com.tr/kuyeb
Öğretmen Adaylarının Bilişim Teknolojileri Kullanımı:
Türkiye ve Bosna Hersek için Kültürel Karşılaştırma
a
Cihad DEMİRLİ
İstanbul Ticaret Üniversitesi
Öz
İçinde bulunduğumuz çağda bilgi ve iletişim teknolojilerinin (BT/ICT) önemi tartışmasız bir hal almıştır. Özellikle öğretmen eğitiminde kalitenin artırılması için ICT kullanımı ile ilgili araştırmalar uzun yıllardan beri devam
etmektedir. Bu araştırmada öğretmen adaylarının; ICT kullanma düzeyinin, ICT bilme düzeyinin ve tutumlarının kültürler arası karşılaştırma yapılarak belirlenmesi amaçlanmıştır. Araştırma, Türkiye’den iki ve Bosna
Hersek’ten bir olmak üzere üç farklı eğitim fakültesinde yürütülmüştür. Araştırmaya 385’i Türkiye’den ve 324’ü
Bosna Hersek’ten olmak üzere toplam 709 son sınıf öğrencisi öğretmen adayı katılmıştır. Araştırmada likert
tipi sorular içeren üç farklı (ICT-U, ICT-K ve IAS) ölçek kullanılmıştır. Yapılan analizlerde iki kültür arasında ICT
kullanımı bakımından istatistiksel olarak farklar bulunmuştur. ICT Bilme düzeyinin ICT kullanım düzeyini en çok
açıklayan değişken olduğu belirlenmiştir. Ayrıca kültürün az da olsa yordayıcı olduğu belirlenmiştir. Araştırma
sonuçları ICT entegrasyonunun sağlanmasında kültürel farkların dikkate alınması gerekliliğini ortaya koymuştur.
Anahtar Kelimeler
ICT Kullanımı, ICT Entegrasyonu, Öğretmen Adayı, Kültürel Karşılaştırma, Öğretmen Eğitimi.
a Dr. Cihad DEMİRLİ İstanbul Ticaret Üniversitesi Eğitim Bilimleri Bölümü’nde yardımcı doçent doktor olarak
çalışmaktadır. Yenilikçi teknolojiler kullanılarak öğretimin etkinliğini artırma çalışmaları araştırma alanına girmektedir. İletişim: Yrd. Doç. Dr. Cihad Demirli, İstanbul Ticaret Üniversitesi, Eğitim Bilimleri Bölümü, Selman-ı
Pak C. No.2 34672 Üsküdar, İstanbul. Elektronik posta: [email protected] Tel.: +90 216 5539 422/2190.
KURAM VE UYGULAMADA EĞİTİM BİLİMLERİ
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