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Procedia Social and Behavioral Sciences 9 (2010) 1969-1982
WCLTA 2010
Teacher candidates' real success situation on computers and their attitudes towards computer technology in the faculties of education
Nihat Ekizoglu a Murat Tezerb Mehmet Bozerc
a Near East University b Near East University c Mediterranean University
Abstract
This study is aimed to research teacher candidates' attitudes on computer technologies that are in their final year in the faculties of education and show their real success situation on computers to be able to study the results according to the variety of variables. The study group for the research was composed of 141 final year teacher candidate from Atatürk Teacher Training Academy (ATTA) 19, Eastern Mediterranean University (EMU) 64, and The Near East University (NEU) 58 in North Cyprus. The teacher candidate's allocations according to their departments are as follows; Pre-School Teaching department (PST) 43, English Language Teaching department (ELT) 30, Turkish Language Teaching department (TLT) 34 and Guidance and Psychological Counseling department (GPC) 34. In this study, the following was used for analysis "Attitude Scale for Computer Technologies" (Alpha=0.86), "Personal Information form", "Initial Computer and Technology Practice Exam Questions" and "An Evaluation Check List for the Practical Exam" prepared and developed by the researchers. As a result of this study, teacher candidates attitude towards computer technologies do not show any significant difference between the departments though, on the other hand, it has shown that positive and a high level. The teacher candidates correlation between their attitudes towards computer and real success has shown meaningful significance and positive guidance, but another factor that has shown importance in the result is the low level of relationship (r=0,254).
© 2010 Published by Elsevier Ltd.
Keywords: teacher candidates, real success, attitudes, technology
1. Introduction
In this period known as a generation of information in order not to be left behind and in order to adapt to innovations the most important foundation of all with no question, role and changes of mission is education (Uysal, Dogan, & Dukmeci, 2007). In relation to the quality in education and the expected changes, the changing in society needs, information and communication technology innovation and the effects on teaching and learning, changes on the student profile, changes of paradigms in teaching and learning, and teachers are making necessary occupational innovations (Odabas i & Kabakci, 2007). Today, the expectations from schools are to be able to reach necessary
* Murat Tezer. Tel.: +90-392-223-6464; fax: +0-392-680-2023. E-mail address: murat.tezer@gmail.com.
1877-0428 © 2010 Published by Elsevier Ltd. doi:10.1016/j.sbspro.2010.12.431
information, be able to use this information with equivalent abilities, and individuals have been trained to use these technologies (Akkoyunlu & Kurbanoglu, 2003).
Integration of information and communication technology in education for teacher/ teacher candidates
In an information society, teachers' role and responsibilities that have brought up individuals have changed (Uysal, Dogan, & Dukmeci, 2007). A decision that was made in the Turkish Republic of North Cyprus by IVth National Education Council(2005) for teachers have been explained as a teacher profile: Making preparations for a reasonable teaching environment according to the students' attention and abilities and for this reason to make an effect between the learner and environment, in order to obtain this; to admire a parallel communication, approach learners in a friendly manner and using the Learner-Centered teaching method: To love the teaching occupation and make it part of your life: to keep yourself updated within your occupation, together with following guidance towards technology and showing importance in developing yourself as an individual (Ott, M., & Tavella, M. 2010).
National educational technology standards and guided performance for teachers have been explained by International Society for Technology in Education (ISTE, 2002); therefore,
a. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
b. Teachers design, develop, and evaluate authentic learning experiences and assessments incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS^S.
c. Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.
d. Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.
e. Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and Professional community by promoting and demonstrating the effective use of digital tools and resources.
According to Kizilkaya and Usluel (2007) Information and Communication Technologies (ICT) say that, in the learning-teaching process integration contributes a rich learning atmosphere, in student learning developing a top level thinking ability and, it has also been put forward that during the learning process has helped the teacher to guide its teaching. Also, similar results in relation to technology education are of importance. To be able to form a healthy choice, teachers must be aware of the potential of ICT, choose adaptable methods according to the learner needs, to be able to handle troubleshooting in technology support learning and practicing is of importance.
In a study made by Usluel, Mumcu, and Demiraslan, (2007) it was explained that in the practice of ICT, it was simple, easy navigation and mostly used in the learning process were word processors together with practice of the internet; desktop publishing, database; the least used programs were graphic and design. There has also been shown a significant difference in the teachers age, teaching level, period of ICT usage and according to the education made in hand of ICT whether there is an integration of ICT through the learning-teaching period. (Askar & Olkun, 2005; Usluel, Mumcu, and Demiraslan, 2007).
