An Evaluation on Pre-Service Teacher’s Information and Communications Technology Competency and Computational Thinking Skills in Terms of Different Variables

Abstract

system and by taking its place among 21 st century skills, took its place amidst competencies that both teachers and students should have. Especially teachers, who are the basic factor of the education system, should have these skills because these are very important in terms of the efficiency and effectiveness of the education. Based on this statement, it was tried to determine information and communications technology competency and computational thinking skills of pre-service teachers, who is going to build future. Likewise, in this study, it has been tried to determine whether there is a significant relationship between information and communication technologies competencies and computational thinking skills of pre-service teachers. It was also investigated whether there is a significant difference in pre-service teachers' ICT competencies and CT skills in terms of variables such as gender, department, computer hardware knowledge and computer software knowledge. A sample population of 365 pre-service teachers has been determined via random sampling method among students in Trakya University Faculty of Education. Data were collected using the "Preservice Teacher's Information and Communication Technology Competencies Scale" and "Computational Thinking Scale". According to the findings of the research, it was discovered that the group of pre-service teachers had a "sufficient" degree of Information and communication Technologies competencies, while their computational thinking skill were "mid-level". However, it was also established that a weak level, statistically meaningful positive correlation exists between pre-service teachers' ICT competencies and CT skills. Also in the research, while there was no significant relationship between the ICT competencies of the pre-service teachers and the gender variable, a significant relationship between the ICT competencies of the pre-service teachers and variables of department, computer hardware knowledge, computer software knowledge variables. The study also revealed that there was a significant relationship between the variables of CT skills and variables of gender, department, computer hardware knowledge, and computer software knowledge.

Relationship between Social Studies Teacher Candidates’ Digital Literacy Self-Efficacy Levels and Information and Communication Technology Competencies

“…In this context, it can be stated that gender does not have any effect on digital literacy self-efficacy and ICT competency, and it can be stated that social studies teacher candidates of both genders use technological equipment equally. Similarly, it was concluded that there was no statistically significant difference between individuals' ICTs competencies in terms of gender in the studies conducted by Akgün (2020), Aydoğmuş and Karadağ (2020) and Şad and Nalçacı (2015) as well. Also, no statistically significant difference was found in the overall scale and the sub-factors with the exception of the Application Usage factor in the study conducted by Ocak and Karakuş (2019).…”

“…There exist several studies on the information and communication technology competencies of pre-service teachers (Akgün, 2020;Aydın & Erol, 2021;Aydoğmuş & Karadağ 2020;Eryılmaz, 2018;Keleş, 2014;Şad & Nalçacı, 2015) and digital literacy self-efficacy (Ocak & Karakuş, 2019) in the related literature. However, there is no study aiming to examine the relationship between ICTs competency and digital literacy self-efficacy.…”

Önlisans Birinci Sınıf Öğrencilerinin Bilgi ve İletişim Teknolojilerine Yönelik Tutum ve Yeterliliklerinin Belirlenmesi

“…Hatta günümüzde eğitim alanında kullanımı bir zorunluluk halini almıştır. 21.yy'ın eğitim sistemi becerileri arasında yer alan BİT yeterlilikleri bireylerin sahip olması gereken beceriler içerisinde yer almaktadır (Akgün, 2020;Gürkan, 2023;Güven & Etçi, 2022) (Eryılmaz, 2018;Şenel & Seferoğlu, 2010).…”

“…Alanyazında öğretmenlere yönelik çalışmalar bulunmaktadır (Bişirici & Gülbahar;2023;Çelikkaya & Köşker, 2023). Öğretmen adaylarına ve farklı fakültelerde öğrenim gören öğrencilere yönelik BİT tutum ve yeterliliklerinin ayrı ayrı olarak ele alındığı görülmektedir (Akgün, 2020;Alp, 2019;Eryılmaz, 2018;Gül & Karataş, 2020;Garcia-Martinez ve diğerleri, 2020;Gündoğdu ve diğerleri, 2018;Güneş vd., 2017;Güven & Etçi, 2022;Lateef, 2020;Özarslan ve diğerleri, 2013;Slechtova, 2015;Şahin vd., 2020;Tütüncü & İleri, 2021). Bununla birlikte ön lisans öğrencilerine yönelik çalışmalara da rastlamak mümkündür (Bahar & Kaya, 2013;Başat ve diğerleri, 2020).…”

The Relationship Between Pre-School Teachers' Computational Thinking Skills and Their Use of Technology

“…Likewise, while there are many studies in the literature on the use of technology in instruction, both in the preschool branch and in different branches (Akbaba & Ertaş Kılıç, 2022;Ardıç, 2021;Ardies et al, 2015;Chen & Hwang, 2019;Çetin et al, 2012;Dwivedi et al, 2019;Goh & Sandars, 2020;Gülen, 2021;Gündüzalp & Yıldız, 2020;Katrancı & Uygun, 2013;Kenar &Balcı, 2013;Köroğlu, 2014;Li et al, Miliazim Memet & Şentürk, 2021;Pazilah et al, 2019;Sarı & Kartal, 2018;Yılmaz et al, 2015;Yılmaz et al, 2016), no study has been found on the relationship between the CT skill and the attitude towards the use of technology of the preschool teachers or any other branches. In Turkish sources, only one study with pre-service teachers has been found (Akgün, 2020). Thanks to the rapid technological advances in recent years, computational thinking and concepts related to technology have become one of the basics of education such as literacy and mathematics.…”