Dünyada olduğu gibi ülkemizde de hız kesmeden gelişen teknoloji çalışmaları eğitimde de kendini göstermektedir. COVİD-19 pandemi nedeniyle eğitimin ulusal çapta zorunlu olarak uzaktan yapılmasıyla eğitimde teknoloji kullanımı zorunlu hale gelmiştir. Bu süreç dijital yerli olarak adlandırılan günümüz öğrencilerine sürece uyum sağlamasının kendini geliştiren ve teknolojiyi derslerde kullanabilen öğretmenler ile mümkün olduğunu göstermiştir. Bu durumda öğretmenlerin dijital okuryazarlık becerileri uzaktan eğitimin verimliliği açısından önemlidir. Bu çalışmada, sınıf öğretmenlerinin dijital okuryazarlık becerilerinin çeşitli değişkenlere bağlı olarak incelenmesi amaçlanmıştır. Bu çalışma nicel araştırma yöntemlerinden tarama modeli kullanılarak gerçekleştirilmiştir. Çalışmaya Türkiye'nin yedi bölgesinden toplamda 41 ilde görev yapan 329 sınıf öğretmeni gönüllü olarak katılmıştır. Çalışmada veri toplama aracı olarak "Kişisel Bilgi Formu" ve "Dijital Okuryazarlık Ölçeği" kullanılmıştır. Araştırmadan elde edilen bulgulara göre araştırmanın birinci alt problemine ilişkin bulgularda sınıf öğretmenlerinin kendilerini yüksek düzeyde dijital okuryazar gördükleri sonucuna ulaşılmıştır.Cinsiyet değişkenine göre dijital okuryazarlık düzeylerine bakıldığında kadın ve erkek öğretmenlerin benzer düzeyde dijital okuryazar oldukları sonucuna ulaşılmıştır. Sınıf öğretmenlerinde yaş arttıkça dijital okuryazarlık düzeyinin azaldığı görülmüştür. Ayrıca lisansüstü eğitime sahip öğretmenlerin dijital okuryazarlık düzeyleri diğer öğrenim düzeyindeki öğretmenlere kıyasla daha yüksek bulunurken, 21-25 yıl kıdeme sahip öğretmenlerin dijital okuryazarlık düzeyleri diğer kıdemdeki öğretmenlere göre daha düşük bulunmuştur. Öğretmenlerin günlük internet kullanım ve günlük dijital araçları kullanım sürelerine bakıldığında anlamlı bir farklılaşma görülmemiştir.
The purpose of this study is to investigate the number of extracted factors in exploratory factor analysis (EFA) studies which takes part in Turkish Measurement Tools Index (TMTI / TOAD) according to parallel analysis results. By the date the study had begun, 4440 studies were indexed in TMTI, 500 studies were selected by systematic sampling procedure among them and the number of full texts investigated is 451. For these studies, values were coded by using a form which was developed by researchers such as sample size, number of items, rotation method. For 300 studies in which EFA was implied, some of them do not include information about sample size, number of items, minimum factor loading, number of factors, extracted variance. The most frequent extraction method is principal component analysis, and criterion for number of factors is eigenvalue greater than unity. For multifactor scales typical rotation, method is varimax. Amongst 67 EFA studies that could be compared to parallel analysis results, 52 overextraction and seven underextraction situation was detected. For seven studies, number of factors were accurate. Findings are discussed within existing literature and a checklist is recommended for the purpose of minimizing deficiencies in reporting EFA results.
The aim of this study is to compare simulatively administration of Motor Vehicle Driving Trainees Exam Test as computerized adaptive test [CAT] with paper-pencil test method. This study is conducted by using basic research model. Research population consists of the candidates that attended B type certificate exam at October 23rd, 2010 and February 12nd, 2011, and research sample consists of 5000 candidates being chosen randomly among those candidates. Data analysis is done via XCalibre 4.2 and CATSim programs. It is found in the study that 50 items are applied to candidates in Motor Vehicle Driving Trainees paper-pencil test while minimum 27, maximum 50 and mean 32.52 items are applied simulative computerized adaptive Motor Vehicle Driving Trainees Exam test. When it is considered that in paper-pencil test each candidate encounters 50 items, it is found that candidates encounter less item at the rate of 34.96% in simulative computerized adaptive Motor Vehicle Driving Trainees Exam test in compare with paper-pencil test application. Theta levels being estimated in Motor Vehicle Driving Trainees Exam Test between CAT and paper-pencil test is r=.94, p<01. This shows that these applications estimate similar theta levels.
As a country prioritizing development and economic growth, Türkiye needs to set policies and targets for the development of human capital. To be able to do this, it is necessary to start with the analysis of the higher education (HE) policies and objectives in the development plans that have been prepared since the beginning of the planned development period. Aiming to determine HE policies and objectives on the basis of development plans, this study is expected to contribute to the field by guiding HE policymakers and quality system practitioners in Türkiye. Focusing on the HE policies and objectives in 11 development plans prepared in Türkiye from 1963 to 2019, the study was designed as a document review, following the qualitative research paradigm. The data obtained in the research were analyzed by applying the content analysis technique. During the analysis of the data, first of all, the development plans were subjected to content analysis, and the results related to the HE policies and targets were then identified and interpreted. The research revealed five themes related to the policies and objectives in the development plans (development of HE, support in HE, planning in HE, cooperation in HE, and financing of HE). Some policies and targets in the development plans were found to recur frequently. It was also observed that the dominant philosophical paradigm of the period was followed in the preparation of the plans, with no paradigmatic blindness. Based on the findings, decision-makers are suggested to adhere to the policies and objectives determined in the development plans, and researchers are suggested o conduct research by analyzing the development plans and the National Education Council decisions together.
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