Bilişim Teknolojileri Özyeterliği Cinsiyet Açığı: Ortaokul Matematik Öğretmenlerine Yönelik Bir İnceleme

Abstract

In the research, it is aimed at to examine the self-efficacy levels of information technology of secondary school mathematics teachers according to gender. The study also finds out whether the self-efficacy levels of male and female teachers differ according to professional experience. In the study, a causal comparative research design one of the quantitative research methods is used. The research population is composed of secondary school mathematics teachers taught in Çanakkale. Based on the principle of volunteering, participants were reached by using "random sampling technique". A total of 168 teachers, 71 males and 97 females, participated in the research. With this technique, the "Self-efficacy Perceptions Scale of Teachers' Information Technology" developed by Ekici, Ekici and Kara (2012), consisting of 27 items, was used as data collection tool. The results of the study revealed that male and female mathematics teachers' self-efficacy levels of IT are "high" (over total score) according to the rating between "very low" and "very high". It was found out that self-efficacy levels of male teachers are higher than selfefficacy levels of female teachers. In addition, it was seen that self-efficacy levels of male teachers are higher than female self-efficacy levels in each professional experience.

Prospective Teachers’ STEM Awareness and Information Communication Technologies Usage Levels*

“…In similar studies, significant differences in favour of male prospective teachers have been found in the ICT attitudes, virtual communication, computer hardware and software usage sub-dimensions (Bakırcı and Günbatar, 2017), technology integration selfefficacy, technology knowledge dimension (Şimşek and Yazar, 2018), attitudes towards technology (Şen and Timur, 2018), information security knowledge levels (Gökmen and Akgün, 2014) views on information technology teacher competencies as well as technological practices and support competencies (Dursun and Saracaloğlu, 2017) of the prospective teachers. Similarly, it has been concluded in the studies conducted with teachers that there was a significant difference in teachers' self-efficacy perceptions of technology (Kartal, Temelli and Şahin, 2018), their technology acceptance levels (Sırakaya, 2019) and their educational technologies usage levels (Çelik and Demirtaş, 2019) in favour of male teachers. Moreover, in the study conducted with prospective teachers on digital literacy, which is defined as accessing information and conducting research using digital technologies and integrated with ICT, it has been determined that male prospective teachers felt more competent in digital literacy than female prospective teachers (Öztürk and Budak, 2019).…”