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Okul Öncesi Öğretmenlerinin Bilgisayar ve İnternet Kullanımı ile Çevrimiçi Öğrenme Motivasyonları Arasındaki İlişki

Yıl 2022, Cilt: 30 Sayı: 2, 473 - 483, 29.04.2022
https://doi.org/10.24106/kefdergi.891655

Öz

The increasing use of technology in the world and the search for new education methods have made learning processes independent of time and space such as distance education and online learning. Moreover, health concerns have made online learning environments more popular during the pandemic process. Therefore, in this study, the relationship between pre-school teachers' computer and internet use and online learning motivation was examined. For this purpose, the relational scanning model, one of the quantitative research methods, was used in the study. The sample of the study consists of 160 preschool teachers. Computer and Internet Usage Scale and Online Learning Motivation Scales were used to collect data in the study. t-test, one-way variance (ANOVA), Pearson correlation and, simple linear regression analysis was used for data analysis. As a result, it has been revealed that the online learning motivations of preschool teachers do not differ significantly according to gender, time spent on the internet and, the number of media tools used to access the internet. Besides, it has been observed that the online learning motivation of pre-school teachers who have just started the profession is higher than experienced teachers. It was revealed that as the self-efficacy of pre-school teachers using computers and the internet increased, their online learning motivation also increased.