The obsticles which occur in the classroom through the learning - teaching process in relation to integration that has been mentioned by teachers is not having any computers or internet technology and the teachers not having sufficient knowledge in being able to use ICT (Usluel, Mumcu, ve Demiraslan, 2007). When comparing schools in Turkey in the innovation of computers to OECD (Organization for Economic Co-Operation and Development) countries, they are at a very low level. Askar and Olkun, (2005) in a study suggested that, it is not only important to have computers which increase more opportunities in schools, but also to take precautions in having the knowledge to use a computer and integrating it too.
Computer and technology education in the education faculties
The development in the teachers' occupation, the aim of knowledge and communication technologies uses is not only to provide the latest technology equipment. The main aim is to provide the teacher needs and aim to provide the necessary technological use (Tezel, L. 2007). The main target of professional development program is aimed for the teachers' behavior to change according to the new information guide. However, the first step in professional development is to search whether there is or isn't a positive attitude towards technology for teachers. The next step of professional development is whether the teachers have sufficient knowledge about technology and if there are any developments within this program (Barnett, 2003).
Teacher candidates that are continuing in the Faculty of Education departments, it is compulsory to take a minimum of three courses in regards to information technology and material development. These courses include; computer hardware and software, usage process of information technology education, and education on material design and development. Therefore, each teacher candidate has the opportunity in gaining knowledge within their own field where they need to have to be able to graduate (Askar & Akkoyunlu, 2007). Teacher candidates who are continuing their education in the faculty of Education take three different courses; "Computer I", "Computer II" and "Educational Technology and Material Design". We can summarize the content of these courses as follows:
Computer I: Information technology, main definitions on software and hardware, general mechanism systems, initial definition programs, electronic table programs, data presentations, use of internet in education, the effects of information technology on social foundation and its status in education, security on information systems and ethnic terms used in this field.
Computer II: Basic terms about computer based education and its elements, theoretical base, pros and cons, practical methods, common formats used in computer based education, evaluation and selection of the course software, practice on distance learning, practice on database, the negative effects of the computer and internet made on children/youngsters and its precautions.
Educational Technology and Material Design: Terms on instructional technologies, importance on the variety of instructional technology, place and usage of educational technology in teaching process, providing the school or class needs on technology, a practical planning to be made on technology and putting this into practice, developing double or 3D materials, developing teaching equipments (developing study guides, developing efficiency designs, overhead projector, slides, using visual media (VCD, DVD) equipment, the study of educational software, evaluation of educational software and variety of study tools, internet and distance learning, principles on visual design, researches based on teaching material effective situation, the use of educational technology's situation in Turkey and in the world.
Umay (2004) asked, "In a short time later do teacher candidates who are willing to become teachers, have plans allowing Information Technology (IT) courses to take part?" in order to find an answer to this question he had carried out a study where he wanted the teacher candidates to prepare a lesson plan each, among the plans prepared only three candidates included information technology. He had then asked three open ended questions to the teacher candidates on "why did they not include Information Technology in their course plans". Teacher candidates mostly don't have control of using computers in their class; they also added that to make sure that the content of the course is acknowledged well, it is not necessary to include technology as there will not be many opportunities in using technology in the schools which they will become teachers, therefore these are the reasons why they did not include IT in their course plans. Within the framework of this same study, after analyzing the course plans of current mathematic teachers at schools they also do not include the use of technology, therefore this can be interpreted as, current teachers at schools do not have any different ideas to teacher candidates, thus they do not even include any technological equipment or tools in their course plans.
From another point of view, a study put forward by Akkoyunlu and Yilmaz (2005) analyzed teacher candidates knowledge, reading and writing literacy, frequent use of the internet and the aim of the use of the internet. As a result of this study, as there was an increase in knowledge, reading and writing literacy it showed an increase in internet use and the teacher candidates generally aimed to use the internet to search for information.
