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Mobil teknolojilerin yaygınlaşmasıyla birlikte eğitsel ortamlarda mobil teknolojilerin kullanımı, mobil öğrenmelerin gerçekleşmesinde büyük bir öneme sahiptir. Bu teknolojik gelişmelerin eğitimde kullanımı ile birlikte klasik öğrenmeden, teknoloji destekli öğrenmeye doğru bir geçiş yaşanmaktadır. Öğrenenlerin mobil öğrenme süreçlerine yönelik tutumları, bu teknoloji destekli öğrenmenin gelişmesinde ve yaygınlaşmasında önemli rol oynamaktadır. Eğitimde teknoloji entegrasyonunun revaçta olduğu bu süreçte eğitimde mobil ortamların kullanımı gün geçtikçe önem arz etmektedir. Öğrenenlerinde bu ortamlara karşı tutumları da bu yeni öğrenme ortamları açısından büyük rol oynamaktadır. Bu çalışmada, Knezek ve Khaddage (2013) tarafından geliştirilen Mobil Öğrenme Tutum Ölçeğinin Türkçeye uyarlanması gerçekleştirilmiştir. Uyarlama sürecinde, ölçeğin dilsel eşdeğerliğine bakılmış olup, AFA, DFA değerleri ve güvenirlik katsayıları incelenmiştir. Uyarlanan ölçeğin mobil öğrenme ile ilgili gelecekteki araştırmalara katkı sağlaması amaçlanmaktadır.
With the spread of mobile technologies, the use of mobile technologies in educational environments is of great importance in the realization of mobile learning. With the use of these technological developments in education, a transition from classical learning to technology-backed learning is undertaken. The attitudes of students towards mobile learning processes play an important role in the development and spread of this technology-backed learning. In this process of technology integration in education, the use of mobile environments in education is increasingly important. Their attitudes to these environments also play a major role in these new learning environments. In this study, the adaptation of the mobile learning attitude scale developed by Knezek and Khaddage (2013) was carried out to Turkish. In the adjustment process, the language equivalence of the scale was considered, and the AFA, DFA values and reliability ratings were studied. The adapted scale is intended to contribute to future research on mobile learning.
With the mobile technologies becoming widespread,use of mobile technologies in educational environments has a great deal of significance in facilitating mobile learnings. With the use of these technological developments,there is a shift from classical learning to technology-assisted learning. The learners’ attitudes towards mobile learning processes play an important role in the development and spreading of technology-assisted learning. In a setting where the integration of technology in education is in great demand, use of mobile platforms becomes more important day by day. Also, the learners’ attitudes towards these platforms play an important role in terms of these new learning environments. In this study, Turkish adaptation of mobile learning attitude scale, developed by Knezek and Kaddage (2013), was carried out. In the process of adaptation, linguistic equivalence of the scale was looked into and AFA, DFA values and reliability coefficient were analyzed. With the scale, it is aimed to contribute to further studies on mobile learning.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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