Kaynakça

  • Afshari, M., Bakar, K. A., Luan, W. S., Samah, B. A., & Fooi, F. S. (2009). Factors affecting teachers' use of information and communication technology. Online Submission, 2(1), 77-104.
  • Agyei, D. D., & Voogt, J. M. (2010). Exploring the potential of the will, skill, tool model in Ghana: Predicting prospective and practicing teachers’ use of technology. Computers and Education, 56, 1–10.
  • Alsancak Sırıkkaya, D. ve Yurdugül, H. (2016). Investigation of Online Learning Readiness Level of Teacher Candidates: The Sample of Ahi Evran University. KEFAD, 17(1), 185-200.
  • Appana, S. (2008). A review of benefits and limitations of online learning in the context of the student, the instructor and the tenured faculty. International Journal on E-learning, 7(1), 5- 22.
  • Aubrey & Dahl, (2014). The confidence and competence in information and communication technologies of practitioners, parents and young children in the early years' foundation stage. Early Years: Journal of International Research & Development, 34 (1), 94-108.
  • Bahar H. H., Uludağ E. ve Kaplan K. (2009). An investigation of the computer and internet attitudes on primary school teachers from Kars province. Erzincan University Journal of Education Faculty, 11(2), 67-83.
  • Bajovic, M. (2018). Playing and learning across the concrete and digital realms: a new context for the new learners. International Journal of Play, 7(2), 199–209.
  • Bingimlas, K. A. (2009). Barriers to the successful integration of ICT in teaching and learning environments: A review of the literature. Eurasia Journal of Mathematics, science and technology education, 5(3), 235-245.
  • Blackwell, C. K., Lauricella, A. R., & Wartella, E. (2014). Factors influencing digital technology use in early childhood education. Computers & Education, 77, 82–90. doi:10.1016/j.compedu.2014.04.013.
  • Bozkurt, G., & Johnston-Wilder, S. (2011). Factors influencing student teachers’ use of ICT in mathematics teaching. In S. Barton, J. Hedberg, & K. Suzuki (Eds.), Proceedings of Global Learn 2011 (pp. 627–634).
  • Bugün Dünyada İnternet Kullanıcıları. (14 Aralık 2020). Retrived from https://www.worldometers.info
  • Burgul, N. and Yağan, M. (2009). The Importance and The Roles of İnformation Technologies in Preschool Education. Procedia-Social and Behavioral Sciences. 1,1, 2889-2905.
  • Casillas Martín, S., Cabezas González, M., & García Peñalvo, F. J. (2020). Digital competence of early childhood education teachers: attitude, knowledge and use of ICT. European Journal of Teacher Education, 43(2), 210-223.
  • Christensen, R. W., & Knezek, G. A. (2009). Construct validity for the teachers’ attitudes toward computers questionnaire. Journal of Computing in Teacher Education, 25(4), 143–155.
  • Clark, R. C., & Mayer, R. E. (2016). E‐learning and the science of instruction ( 4th ed.). Hoboken, NJ: Wiley.
  • Constantinides, E., & Fountain, S. J. (2008). Web 2.0: Conceptual foundations and marketing issues. Journal of direct, data and digital marketing practice, 9(3), 231-244.
  • Cormode, G., & Krishnamurthy, B. (2008). Key differences between Web 1.0 and Web 2.0. First Monday, 13(6), 1-6. https://doi.org/10.5210/fm.v13i6.2125
  • Correa, T., Pavez, I., & Contreras, J. (2020). Digital inclusion through mobile phones?: A comparison between mobile-only and computer users in internet access, skills and use. Information, Communication & Society, 23(7), 1074-1091.
  • Couse, L. J., & Chen, D. W. (2010). A tablet computer for young children? Exploring its viability for early childhood education. Journal of Research on Technology in Education, 43(1), 75–98.
  • DeGennaro, D. (2008). Learning designs: An analysis of youth-initiated technology use. Journal of Research on Technology in Education, 41(1), 1–20.
  • Dong, C. (2018). ‘Young children nowadays are very smart in ICT’–preschool teachers’ perceptions of ICT use. International Journal of Early Years Education, 1-14.
  • Donohue, C., & Schomburg, R. (2017). Technology and interactive media in early childhood programs: What we’ve learned from five years of research, policy, and practice. YC Young Children, 72(4), 72-78.