Obstacles that occur in Information and Communication Technology Integration
Gulbahar (2008) stated that, for teacher candidates to gain computer knowledge and accordingly educational technology abilities results in unsuccessful teacher traninees. Also, in Gulbahar (2008); Goktas, Yildirim and Yildirim (2009) studies, to be able to gain effective teacher trainees involving technology there are some obstacles which are: the amount and quality of in service technology education programs; insufficient teacher training programs and insufficient foundation on technology (hardware and software insufficiency). Aduwa-Ogiegbaen (2008) also stated that, the main factor as an obstacle for the use of computers in primary and secondary schools is that the teachers are trained and brought up with the similar obstacles, therefore this reflects back when they teach. In a way that; budget insufficiency in computer activities; not having computer laboratory, division in governmental resources; cost being too high on hardware and software, and not having a well-trained leader for computer activity education.
Attitudes of educators towards computer and technology
In many studies where attitudes of teachers/teacher candidates have been researched towards computer and technologies show that they have positive attitudes and ideas (Cure ve Ozdener 2007; Asan, 2002; Yildirim, 2000; Shaunessy, 2007; Aduwa-Ogiegbaeni, 2008). In a study by Cure and Ozdener (2007) shows that, teachers/teacher candidates' general attitudes towards ICT is positive, although it is a large responsibility to integrate ICT in a large study group.
As Barnett (2003) expressed that although teachers attitudes towards technology is positive, the first step should be that computer technology must be used and there should be an increase in success. Teacher candidates who will begin their duties as teachers, their basic computer skills and attitudes towards computer and technology should be determined as it is an important factor for integration of information and communication technology education. Although there have been other studies that have put forward that it is not sufficient enough for teachers to only have basic computer skills and information on integration of information and communication technology education (Kizilkaya & Kogak Usluel, 2007). In a study by Arthur and Olson (1991) together with 136 college students, showed that there is a direct relationship between cognitive abilities and computer experience. It forms priorty to have basic computer usage leading to a higher level of computer abilities. For this reason, this study has been aimed to show teacher candidates attitudes, that are in the position of being graduated from the faculties of education, towards basic computer skills and computers attitudes.
The aim of the study
This research has studied teacher candidates' attitudes towards computer and their real success situation on computers that have been studying in the Faculties of Education.
Answers to the following questions have been targeted.
1) Is there a significant difference between the attitude scores of the teacher candidates' towards computer according to the departments they study in?
2) Is there a significant difference between the success scores of the teacher candidates' towards computer according to the departments they study in?
3) Is there a significant relationship between the teacher candidates' attitudes towards computer and their computer success level?
4) Is there a significant difference of teacher candidates studying in the faculties of education according to period of computer use?
5) Is there a significant difference of teacher candidates' computer success studying in the faculties of education according to period of computer use?
6) How is the teacher candidates' allocated to their departments according their computer usage?
7) How are the teacher candidates who want to develop themselves within the field of computers allocated to their departments?
Method
Research model
Firstly, in the research model an attitude scale was used towards Computer Technologies; the attitudes of final year teacher candidates towards IT and later, the teacher candidates' real success on computers were measured.
Study Groups
In this study there were a total of 141 final year students; Ataturk Teacher Training Academy (ATTA) 19, Eastern Mediterranean University (EMU) 64 and The Near East University (NEU) 58 denoted in Table 1. ATTA is an association that brings up pre-school teachers and primary school first form classroom teachers in connection to the Ministry of Education and Ministry of Youth and Sports. ATTA only consists of pre-school and classroom teaching departments. In this study, as there weren't any final year students in classroom teaching departments, only students from pre-school (PST) form ATTA have been included. There have been students included from English Language Teaching(ELT), Turkish Language Teaching(TLT) and Guidance & Psychological Counseling(GPC) in both universities of EMU and NEU. Before this study the participants have been pre-informed about the research in all departments of the universities.
Table 1: Allocation of participates according to their Universities and Departments studies DEPARTMENTS
Pre-School Teaching
English Language Teaching
Turkish Language Teaching
Guidance & Psychological Counseling
ATTA EMU NEU Total
N 19 8 16 43
% 13,5 5,7 11,3 30,5
N - 12 18 30
% - 8,5 12,8 21,3
N - 22 12 34
% - 15,6 8,5 24,1
N - 22 12 34
% - 15,6 8,5 24,1
N 19 64 58 141
% 13,5 45,4 41,1 100
Data collective tool
Attitude scale for computer technology: In a study by Yavuz (2005) who developed a scale on Attitudes towards technology was used. The reliability of Alpha was calculated as 0.86. It was formed of a 5 likert scale made up of 19 statements.
