f ethi a hmet i nan the university of memphis soner yildirim ercan kiraz
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Fethi Ahmet InanThe University of
Memphis
Soner YildirimErcan KirazMiddle East
Technical University
A DISCUSSION AND ANALYSIS OF PRESERVICE TEACHERS’ ATTITUDES TOWARD AN
ONLINE SUPPORTED
TEACHER CREDENTIAL
COURSE
o Introduction
o Literature Review
o Research Method
o Findings
o Conclusion
o Biggest obstacle to using technology in education is the lack of adequate teacher training
o A computer literacy course became a required course for all preservice teachers in Turkey
o One computer literacy course is not of a high value unless computers are integrated into the whole teacher education program
o To describe preservice teachers’ computer competency and attitudes toward computers.
o To examine changes in preservice teacher attitudes toward computers due to participation in a web-supported teacher credential course
o Integrate technology in to the entire teacher preparation curriculum
o Introduce technology in contexto Students should experience
innovative technology-supported learning environments in their teacher education program.
Principles of Preservice Teacher Education
o What are the preservice teachers’ attitudes toward computers and computer competency levels before using the OLSS?
o Is there a relationship between preservice teachers computer competency and their attitudes toward computers?
o Is there a difference in attitudes of preservice teachers toward computers before and after completing the course?
Description of Sample (N=40)
Variables N %
Gender Male Female
733
17.582.5
Age 19 Years 20 Years 21 Years
72310
17.557.525
Home Computer Yes No
832
2080
# of Computer Courses 1 2 3 and more
3361
7.5902.5
Participants
o Teachers Attitude Scale
o Teachers Competency Scale
o Website“Announcements,” “Assignments,” “Lecture notes,” “Grades,” “Uploads,” ”Syllabus,” “Forum,” “Password,” and “Help”
Beginning During End TAC CCS Demograph
ics
Utilize OLSS
TAC
Means and standard deviations for students’ computer competency(N=40)
Technologies M SD
Online Communication Tools Word processors Web Browsers Presentation programs Electronic spreadsheetsOnline Collaboration Tools Distance Learning MaterialsAudio & Video materials Web Editors Learning Management Systems CAI applications
4.64.03.63.52.92.92.42.22.21.61.5
0.710.711.360.991.031.031.361.051.430.840.79
* Ratings were made on a 5-point scale (1 = not competent, 5 = very competent)
Means and standard deviations for students’ pre and post attitudes subscales (N=35)
Pre Post
Attitude Scale M SD M SD
Enthusiasm/EnjoymentAnxiety**Avoidance**Productivity (teacher)Negative Impact on
Society**Productivity (student)LikingEmail
4.02
3.50
4.16
4.16
3.12
4.08
3.28
3.85
.50
.69
.43
.37
.45
.41
.63
.51
4.14
3.54
3.94
4.11
2.99
4.18
3.33
3.98
.58
.76
.54
.43
.65
.48
.66
.52
* Ratings were made on a 5-point scale (1 = strongly disagree, 5 = strongly agree) ** High score represents a low level of perception on these items.
Findings
o The relationship between students’ competency scores and attitudes score was found to be positive and statistically significant, r (38) = .55, p < .001
o Difference in attitudes of students toward learning with computers before and after completing the course were not significant, F (1, 34) = .009, p = .92
Recommendations
o Faculties of education should be provided with continuous support and aid
o Faculties of teacher education programs should demonstrate their competency and willingness to use technology in their teaching.
o Prospective students should be given an opportunity to practice what they have learned.
o Prospective teachers should be provided with flexible computer laboratories
Fethi Ahmet InanThe University of
Memphisfinan@memphis.edu
Soner YildirimMiddle East Technical
Universitysoner@metu.edu
Ercan KirazMiddle East Technical
Universityekiraz@metu.edu
A DISCUSSION AND ANALYSIS OF PRESERVICE TEACHERS’ ATTITUDES TOWARD AN
ONLINE SUPPORTED
TEACHER CREDENTIAL
COURSE
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