  • Edwards, S., (2016). New Concepts of Play and the Problem of Technology, Digital Media and Popular-Culture Integration with Play-Based Learning in Early Childhood Education. Technology, Pedagogy and Education 25 (4), 513–532.
  • Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & education, 59(2), 423-435.
  • Fraenkel, J. R., & Wallen, N. (2006). E.(2006). How to design and evaluate research in education.
  • Fullan, M., & Langworthy, M. (2014). A rich seam: How new pedagogies find deep learning. London: Pearson.
  • Genç, Z. (2014). Parent’s perceptions about the mobile technology use of preschool aged children. Procedia-Social and Behavioral Sciences. 146, 55-60.
  • George. D. ve Mallery, M. (2010). SPSS for windows step by step: A simple guide and reference, 17.0 update. Boston: Pearson.
  • Gilbert, B. (2015). Online learning revealing the benefits and challenges. education Masters, St. John Fisher College. Retrived from https://fisherpub.sjfc.edu/cgi/viewcontent.cgi?article=1304&context=education_ETD_masters
  • Greenhow, C., Robelia, B., & Hughes, J. E. (2009). Learning, teaching, and scholarship in a digital age: Web 2.0 and classroom research: What path should we take now?. Educational researcher, 38(4), 246-259.
  • Gunn, C., McSporran, M., Macleod, H., & French, S. (2003). Dominant or different? Gender issues in computer supported learning. Journal of Asynchronous Learning Networks, 7, 14-30.
  • Gürer M. D., Tekinarslan E. ve Yavuzalp N. (2016). Opinions of instructors who give lectures online about distance education. Turkish Online Journal of Qualitative Inquiry (TOJQI) . 7(1), 47-78.
  • Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. New York, NY: Teachers College Press.
  • Hernández-Ramos, P. J., Martínez-Abad, F., Peñalvo, F. J., García-Herrera, E. M., & Rodríguez-Conde, J. M. (2014). Teachers’ attitude regarding the use of ICT. A factor reliability and validity study. Computers in Human Behaviour, 31, 509–516.
  • Hew, K. F., & Brush, T. (2007). Integrating technology into K–12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55, 223–252.
  • Hinostroza, J. E., Ibieta, A., Claro, M., & Labbé, C. (2015). Characterisation of teachers’ useof computers and Internet inside and outside the classroom: The need to focus on the quality. Education and Information Technologies, 21, 1595–1610.
  • Hinostroza, J. E., Labbé, C., Brun, M., & Matamala, C. (2011). Teaching and learning activities in Chilean classrooms: Is ICT making a difference? Computers & Education, 57(1), 1358–1367. doi:10.1016/j.compedu.2011.01.019
  • Hyndman, B. (2018). Ten reasons why teachers can struggle to use technology in the classroom. Science Education News.
  • Ibieta, A., Hinostroza, J. E., Labbé, C., & Claro, M. (2017). The role of the Internet in teachers’ professional practice: activities and factors associated with teacher use of ICT inside and outside the classroom. Technology, Pedagogy and Education, 26(4), 425-438.
  • Jolliffe, A., Ritter, J., & Stevens, D. (2012). The online learning handbook: Developing and using web-based learning. Routledge, New York.
  • Karasar, N. (2014). Scientific Research Method.Ankara: Nobel Pub.
  • Kim, C., Kim, M. K., Lee, C., Spector, J. M., & DeMeester, K. (2013). Teacher beliefs and technology integration. Teaching and teacher education, 29, 76-85.
  • Kim, M. K., Xie, K., & Cheng, S. L. (2017). Building teacher competency for digital content evaluation. Teaching and Teacher Education, 66, 309-324.
  • Kisanga, D. H., & Ireson, G. (2016). Test of e-learning related attitudes (TeLRA) scale: Development, reliability and validity study. International Journal of Education and Development using Information and Communication Technology, 12(1), 20–36.
  • Lawless, K. A., & Pellegrino, J. W. (2007). Professional development in integrating technology into teaching and learning: Knowns, unknowns, and ways to pursue better questions and answers. Review of educational research, 77(4), 575-614.
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The Relationship Between Preschool Teachers’ Computer And Internet Use and Online Learning Motivation