Questionnaire: The questionnaire which was developed by researchers was formed of 2 sections. The necessary data was needed from the teacher candidates in the first section; the name of their school, department and gender. In the second section, the following were necessary data: how much they own a computer, pre-knowledge about the computer, how long they have owned a computer, their aim in using the computer and the fields which they wish to develop themselves in regarding the computer.
The measuring tool used to measure the teacher candidates abilities on initial computer and technology usage: Kay (1993) developed a practical multi-component computer ability measure (CAS) comprised of all four areas of computer use of sub-scales; software ability, awareness, perceived control and programming skill. None the less, a
good operational definition of computer literacy is given by Simonson et al. (1987) as "an understanding of computer characteristics, capabilities, and applications, as well as an ability to implement this knowledge in the skilful, productive use of computer applications suitable to individual roles in society". It is aimed to measure the teacher candidates' initial computer ability. To reach this aim, an initial practical preparatory exam has been prepared and the exam questions have been controlled according to the list of European Computer Driving License (ECDL) Syllabus Version 4,0 (ECDL Version 4.0, 2006). It has been formed by ECDL-F association CEPIS (Council of European Professional Informatics Societies) in 1997 by computer supervisors in Europe. It is aimed to own a partnership certificate of ECDL together citizens of the European Union countries as the same standard of knowledge of computer literacy (Senel & Seferoglu, 2009).
ECDL initial curriculum is formed of initial computer literacy made up of seven modules. In this developed study of the curriculum 5 modules were evaluated and measured. The period and areas that will be evaluated are summarized below:
Computer Usage and Folder Management: This module includes; use of personal computer and mechanical systems initial functions, to navigate effectively on the desktop, folders, to form and guide folders, copy, paste and delete. As for search features are; simple tools to put in order and software system opportunity management together with the usage abilities included in this module.
Word Processing: In this word processing practical module not only does it initially manage organizing and bring the document to a final completion situation, but also be able to use images and photos in the document, form standard tables and it includes the ability to attach items.
Spreadsheets: Initial terms for spreadsheets; organize spreadsheets and put together them to be able to make simple practices, using initial formulas and functions for standard mathematical and logical calculations in successful completion, to get items, to make further practices in graphic and drawing abilities are included in this module.
Presentations: To develop suitable presentations according to different audiences with initial duties like organization and preparation, together with being able to use initial graphics and drawings and ability to design slides with a variety of effects.
Information Communication Services: This module is formed of 2 parts: Part 1 includes; practices of initial web designs and able to use the available search engines. Part 2 that's about communication is the ability to use electronic software's.
Practical exam questions
These practical exam questions have been prepared by researchers according to the ECDL initial curriculum that involves the sufficiency of the modules. The prepared practical exam questions are in a computer technology environment, program developed area, and in the measure and evaluation areas there have been views by experts and gave the last version of the exam questions.
Checklist
The initial ECDL curriculum abilities have been previously prepared as a checklist. On the checklist, the teacher candidate abilities marked with an "X" symbol depending on his/her ability. The checklist has been evaluated through two categories' according to the abilities "yes" it is done by teacher candidate and "no" it is not done by the teacher candidate.
Data collection
The students of the departments that have been taken into hand have had meeting about necessary information about the research. After the meetings, the students who wish to participate took part in the practical exam at the universities laboratory. The students were divided into groups of 10 for each period. Before the exam, the students first took part in the attitude scale towards computer technologies then the real practical exam. The whole of the
examination took 1.5 hours. Three researchers brought forward the exam. The teacher candidates were under control whilst marking their checklists and visualized by the researchers.
Data analysis and procedures
In the study, the teacher candidates have been analyzed through one-way ANOVA test whether there is meaningful significance on computer success according to their departments. When the one-way ANOVA test resulted as significant, Post Hoc tests were conducted to determine where differences existed among the departments to complete the study (Buyukozturk, 2005). The relationship between success on the computer and attitudes towards computer technology were measured by correlation test. The feedback given on the correlation test; as Buyukozturk (2002) stated the limitations as; between 0,00-0,30 it's "low level" relationship; between 0,30-0,70 there is a "mid-level" relationship; between 0,70-1,00 there is a "high level" relationship. To measure the average of attitudes towards Computer Technology by the collected data Simsek's (2005) evaluation criteria was used. According to this, it can be interpreted as; between 1,00-2,59 negative low attitudes; between 2,60-3,39 neutral attitudes and between 3,40-5,00 positive high attitudes. T-test and Chi-square test was also used among others. The statistical significant level p in the study is 0,005. All the data analysis procedures were implemented by using the Statistical Package for Social Science (SPSS) program in the 16.0 version.
