Beden eğitimi ve spor öğretmenlerinin teknolojiye ve eğitim bilişim ağına yönelik tutumlarının incelenmesi
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Tarih
2022
Yazarlar
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Yayıncı
Aksaray Üniversitesi Sosyal Bilimler Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Araştırma beden eğitimi ve spor öğretmenlerinin teknolojiye ve eğitim bilişim ağına yönelik tutumlarını belirlemek amacıyla yapılmıştır. Nitel ve nicel araştırma yöntemlerini içeren karma desenli bir modelde gerçekleştirilen araştırmanın örneklemi 2020-2021 eğitim-öğretim yılında Türkiye'deki Milli Eğitim Bakanlığına bağlı özel ve devlet okullarında görev yapan 305 beden eğitimi ve spor öğretmeninden oluşmuştur. Araştırmada veri toplama aracı olarak; kişisel bilgi formu, Teknoloji Tutum Ölçeği ve Eğitim Bilişim Ağı (EBA) Tutum Ölçeği kullanılmıştır. Araştırmada verilerin analizinde betimsel istatistiklerin yanısıra, ikili karşılaştırmalarda bağımsız gruplar için T Testi, çoklu karşılaştırmalarda tek yönlü varyans analizi (Anova) ve farkın kaynağını belirlemek amacıyla Tukey testi kullanılmıştır. Ayrıca, araştırmada değişkenler arasındaki ilişkiyi belirlemede Pearson korelasyon katsayısı tekniği, değişkenlerin yordayıcılığını belirlemek amacıyla da çoklu doğrusal regresyon analizinden faydalanılmıştır. Araştırmadan elde edilen sonuçlara göre beden eğitimi ve spor öğretmenlerinin; teknolojiye ve EBA'ya yönelik tutumlarının yüksek olduğu görülmüştür. Kadın ve erkek beden eğitimi ve spor öğretmenlerinin teknolojiye yönelik tutumları ve EBA'ya yönelik tutumları açısından anlamlı bir farklılığa rastlanmamıştır. Ancak, beden eğitimi ve spor öğretmenlerinin yaşları ile teknolojiye ve EBA'ya yönelik tutumları arasında anlamlı bir farklılık tespit edilmiştir. Bunun yanında beden eğitimi ve spor öğretmenlerinin mesleki deneyimleri ile teknolojiye yönelik tutumları arasında anlamlı bir ilişkiye rastlanırken, EBA'ya yönelik tutumlarında ise anlamlı bir ilişki görülmemiştir. Araştırmada ayrıca, beden eğitimi ve spor öğretmenlerinin öğrenim düzeyleri ile teknolojiye ve EBA'ya yönelik tutumları arasında anlamlı bir farklılık tespit edilmiştir. Araştırmadan elde edilen bir başka sonuçta beden eğitimi ve spor öğretmenlerinin teknolojiye yönelik tutumları ve EBA'ya yönelik tutumları arasında da anlamlı bir ilişki tespit edilmiştir. Araştırmada ayrıca, beden eğitimi ve spor öğretmenlerinin teknolojiye yönelik tutumlarının EBA'ya yönelik tutumları üzerinde önemli ve anlamlı bir yordayıcı olduğu görülmüştür. Araştırmanın nitel bulgularında elde edilen sonuçlarına göre beden eğitimi ve spor öğretmenlerinin derslerinde; bilgisayar, cep telefonu, akıllı tahta ve tablet gibi teknolojik araçları yoğun bir şekilde kullandıkları belirlenmiştir. Bunun yanında beden eğitimi ve spor öğretmenlerinin önemli bir kısmının beden eğitimi ve spor derslerinin uzaktan eğitim yoluyla gerçekleştirebileceğini belirttikleri görülmüştür.