Yıl 2022, Cilt: 30 Sayı: 2, 473 - 483, 29.04.2022
https://doi.org/10.24106/kefdergi.891655

Öz

The increasing use of technology in the world and the search for new education methods have made learning processes independent of time and space such as distance education and online learning. Moreover, health concerns have made online learning environments more popular during the pandemic process. Therefore, in this study, the relationship between pre-school teachers' computer and internet use and online learning motivation was examined. For this purpose, the relational scanning model, one of the quantitative research methods, was used in the study. The sample of the study consists of 160 preschool teachers. Computer and Internet Usage Scale and Online Learning Motivation Scales were used to collect data in the study. t-test, one-way variance (ANOVA), Pearson correlation and, simple linear regression analysis was used for data analysis. As a result, it has been revealed that the online learning motivations of preschool teachers do not differ significantly according to gender, time spent on the internet and, the number of media tools used to access the internet. Besides, it has been observed that the online learning motivation of pre-school teachers who have just started the profession is higher than experienced teachers. It was revealed that as the self-efficacy of pre-school teachers using computers and the internet increased, their online learning motivation also increased.

Kaynakça

  • Afshari, M., Bakar, K. A., Luan, W. S., Samah, B. A., & Fooi, F. S. (2009). Factors affecting teachers' use of information and communication technology. Online Submission, 2(1), 77-104.
  • Agyei, D. D., & Voogt, J. M. (2010). Exploring the potential of the will, skill, tool model in Ghana: Predicting prospective and practicing teachers’ use of technology. Computers and Education, 56, 1–10.
  • Alsancak Sırıkkaya, D. ve Yurdugül, H. (2016). Investigation of Online Learning Readiness Level of Teacher Candidates: The Sample of Ahi Evran University. KEFAD, 17(1), 185-200.
  • Appana, S. (2008). A review of benefits and limitations of online learning in the context of the student, the instructor and the tenured faculty. International Journal on E-learning, 7(1), 5- 22.
  • Aubrey & Dahl, (2014). The confidence and competence in information and communication technologies of practitioners, parents and young children in the early years' foundation stage. Early Years: Journal of International Research & Development, 34 (1), 94-108.
  • Bahar H. H., Uludağ E. ve Kaplan K. (2009). An investigation of the computer and internet attitudes on primary school teachers from Kars province. Erzincan University Journal of Education Faculty, 11(2), 67-83.
  • Bajovic, M. (2018). Playing and learning across the concrete and digital realms: a new context for the new learners. International Journal of Play, 7(2), 199–209.
  • Bingimlas, K. A. (2009). Barriers to the successful integration of ICT in teaching and learning environments: A review of the literature. Eurasia Journal of Mathematics, science and technology education, 5(3), 235-245.
  • Blackwell, C. K., Lauricella, A. R., & Wartella, E. (2014). Factors influencing digital technology use in early childhood education. Computers & Education, 77, 82–90. doi:10.1016/j.compedu.2014.04.013.
  • Bozkurt, G., & Johnston-Wilder, S. (2011). Factors influencing student teachers’ use of ICT in mathematics teaching. In S. Barton, J. Hedberg, & K. Suzuki (Eds.), Proceedings of Global Learn 2011 (pp. 627–634).
  • Bugün Dünyada İnternet Kullanıcıları. (14 Aralık 2020). Retrived from https://www.worldometers.info
  • Burgul, N. and Yağan, M. (2009). The Importance and The Roles of İnformation Technologies in Preschool Education. Procedia-Social and Behavioral Sciences. 1,1, 2889-2905.
  • Casillas Martín, S., Cabezas González, M., & García Peñalvo, F. J. (2020). Digital competence of early childhood education teachers: attitude, knowledge and use of ICT. European Journal of Teacher Education, 43(2), 210-223.
  • Christensen, R. W., & Knezek, G. A. (2009). Construct validity for the teachers’ attitudes toward computers questionnaire. Journal of Computing in Teacher Education, 25(4), 143–155.
  • Clark, R. C., & Mayer, R. E. (2016). E‐learning and the science of instruction ( 4th ed.). Hoboken, NJ: Wiley.
  • Constantinides, E., & Fountain, S. J. (2008). Web 2.0: Conceptual foundations and marketing issues. Journal of direct, data and digital marketing practice, 9(3), 231-244.
  • Cormode, G., & Krishnamurthy, B. (2008). Key differences between Web 1.0 and Web 2.0. First Monday, 13(6), 1-6. https://doi.org/10.5210/fm.v13i6.2125