Findings
From Table 2 and Table 3, it can be seen that there is no statistically significant result towards Computer Technology of teacher candidates according to the departments they study (p=0,711and p>0, 05). As can be seen in Table 1, the teacher candidates' attitude levels (means) towards Computer Technology; the means are very close to each other. Students attitude levels are between M = 3,93 and M= 4, 06. These values are according to the scale Simsek (2005) used, therefore between 3,40-5,00 it's interpreted as the teacher candidates have positive and high attitudes towards Computer Technology.
Table 2: Distribution of teacher candidates' attitudes levels towards Computer Technology according to their departments
Departments N Mean(M) Standard Deviation(Sd)
Pre-School Teaching 43 4,06 034
English Language Teaching 30 3,93 0,65
Turkish Language Teaching 34 3,97 0,67
Guidance & Psychological 34 4,06 0,60 Counseling
Total 141 4,01 0,56
Table 3: ANOVA results of attitude scale towards computer technology of teacher candidates according to the departments they
Source of Variance Sum of Squares df Mean Square F Sig. Difference between departments according to the attitude level towards Computer Technology
Between groups 0,442 3 0,147 0,460 0,711 No meaningful significance between departments
Within groups 43,817 137 0,320
Total 44,258 140
Nihat Ekizoglu et al. / Procedia Social and Behavioral Sciences 9 (2010) 1969-1982 Table 4: Teacher candidates' computer usage success level according to their departments
Departments N Computer Usage Information and Word Spreadsheets Presentations Computer
and Folder Communication Processing Success total
Management Services
M sd M sd M Sd M sd M sd M sd
PST 43 85,84 18,00 88,37 16,88 88,70 9,51 51,16 29,82 72,27 27,38 75,46 11,64
ELT 30 84,85 15,35 86,67 22,49 94,29 5,75 30,71 35,94 80,26 29,87 73,51 15,82
TLT 34 72,99 24,87 77,45 22,80 75,84 27,13 14,08 22,89 54,30 38,11 56,34 19,53
GPC 34 88,24 14,60 88,73 22,74 89,50 12,71 40,34 31,40 60,18 29,49 71,20 13,33
Total 141 83,11 19,39 85,46 21,35 86,98 17,02 35,26 32,98 66,72 32,46 69,41 16,77
When analyzing Table 4 it can be observed that, the most highest success teacher candidates have achieved is word processing (86,98); and the lowest success is spreadsheets. Also in Table 4, when the teacher candidates' general achievement on computer is observed we can see that the most successful departments is Pre-school Teaching department (75.46); and the most lowest Turkish Language Teaching department.
Table 5: Results of ANOVA according to teacher candidates departments they study and computer use and folder management success
Source of Variance Sum of Squares df Mean Square F Sig. Difference between departments, according to computer usage and folder management success
Between groups 4782,016 3 1594,005 4,561 ,004 Dunnett-C test (p<0,05)
Within groups 47876,093 137 349,461 TLT Department. (M=72,99)
Total 52658,109 140 GPC Department (M=88,24)
According to the results in Table 5, there is meaningful significant difference according to teacher candidates' success in the departments they study and computer usage and folder management (p= 0,004 and p < 0, 05). It can be seen that students studying in GPC (M=88,24) departments are more successful in computer use and folder management in comparison to students in TLT departments (M=72, 99) and this achievement shows a significant difference [Dunnett's - C F(3_137) = 4,561; p<0.05]. The analysis results put forward that there is no meaningful significance between the other departments according to their success. As can be previously seen in Table 4, the other departments achievements are ELT departments (M=84,85) and PST department (M=85,84). Although, TLT departments (M=72,99) success and GPC departments (M=88,24) success show no meaningful significance in success levels, the success level between the students are very close.