The research was conducted to determine the attitudes of physical education and sports teachers towards technology and educational information network. The sample of the research, which was carried out in a mixed-pattern model including qualitative and quantitative research methods, consisted of 305 physical education and sports teachers working in private and public schools under the Ministry of National Education in Turkey in the 2020-2021 academic year. As a data collection tool in the research; personal information form, Technology Attitude Scale and Education Information Network (EBA) Attitude Scale were used. In the analysis of the data besides descriptive statistics, T-Test for independent groups in pairwise comparisons, one-way analysis of variance (Anova) in multiple comparisons, and Tukey test to determine the source of the difference were used. In addition, Pearson correlation coefficient technique was used to determine the relationship between variables in the study, and multiple linear regression analysis was used to determine the predictor of the variables. According to the results obtained from the research, physical education and sports teachers; it has been observed that their attitudes towards the technology and attitudes towards the EBA were high. No significant difference was found in terms of attitudes towards the technology and attitudes towards the EBA of male and female physical education and sports teachers. However, a significant difference was found between the ages of physical education and sports teachers and their attitudes towards the technology and attitudes towards the EBA. In addition, a significant relationship was found between physical education and sports teachers' professional experiences and their attitudes towards technology, but no significant relationship was observed in their attitudes towards the EBA. In the study, a significant difference was found between the education levels of physical education and sports teachers and their attitudes towards the technology and attitudes towards the the EBA. Another result obtained from the research a significant relationship was found between physical education and sports teachers' attitudes towards technology and their attitudes towards the EBA. In the study, it was also observed that the attitudes of physical education and sports teachers towards the technology were an important and significant predictor of their attitudes towards the EBA. According to the results obtained in the qualitative documents of the research, it was determined that physical education teachers were used technological tools such as computers, mobile phones, smart boards and tablets intensively it physical education courses. In addition, it was seen that majority of the physical education and sports teachers stated that physical education and sports lessons can be carried out through distance education.
The research was conducted to determine the attitudes of physical education and sports teachers towards technology and educational information network. The sample of the research, which was carried out in a mixed-pattern model including qualitative and quantitative research methods, consisted of 305 physical education and sports teachers working in private and public schools under the Ministry of National Education in Turkey in the 2020-2021 academic year. As a data collection tool in the research; personal information form, Technology Attitude Scale and Education Information Network (EBA) Attitude Scale were used. In the analysis of the data besides descriptive statistics, T-Test for independent groups in pairwise comparisons, one-way analysis of variance (Anova) in multiple comparisons, and Tukey test to determine the source of the difference were used. In addition, Pearson correlation coefficient technique was used to determine the relationship between variables in the study, and multiple linear regression analysis was used to determine the predictor of the variables. According to the results obtained from the research, physical education and sports teachers; it has been observed that their attitudes towards the technology and attitudes towards the EBA were high. No significant difference was found in terms of attitudes towards the technology and attitudes towards the EBA of male and female physical education and sports teachers. However, a significant difference was found between the ages of physical education and sports teachers and their attitudes towards the technology and attitudes towards the EBA. In addition, a significant relationship was found between physical education and sports teachers' professional experiences and their attitudes towards technology, but no significant relationship was observed in their attitudes towards the EBA. In the study, a significant difference was found between the education levels of physical education and sports teachers and their attitudes towards the technology and attitudes towards the the EBA. Another result obtained from the research a significant relationship was found between physical education and sports teachers' attitudes towards technology and their attitudes towards the EBA. In the study, it was also observed that the attitudes of physical education and sports teachers towards the technology were an important and significant predictor of their attitudes towards the EBA. According to the results obtained in the qualitative documents of the research, it was determined that physical education teachers were used technological tools such as computers, mobile phones, smart boards and tablets intensively it physical education courses. In addition, it was seen that majority of the physical education and sports teachers stated that physical education and sports lessons can be carried out through distance education.
Açıklama
Anahtar Kelimeler
Beden Eğitimi ve Spor, EBA, Teknoloji, Tutum, FATİH Projesi, Beden Eğitimi ve Spor Öğretmeni, Physical Education and Sports, Technology, Attitude, FATIH Project, Physical Education and Sports Teacher