  • Correa, T., Pavez, I., & Contreras, J. (2020). Digital inclusion through mobile phones?: A comparison between mobile-only and computer users in internet access, skills and use. Information, Communication & Society, 23(7), 1074-1091.
  • Couse, L. J., & Chen, D. W. (2010). A tablet computer for young children? Exploring its viability for early childhood education. Journal of Research on Technology in Education, 43(1), 75–98.
  • DeGennaro, D. (2008). Learning designs: An analysis of youth-initiated technology use. Journal of Research on Technology in Education, 41(1), 1–20.
  • Dong, C. (2018). ‘Young children nowadays are very smart in ICT’–preschool teachers’ perceptions of ICT use. International Journal of Early Years Education, 1-14.
  • Donohue, C., & Schomburg, R. (2017). Technology and interactive media in early childhood programs: What we’ve learned from five years of research, policy, and practice. YC Young Children, 72(4), 72-78.
  • Edwards, S., (2016). New Concepts of Play and the Problem of Technology, Digital Media and Popular-Culture Integration with Play-Based Learning in Early Childhood Education. Technology, Pedagogy and Education 25 (4), 513–532.
  • Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher beliefs and technology integration practices: A critical relationship. Computers & education, 59(2), 423-435.
  • Fraenkel, J. R., & Wallen, N. (2006). E.(2006). How to design and evaluate research in education.
  • Fullan, M., & Langworthy, M. (2014). A rich seam: How new pedagogies find deep learning. London: Pearson.
  • Genç, Z. (2014). Parent’s perceptions about the mobile technology use of preschool aged children. Procedia-Social and Behavioral Sciences. 146, 55-60.
  • George. D. ve Mallery, M. (2010). SPSS for windows step by step: A simple guide and reference, 17.0 update. Boston: Pearson.
  • Gilbert, B. (2015). Online learning revealing the benefits and challenges. education Masters, St. John Fisher College. Retrived from https://fisherpub.sjfc.edu/cgi/viewcontent.cgi?article=1304&context=education_ETD_masters
  • Greenhow, C., Robelia, B., & Hughes, J. E. (2009). Learning, teaching, and scholarship in a digital age: Web 2.0 and classroom research: What path should we take now?. Educational researcher, 38(4), 246-259.
  • Gunn, C., McSporran, M., Macleod, H., & French, S. (2003). Dominant or different? Gender issues in computer supported learning. Journal of Asynchronous Learning Networks, 7, 14-30.
  • Gürer M. D., Tekinarslan E. ve Yavuzalp N. (2016). Opinions of instructors who give lectures online about distance education. Turkish Online Journal of Qualitative Inquiry (TOJQI) . 7(1), 47-78.
  • Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. New York, NY: Teachers College Press.
  • Hernández-Ramos, P. J., Martínez-Abad, F., Peñalvo, F. J., García-Herrera, E. M., & Rodríguez-Conde, J. M. (2014). Teachers’ attitude regarding the use of ICT. A factor reliability and validity study. Computers in Human Behaviour, 31, 509–516.
  • Hew, K. F., & Brush, T. (2007). Integrating technology into K–12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology Research and Development, 55, 223–252.
  • Hinostroza, J. E., Ibieta, A., Claro, M., & Labbé, C. (2015). Characterisation of teachers’ useof computers and Internet inside and outside the classroom: The need to focus on the quality. Education and Information Technologies, 21, 1595–1610.
  • Hinostroza, J. E., Labbé, C., Brun, M., & Matamala, C. (2011). Teaching and learning activities in Chilean classrooms: Is ICT making a difference? Computers & Education, 57(1), 1358–1367. doi:10.1016/j.compedu.2011.01.019
  • Hyndman, B. (2018). Ten reasons why teachers can struggle to use technology in the classroom. Science Education News.
  • Ibieta, A., Hinostroza, J. E., Labbé, C., & Claro, M. (2017). The role of the Internet in teachers’ professional practice: activities and factors associated with teacher use of ICT inside and outside the classroom. Technology, Pedagogy and Education, 26(4), 425-438.
  • Jolliffe, A., Ritter, J., & Stevens, D. (2012). The online learning handbook: Developing and using web-based learning. Routledge, New York.
  • Karasar, N. (2014). Scientific Research Method.Ankara: Nobel Pub.
  • Kim, C., Kim, M. K., Lee, C., Spector, J. M., & DeMeester, K. (2013). Teacher beliefs and technology integration. Teaching and teacher education, 29, 76-85.
  • Kim, M. K., Xie, K., & Cheng, S. L. (2017). Building teacher competency for digital content evaluation. Teaching and Teacher Education, 66, 309-324.