Table 6: ANOVA results according to teacher candidates departments they study towards Information and Communication Services use success
Source of Variance Sum of Squares df Mean F Square Sig. Difference between departments, according to Information and Communication Services use success
Between groups 2951,799 3 983,933 2,215 ,089 No meaningful significance between departments
Within groups 60854,347 137 444,192
Total 63806,147 140
When analyzing Table 6 it can be observed that there is no meaningful significance in success of teacher candidates departments they study towards Information and Communication Services use ( p=0,089 and p> 0,05), [^(3-i37)=2,215, p=0,089]. So, whilst analyzing the success levels of teacher candidates according to the departments they study; GPC departments (M=88, 73) success level and PST departments (M=88.37) level are very close to each other and it can be observed that ELT departments (M=86.67) is a little higher than the others. Although, TLT department mean (M=77.45) doesn't show a meaningful significant difference in comparison to other departments, its success level is very low.
Table 7: ANOVA results according to teacher candidates departments they study towards word processing success
Source of Variance Sum of df Mean F Sig. Difference between departments, according to word
Squares Square processing success
Between groups 6163,381 3 2054,460 8,188 ,000 Dunnett-C testi (p<0,05)
Within groups 34375,771 137 250,918 ELT Department (M= 94,29)
Total 40539,152 140 PST Department (M= 88,70)
TLT Department (M= 75,84)
When analyzing the results in Table 7, there is meaningful significance of teacher candidates' success average in the departments they study according to vocabulary use (p=0,000 and p<0, 05). In the use of vocabulary it can be seen that students from the ELT departments (M=94.29) are more successful and show a more meaningful significance in comparison to PST (M=88.70) and TLT (M=75.84) [Dunnett - C F(3-137)==8,188, p=0,000]. Looking back at Table 3, although GPC departments' students 89,5 have high points after students from the ELT departments, it still does not show any meaningful significance among other departments average points.
Table 8: ANOVA results according to teacher candidates departments they study towards spreadsheets success
Source of Sum of df Mean F Sig. Difference between departments, according to spreadsheets
Variance Squares Square success
Between groups 27629,070 3 9209,690 10,123 ,000 Dunnett-C test (p<0,05) Within groups 124637,539 137 909,763 TLT Department (M= 14,08)
Total 152266,609 140 PST Department (M= 51,16)
GPC Department(M= 40,34)
Results given in Table 8 show teacher candidates success towards spreadsheets according to the departments they study and it can be seen that there is meaningful significance (p=0,000 and p<0,05). This also shows that students in the TLT departments (M=14,08) have an apparent low success in spreadsheets in comparison to PST departments students (M=51,16) and GPC departments students (M=40,34) [Dunnett - C Fp-137)=10,123, p=0,000]. As can be seen above in Table 4, the ELT department students have second lowest average points although there is no meaningful significance in comparison to the other departments.
Analyzing the results of Table 9, it shows us that there is meaningful significance of teacher candidates departments they study according to their success in word processing (p=0,000 and p<0,05). This difference reflects that students in the ELT departments (M=80,26) are more successful that students of TLT departments (M=54,30) in presentations and this also shows that there is a significant difference too [Dunnett - C F(3-i37) =4,609, p=0,004]. In the analysis results, in comparison to the other departments there is no meaningful significance. Looking back at Table 4, although students from PST departments success points (M=72,27) are higher than students success points from GPC departments (M=60,18) there is no meaningful difference statistically.
Table 9: ANOVA results according to teacher candidates departments they study towards presentation success
Source of Sum of df Mean F Sig. Difference between departments, according
Variance Squares Square to presentations success
Between groups 13522,109 3 4507,370 4,609 ,004 Dunnett-C test (p<0,05)
Within groups 133992,264 137 978,046 TLT Department (M=54.30)
Total 147514,373 140 ELT Department (M=80,26)
Nihat Ekizoglu et al. / Procedia Social and Behavioral Sciences 9 (2010) 1969-1982 Tablo 10: ANOVA results according to teacher candidates departments they study towards total computer success
Variable Square Sd Square F p Difference between departments,
resources total average according to computer usage success
Between groups 7995,444 3 2665,148 11,628 0,00 Dunnett-C test (p<0,05)
Within groups 31400,538 137 229,201 TLT Department (M= 56,34)
Total 39395,982 140 PST Department (M= 75,46)
ELT Department (M= 73,50) _______GPC Department(M= 71,20)_
After analyzing the results of Table 10, there is a meaningful significance towards computer usage success of teacher candidates (p=0,000 and p<0, 05). Students in the TLT departments average success in general computer usage (M=56.34) shows a meaningful significance being low in comparison to the other departments; PST departments (M=75,46), ELT departments (M= 73,50) and GPC departments (M=71,20) [Dunnett - C Fp-137) = 11,628, p=0,00].
