Öğretmen Adaylarının Eleştirel Dinlemeye Yönelik Tutumları

Kemiksiz, Ömer

doi:10.19160/e-ijer.1208464

Cited by 1 publication

(1 citation statement)

References 23 publications

(30 reference statements)

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“…On the other hand, there are also studies that have found that female pre-service teachers have more positive attitudes towards technology than male preservice teachers, and their attitude levels are higher (Yaman, 2007;Özarslan, et al, 2013;Metin et al, 2013;Dargut & Çelik, 2014;Gülen, 2021). There are also studies that show no significant difference in the attitudes of teachers and pre-service teachers towards technology according to gender (Deniz et al, 2006;Şimşek, 2015;Karasakaloğlu et al, 2011;Sipahioğlu, 2019;Arslan & Bilgin, 2020;Ardıç, 2021).…”

Section: Discussion Conclusion and Recommendati̇onsmentioning

confidence: 99%

Matematik Öğretmen Adaylarının Dijital Teknolojiye Yönelik Tutumlarının Bazı Değişkenler Açısından İncelenmesi

FİLİZ,

MORALI

2023

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi

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The role of technology continually increasing and its use is becoming no longer an option but inevitable in all fields of education. From teachers to students, technology literacy and the knowledge and skills to use it are now expected. Along with studies on the adequacy, skills, and approaches of students and educators from all levels regarding the use of technology, the attitudes of all these groups towards technology also fall under the scope of educational researchers. This study investigates whether the attitudes of pre-service mathematics teachers towards digital technology differ according to gender, university type, department, grade level and final grades in information technology courses, using statistical methods. The data set consists of the survey results of 440 mathematics pre-service teachers from two universities. According to the statistical results of the research, significant differences have been found in the attitudes of mathematics pre-service teachers towards digital technology in the sub-dimensions of technology use, conscious use of technology, and game-oriented use of technology, by gender; in the sub-dimensions of interest and willingness, technology use, and social media, by university type; and in the sub-dimensions of technology use and negative factors, based on the final grades of the information technology course. According to the data mining algorithms of the research, the branches generated by the Random Tree algorithm yielded the best results. According to the Random Tree algorithm, it was concluded that gender is the most dominant factor affecting the attitudes of mathematics pre-service teachers towards digital technology.

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