  • Kisanga, D. H., & Ireson, G. (2016). Test of e-learning related attitudes (TeLRA) scale: Development, reliability and validity study. International Journal of Education and Development using Information and Communication Technology, 12(1), 20–36.
  • Lawless, K. A., & Pellegrino, J. W. (2007). Professional development in integrating technology into teaching and learning: Knowns, unknowns, and ways to pursue better questions and answers. Review of educational research, 77(4), 575-614.
  • Lawrence, S., & Giles, C. L. (2000). Accessibility of information on the web. intelligence, 11(1), 32-39.
  • Lei, J. (2009). Digital natives as preservice teachers: What technology preparation is needed?. Journal of Computing in teacher Education, 25(3), 87-97.
  • Majid, M., & Firend, A. R. (2017). Social media, online shopping activities and perceived risks in Malaysia. International Journal of Economics And Financial Management, 1(1), 12-24.
  • Masoumi, D. (2020). Situating ICT in early childhood teacher education. Education and Information Technologies, 1-18. Mayer, R. E. (2017). Using multimedia for e‐learning. Journal of Computer Assisted Learning, 33(5), 403-423.
  • McKnight, K., O'Malley, K., Ruzic, R., Horsley, M. K., Franey, J. J., & Bassett, K. (2016). Teaching in a digital age: How educators use technology to improve student learning. Journal of research on technology in education, 48(3), 194-211.
  • Meneses, J., Fàbregues, S., Rodríguez-Gómez, D., & Ion, G. (2012). Internet in teachers’ professional practice outside the classroom: Examining supportive and management uses in primary and secondary schools. Computers & Education, 59, 915–924. doi:10.1016/j.compedu.2012.04.011.
  • Mertala, P. (2017). Wag the dog–The nature and foundations of preschool educators' positive ICT pedagogical beliefs. Computers in Human Behavior, 69, 197-206.
  • Miranda, H. P., & Russell, M. (2012). Understanding factors associated with teacher-directed student use of technology in elementary classrooms: A structural equation modelling approach. British Journal of Educational Technology, 43, 652–666. doi:10.1111/j.1467-8535.2011.01228.x
  • Mumtaz, S. (2000). Factors affecting teachers' use of information and communications technology: a review of the literature. Journal of information technology for teacher education, 9(3), 319-342.
  • Nacher, V., Garcia-Sanjuan, F. ve Jaen, J. (2016). Interactive Technologies For Preschool Game-Based Instruction: Experiences and Future Challenges. Entertainment Computing. 17(2016), 19-29.
  • Naci, A., & Tatli, A. (2020). Evaluation of Digital Citizenship Levels of Teachers in the Context of Information Literacy and Internet and Computer Use Self-Efficacy. Asian Journal of Contemporary Education, 4(2), 80-90.
  • Neuman, M. M., (2015). Young children and screen time: Creating a mindful approach to digital technology. Australian Educational Computing 30 (2), 1–15.
  • Njiku, J., Maniraho, J. F., & Mutarutinya, V. (2019). Understanding teachers’ attitude towards computer technology integration in education: A review of literature. Education and Information Technologies, 24(5), 3041-3052.
  • Ofcom. 2019. Children and Parents: Media Use and Attitudes Report. London, UK. Retrived from https://www.ofcom.org.uk/research-and-data/media-literacy-research/childrens/children-and-parents-media-use-and-attitudes-report-2019
  • O'Keeffe, G. S., & Clarke-Pearson, K. (2011). The impact of social media on children, adolescents, and families. Pediatrics, 127(4), 800-804.
  • Otterborn, A., Schönborn, K., & Hultén, M. (2019). Surveying preschool teachers’ use of digital tablets: general and technology education related findings. International Journal of Technology and Design Education, 29(4), 717-737.
  • Özbaşı, D., Cevahir H. ve Özdemir M. (2018). Adaptation of online learning motivation scale into turkish: Validity and reliability. Trakya University Education Faculty Journal, 8(2), 352-368.
  • Panigrahi, R., Srivastava, P. R., & Sharma, D. (2018). Online learning: Adoption, continuance, and learning outcome. A review of literature. International Journal of Information Management, 43, 1-14.
  • Prestridge, S. (2012). The beliefs behind the teacher that influences their ICT practices. Computers & education, 58(1), 449-458.
  • Price, L. (2006). Gender differences and similarities in online courses: Challenging stereotypical views of women. Journal of Computer Assisted Learning, 22, 349–359.
  • Rollett, H., Lux, M., Strohmaier, M., Dosinger, G., & Tochtermann, K. (2007). The Web 2.0 way of learning with technologies. International Journal of Learning Technology, 3(1), 87-107.
  • Rovai, A. P., & Baker, J. D. (2005). Gender differences in online learning: Sense of community, perceived learning, and interpersonal interactions. The Quarterly Review of Distance Education, 6 (1), 31-44.