The Pearson correlation coefficient between computer technology attitude level and computer usage success level is r=0,254 and p=0,002. Here, there is a meaningful significant relationship between computer technology attitude levels and computer usage success levels, p<0.05, but there is also a minor level of relation too. When viewing the determination coefficient (r2=0,06), it can be said that the success points of 6% occurs from the attitudes towards computer. Other factors that may affect computer success should be taken into consideration.
Table 11: Chi-Square test results of teacher candidates according to the department they study towards period of computer use
Departments 6 years and less 7 years and more Total
N 20 23 43
Pre-School Teaching
% 46,5 53,5 30,50
English Language N 16 14 30
Teaching % 53,3 46,7 21,28
Turkish Language N 28 6 34
Teaching % 82,4 17,6 24,11
Guidance & Psychological N 13 21 34
Counseling % 38,2 61,8 24,11
Total N 77 64 141
% 54,6 45,4 100,0
X2(3)=15, 39, p= 0,002
As it can be seen in Table 11, there is a meaningful significance of the teacher candidates departments they study towards period of computer use [X2P)=15, 39, p= 0,002]. More than half of the students from PST (%53) and GPC
departments (%61,8) have been using the computer for 7 years and more; ELT departments (% 53) and TLT departments (% 82, 4) students have been using the computer for 6 years and less. It is interesting to focus on that students from TLT departments (% 82, 4) have been using the computer for less than 6 years.
Table 12: T-test results of teacher candidates' computer success points towards the period of computer use
Period of Computer Use N M S sd t P
6 years & less 77 64,71 17,54 139 -3,818 0,000
7 years & more 64 75,05 13,94
There can be seen a meaningful significance of teacher candidates total computer success level towards the period of computer use [t(139) = - 3,818, p <0,05] in Table 12. Total computer success level during the period of computer use in 7 years and more (M=75,05) is higher than the average of students success in 6 years and less (M=64,71). These findings can be interpreted as having a significant relationship between the teacher candidates' computer success points and the period of computer use.
Table 13: Cross table results of teacher candidates according to the department they study and the aim in computer use
Departments
PST ELT TLT GPC Total
Surfing the 88,4 86,7 88,2 94,1 89,4
Internet
Send/Receive 74,4 86,8 73,5 76,5 77,3
Making software 16,3 16,7 5,9 8,8 12,1
Prepare reports Yes 93,0 100 79,4 85,3 89,4
Stock Data 74,4 70,0 41,2 67,6 63,8
View Images 76,7 83,3 64,7 61,8 71,6
Listen to Music 83,7 93,3 79,4 85,3 85,1
Prepare 95,3 86,7 79,4 79,4 85,8
Presentations
Make Designs 7,0 10,0 11,8 26,5 13,5
Table 14: Results of the departments where teacher candidates study in relation to developing themselves in computing
_Departments_
PST ELT TLT GPC Total
Word Processing 44,2 40,0 50,0 35,3 42,6
Spreadsheets 65,1 60,0 50,0 64,7 60,3
Presentation Preparation 51,2 63,3 58,8 55,9 56,7
Educational Software 16,3 40,0 55,9 32,4 34,8
Web page Design Yes 37,2 40,0 35,3 50,0 40,4
Internet Usage 39,5 43,3 23,5 38,2 36,2
Design (Corel Draw/Photo 67,4 50,0 38,2 50,0 52,5
Initial Computer Use 32,6 16,7 38,2 32,4 30,5
E-Mail 27,9 26,7 20,6 26,5 25,5
When analyzing the Table 13, it can be seen that teacher candidates use all the other fields more frequently than using the computer for designing (%13,5) and making software's (%12,1). As it can be seen in Table 14, teacher candidates who want to develop themselves within this field in relation to the questions asked, it has brought
forward the following: more than half presentation preparation (%56, 7), to use spreadsheets (%60, 3) and make designs (52, 5).
