Examination of the Relationship between the Technology Competencies of Special Education Undergraduate Students and Their Views on Distance Education

Abstract

This study aimed to examine the relationship between the technology competencies of special education undergraduate students and their views on distance education. This study employed the correlational research model. The study group is consists of 212 students who study at the special education department in various universities in Turkey during the academic year of 2020-2021. The study used the "Basic Technology Competencies for Educators Inventory" and the "The Distance Education Evaluation Scale." Pearson correlation coefficient was computed to determine the relationships among the dependent and independent variables. We implemented standard multiple regression analysis to predict distance education's views by the dimensions of technology competencies. Technology competencies inventory's word processing sub-dimension significantly and positively indicated the distance education scale's technical sub-dimension. There was no statistical significance for other sub-dimensions. Technology competencies inventory's basic computer operation skills and media communication sub-dimensions significantly and positively; networking sub-dimension significantly and negatively predicted the distance education scale's learning process sub-dimension. There was no statistical significance for other sub-dimensions