Türkçe Eğitimi Öğretim Elemanlarının Teknoloji Yeterliliklerine Yönelik Görüşleri

Abstract

The aim of this research is to determine the views of Turkish education lecturers on technology competencies. The opinions of the lecturers were gotten on Google Forms through "Teacher Trainers Technology Competencies Questionnaire" created by the researcher. The questionnaire consists of two separate parts which are personal information and questions. The study was carried out via a survey design which is one of the quantitative research methods. The study data was collected from the opinions of 88 Turkish education instructors from 38 different universities. The data was analyzed by using the descriptive analysis technique. The answers “yes”, “no” and “partially”, which mean the presence, absence or partial presence of qualifications, were presented and evaluated with frequencies and percentages by converting them into numerical expressions. It has been found out that Turkish education lecturers thought that they were partly sufficient in the items “5.1. I design instruction using technology to meet the needs of different students.”, “6.2. I become a model for teacher candidates by using various technological evaluation applications.”, “8.1. I become a model for teacher candidates to * Öğr. Gör. Dr., Yıldız Teknik Üniversitesi, Rektörlük, TÖMER, İstanbul, yorganci@yildiz.edu.tr, OCRİD: ocrid.org/0000-0001-8230-219X Osman Kürşat YORGANCI 178 communicate with other cultures and regions and establish global connections by using technology.”, “10.2. I participate in continuous professional development and communication activities that support my technology knowledge and skills.”, “11.2. I interact with professional organizations that advocate the use of technology in education.” and “11.3. I influence the thoughts and decisions of teacher candidates regarding technology integration.”; and insufficient in the items “8.2. I design instructional content in which prospective teachers can collaborate with students from different cultures and experiences using technology.” and “8.3. I discuss strategies that prospective teachers may need for regions and cultures with different levels of technological connectivity.” and sufficient in the other items of the questionnaire which consists of 12 main and 41 sub-items and thus different suggestions were proposed based on the obtained results.