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Eğitim sisteminin önemli unsurları arasında yer alan ve 21. yy becerileri arasında kabul edilen bilgi ve iletişim teknolojileri (BİT) yeterlikleri ve bilgi işlemsel düşünme (BİD) becerileri, gerek öğretmenlerin gerekse öğrencilerin sahip olması gereken beceriler arasında yerini almıştır. Özellikle eğitim sisteminin temel unsuru olan öğretmenlerin bu becerilere sahip olması verilen eğitimin verimliliği ve etkililiği açısından oldukça önemli görülmektedir. Bu ifadeden yola çıkarak, bu çalışmada geleceği inşa edecek öğretmen adaylarımızın BİT yeterlik düzeyleri ve BİD becerilerinin ne durumda olduğu ve aralarında anlamlı bir ilişki olup olmadığı belirlenmeye çalışılmıştır. Çalışmada ayrıca öğretmen adaylarının BİT yeterlik düzeyleri ve BİD becerileri üzerinde cinsiyet, öğrenim görülen program, bilgisayar donanım bilgisi ve bilgisayar yazılım bilgisi değişkenleri açısından anlamlı bir farklılık olup olmadığı araştırılmıştır. Araştırma örneklemini Trakya Üniversitesi Eğitim Fakültesi’nde öğrenim gören ve tesadüfi örnekleme yöntemi ile belirlenmiş olan 365 öğretmen adayı oluşturmaktadır. Çalışmada veri toplama aracı olarak “Öğretmen Adayları İçin Bilgi ve İletişim Teknolojileri Yeterlikleri Ölçeği” ve “Bilgisayarca Düşünme Ölçeği” kullanılmıştır. Araştırma bulgularına göre öğretmen adaylarının BİT yeterlikleri “yeterli” düzeyde iken, BİD becerilerinin “orta düzey” seviyesinde olduğu belirlenmiştir. Bununla birlikte öğretmen adaylarının BİT yeterlikleri ile BİD becerileri arasındaki ilişkiye bakıldığında pozitif yönde ve zayıf düzeyde bir ilişki olduğu ortaya çıkmıştır. Araştırmada ayrıca, öğretmen adaylarının BİT yeterlikleri ile cinsiyet değişkeni arasında anlamlı bir ilişki ortaya çıkmazken, BİT yeterlikleri ile öğrenim görülen program, bilgisayar donanım bilgisi ve bilgisayar yazılım bilgisi değişkenleri arasında anlamlı bir ilişki olduğu ortaya çıkmıştır. Çalışmada aynı zamanda BİD becerileri ile cinsiyet, öğrenim görülen program, bilgisayar donanım bilgisi ve bilgisayar yazılım bilgisi değişkenleri arasında anlamlı bir ilişkinin olduğu da görülmüştür.
Information and Communication Technologies (ICT) competencies and computational thinking (CT) skills as being one of the most important assets of the educational system and by taking its place among 21st century skills, took its place amidst competencies that both teachers and students should have. Especially teachers, who are the basic factor of the education system, should have these skills because these are very important in terms of the efficiency and effectiveness of the education. Based on this statement, it was tried to determine information and communications technology competency and computational thinking skills of pre-service teachers, who is going to build the future. Likewise, in this study, it has been tried to determine whether there is a significant relationship between information and communication technologies competencies and computational thinking skills of pre-service teachers. It was also investigated whether there is a significant difference in pre-service teachers' ICT competencies and CT skills in terms of variables such as gender, department, computer hardware knowledge and computer software knowledge. A sample population of 365 pre-service teachers has been determined via random sampling method among students in the University of Trakya Faculty of Education. Data were collected using the "Preservice Teacher's Information and Communication Technology Competences Scale" and "Computational Thinking Scale". According to the findings of the research, it was discovered that the group of pre-service teachers had a "sufficient" degree of Information and Communication Technologies competencies, while their computational thinking skills were "mediate-level". However, it was also established that a weak level, statistically meaningful positive correlation exists between pre-service teachers' ICT competencies and CT skills. Also in the research, while there was no significant relationship between the ICT competencies of the pre-service teachers and the gender variable, a significant relationship between the ICT competencies of the pre-service teachers and variables of department, computer hardware knowledge, computer software knowledge variables. The study also revealed that there was a significant relationship between the variables of CT skills and variables of gender, department, computer hardware knowledge, and computer software knowledge.
Information and communication Technologies (ICT) competencies and computational thinking (CT) skills as being one of the most important assets of educational system and by taking its place among 21st century skills, took its place amidst competencies that both teachers and students should have. Especially teachers, who are the basic factor of the education system, should have these skills because these are very important in terms of the efficiency and effectiveness of the education. Based on this statement, it was tried to determine information and communications technology competency and computational thinking skills of pre-service teachers, who is going to build future. Likewise, in this study, it has been tried to determine whether there is a significant relationship between information and communication technologies competencies and computational thinking skills of pre-service teachers. It was also investigated whether there is a significant difference in pre-service teachers' ICT competencies and CT skills in terms of variables such as gender, department, computer hardware knowledge and computer software knowledge. A sample population of 365 pre-service teachers has been determined via random sampling method among students in Trakya University Faculty of Education. Data were collected using the “Preservice Teacher’s Information and Communication Technology Competencies Scale” and “Computational Thinking Scale”. According to the findings of the research, it was discovered that the group of pre-service teachers had a "sufficient" degree of Information and communication Technologies competencies, while their computational thinking skill were "mid-level". However, it was also established that a weak level, statistically meaningful positive correlation exists between pre-service teachers' ICT competencies and CT skills. Also in the research, while there was no significant relationship between the ICT competencies of the pre-service teachers and the gender variable, a significant relationship between the ICT competencies of the pre-service teachers and variables of department, computer hardware knowledge, computer software knowledge variables. The study also revealed that there was a significant relationship between the variables of CT skills and variables of gender, department, computer hardware knowledge, and computer software knowledge.
Alan : Eğitim Bilimleri; Filoloji; Güzel Sanatlar; Hukuk; Sosyal, Beşeri ve İdari Bilimler
Dergi Türü : Uluslararası
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