  • Sandars, J., Correia, R., Dankbaar, M., de Jong, P., Goh, P. S., Hege, I., ... & Pusic, M. (2020). Twelve tips for rapidly migrating to online learning during the COVID-19 pandemic. MedEdPublish, 9, (1), 1-14.
  • Sandholtz, J. H. (2001). Learning to teach with technology: A comparison of teacher development programs. Journal of technology and Teacher Education, 9(3), 349-374.
  • Sandholtz, J. H. (1997). Teaching with technology: Creating student-centered classrooms. Teachers College Press, New York, NY 10027.
  • Saraçoğlu, A., Uça, S. Ve Candar, M. K. (2012). Comparison of teachers’ attitudes towards techonology, internet use and level of computer self efficacy and level of information technology use. Adnan Menderes University Journal of Education Faculty, 3(1), 74-90.
  • Scardamalia, M., & Bereiter, C. (2006). Knowledge building: Theory, pedagogy, and technology. In K. Sawyer (Ed.), Cambridge handbook of the learning sciences (pp. 97–118). Cambridge: Cambridge University Press.
  • Spiteri, M., Chang Rundgren, SN. (2020). Literature Review on the Factors Affecting Primary Teachers’ Use of Digital Technology. Tech Know Learn 25, 115–128.
  • Strawhacker, A., Lee, M., & Bers, M. (2018). Teaching tools, teachers’ rules: exploring the impact of teaching styles on young children’s programming knowledge in ScratchJr. International Journal of Technology and Design Education, 28, 347-376.
  • Şad, S.N. & Demir, O. (2015). Computer and internet use self-efficacy scale for elementary school teachers: Validity and reliability studies. Elementry Education Online, 14(2), 489-510.
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  • Tareen, H., & Haand, M. T. (2020). A case study of UiTM post-graduate students’ perceptions on online learning: Benefits & challenges. International Journal of Advanced Research and Publications, 4(6), 86-94.
  • Tondeur, J., Van Braak, J., Ertmer, P. A., & Ottenbreit-Leftwich, A. (2017). Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: A systematic review of qualitative evidence. Educational technology research and development, 65(3), 555-575.
  • Türkiye İstatistik Kurumu (TÜİK). (2020). 2004-2020 Türkiye’de Hanelerde Bilişim Teknolojileri Bulunma Oranları[2004-2020 ICT in households in Turkey]. Retrived from https://data.tuik.gov.tr/Kategori/GetKategori?p=bilgi-teknolojileri-ve-bilgi-toplumu-102&dil=1
  • Türkiye İstatistik Kurumu (TÜİK). (2020). 2005-2020 Türkiye’de Bilgisayar ve İnternet Kullanımı.[ 2005-2020 Computer and Internet Usage in Turkey] Retrived from https://data.tuik.gov.tr/Kategori/GetKategori?p=bilgi-teknolojileri-ve-bilgi-toplumu-102&dil=1
  • UNESCO,(2011). Transforming education: The power of ICT policies. Paris, France. Retrived from http://www.unesco.org/new/fileadmin/MULTIMEDIA/FIELD/Dakar/pdf/Transforming%20Education%20the%20Power%20of%20ICT%20Policies.pdf
  • Vaala S. E. & Bleakley, A. (2015). Monitoring, Mediating, and Modeling: Parental Influence on Adolescent Computer and Internet Use in the United States, Journal of Children and Media, 9(1), 40-57, DOI: 10.1080/17482798.2015.997103
  • Wang, S. K. (2008). The effects of a synchronous communication tool (yahoo messenger) on online learners’ sense of community and their multimedia authoring skills. Journal of Interactive Online Learning, 7(1), 59-74.
  • Wake, D., & Whittingham, J. (2013). Teacher candidates’ perceptions of technology supported literacy practices. Contemporary Issues in Technology and Teacher Education,13(3), 175–206.
  • Watson, R. (2015). Quantitative research. Nursing standard. Official newspaper of the Royal College of Nursing, 29(31), 44-48. https://doi.org/10.7748/ns.29.31.44.e8681
  • Young, S., & McSporran, M. (2001). Confident men - successful women: Gender differences in online Learning. In C. Montgomerie & J. Viteli (Eds.), Proceedings of EdMedia 2001 Conference (pp. 2110-2112), Chesapeake, VA: AACE.
  • Yükseltürk, E. ve Bulut, S. (2009). Gender Differences in Self-Regulated Online Learning Environment. Journal of Educational Technology & Society, 12(3), 12-22.
Toplam 87 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Research Article
Yazarlar

Servet Kardeş 0000-0002-4230-6628

Seren Kahraman Vangölü 0000-0001-8923-6228

Yayımlanma Tarihi 29 Nisan 2022
Kabul Tarihi 16 Haziran 2021
Yayımlandığı Sayı Yıl 2022 Cilt: 30 Sayı: 2

Kaynak Göster

APA Kardeş, S., & Kahraman Vangölü, S. (2022). The Relationship Between Preschool Teachers’ Computer And Internet Use and Online Learning Motivation. Kastamonu Education Journal, 30(2), 473-483. https://doi.org/10.24106/kefdergi.891655