Results and Comments
This study has aimed to take into hand a variety of arguments from different point of views as a result of teacher candidates continuing in their final year in the faculties of education, their attitudes towards technology and their real computer success situations. Teacher candidates who have participated in this study have a positive and high level in attitude towards technology without discriminating their departments [F(3-i37) =0,460; p=0,711; M=4, 01]. Teacher candidates in their final year have high positive attitudes towards technology which shows that there will be a positive effect integrating computer technologies in their education. Although, it's transparent to see that it is not sufficient enough of teachers' attitudes towards computer to be integrated with computer technology education. As Kizilkaya and Usluel (2007) stated that the following factors are also important; for teachers to have sufficient knowledge in using computers, suitable technology teaching methods and abilities in the effective use of strategies, together with education institutes must provide necessary technological equipment. Aduwa-Ogiegbaen (2008) put forward that, primary and secondary school teachers may have positive attitudes towards computers, but there are problems in the foundation; such as obstacles of teachers not have sufficient knowledge. Gulbahar (2008); Goktas, Yildirim and Yildirim (2009) stated similar obstacles.
Another important study that took place where teacher candidates show meaningful significant positive correlation between their attitude and success levels, although there is a low level of relationship (r=0,254). This result shows us that, positive attitudes by itself don't show a large effect. A study made by Yildirim (2000) showed that teachers and teacher candidates' attitudes towards computers increased after taking computer literacy courses. On the other hand, a study by Koseoglu, Yilmaz, Gergek & Soran (2007) a developed positive attitude doesn't occur after taking an organized computer course.
When studying the results of the teacher candidates' success points towards computer according to the department they study in, those of TLT department teacher candidates success points (M=56,34) are lower compared to the other teacher candidates [Dunnett - C F(3-i37) =11,628, p=0,000]. Excluding TLT department, general computer success is above 71 points. This difference shows its effect on the period of time they used computers. When making a comparison of the teacher candidates' success in computer use to the period of time spent on the computer, it is parallel and shows a meaningful significance through chi-square and t-tests. 82.4% of the students from TLT departments have been computer users for 6 years and less, and in comparison to the other departments, their success points are meaningful but much lower. On the contrary, when viewing the t-test results, as the use of the computer increases, students show a meaningful increase in their success [t(139) = -3,818, p <0,05]. Similar study which Askar and Olkun (2005) and Kogak Usluel, Kuskaya Mumcu and Demiraslan (2007) made, reached the same results.
It has drawn attention that the teacher candidates who participated in the study has shown an obvious decrease in their success in using spreadsheet programs. It can be seen that within the study, spreadsheet success changes between 14,08 and 51,16. Therefore, it can be intepreted that teacher candidates lack of knowledge about spreadsheet softwares.
It was stated by the teacher candidates wanted to develop themselves in spreadsheet programs. Therefore, the low success they received supports their results in other findings. When the programs of the departments analysed in a constructive mannar then the head of departments stated that spreadsheet softwares have rarely been repeated or used as a tool in the content of courses. Teacher candidates least use the computer for designing and documentation. Moreover, it has also shown that teacher candidates wish to develop themselves within educational software and such technology as web-page design where they have low esteem. Studies that have similar findings were made by Kogak Usluel, Kuskaya Mumcu and Demiraslan (2007). Yildirim (2000) made a study stating that he had organized teacher candidates and teachers computer literacy courses and it had showed that after observation its expectations from the course viewed that they had previous knowledge and computer experiences. When taking a look at for what do teacher candidates mostly use computers for, it shows; to prepare reports, making presentations, surfing the internet, sending and receiving e-mail. Students lessons in their learning programs are preparing projects and
making presentations. During the lessons they frequently used word processing, presentations, search for information on the internet, send and receive e-mails; using and practising, these incraese their experience and they do not forget what they have learnt they believe that they have developed themselves.
Suggestions
Teacher candidates should find the reasons for their unsuccessfulness in spreadsheets.
Teacher candidates' effects of attitudes on computer success have shown us very low levels and this brings to mind other factors that may affect it. In this study, the period of time used and the necessary effects are the factors that show an effect.
A study must be made in comparison to other departments, the reasons for students from TLT department received low computer success points.
A research must be made on ICT education for the integration of educational software and it is thought that design is an important factor and that teacher candidates should develop themselves on this subject and finds the reasons.
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