DETERMINATION OF THE EDUCATION TECHNOLOGY COMPETENCIES OF SPECIAL EDUCATION TEACHERS

Yunus Yılmaz, Havva Aysun Karabulut, Ahmet Serhat Uçar, Kadriye Uçar

Abstract


The novel coronavirus (COVID-19) pandemic that started in December 2019 led to the closure of schools on a global level, and implementation of strict social distancing measures has led to rapid and prevalent changes in conventional forms of education and instruction. In this period where distance education is preferred in education processes, the education technology competencies of teachers have gained importance. In this context, this study aimed to determine the education technology competencies of special education teachers. The descriptive study included 114 special education teachers. The data were collected by using the “Education Technology Competencies Scale for Teachers” and analyzed by using the SPSS 25 package software. The maximum total score that could be obtained in the scale that was used in the study is 190. It was determined that, with the mean score of 155.27, the participants of this study had an education technology competency level of 81.72%. In this study which investigated the technological competencies of special education teachers, no significant difference was found based on the participants’ gender, professional experience or areas of teaching. Considering the items in the dimensions of the scale, it was found that the male teachers were more competent in terms of technical knowledge on technology, while the female teachers used the technological knowledge they had more effectively in classes, instruction and materials, as well as in communication with both students and parents.

Article visualizations:

Hit counter


Keywords


educational technology, educational technology standards for teachers, teacher qualifications, special education teachers

Full Text:

PDF

References


Adıgüzel, A. & Yüksel, İ. (2012). Evaluation of Teachers’ Instructional Technologies Integration Skills: A Qualitative Need Analysis for New Pedagogical Approaches. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 6(1), 265-286.

Akpınar, Y. (2003). The Effect of Higher Education on Teachers' Use of New Information Technologies: The Case of Istanbul Schools, The Turkish Online Journal of Educational Technology, 2(2), 1303-6521.

Albayrak S., A., Canbazoğlu B., S., Baran, E., & Özbay, U. (2016). Investigating the Relationship Between Teachers’ Technological Pedagogical Content Knowledge (TPACK) Competencies and Attitudes Towards Information and Communication Technologies. Educational Technology Theory and Practice, 6(1), 1-21.

Arpa, P. (2010). The influence of instructional technologies on the use and choice of teaching strategies, methods and techniques. Master’s Thesis, Marmara University

Arpa, P. (2020). The school administrators and teachers' views on the educational technologies and perceptions of autonomy. PhD Thesis, Gazi University, Ankara.

Aslan, C. (2018). Attitudes of special education teachers towards assistive technology. Educational Technology Theory and Practice, 8 (1), 102-120. doi:10.17943/etku.319972

Avcı, Ü., & Seferoğlu, S. S. (2011). Teachers’ Burnout in the Information Age: Use of Technology and Possible Actions in Preventing Burnout. Mediterranean Journal of Educational Research, 9, 13-26.

Balcı, A. (2005). Research, Methods, Techniques and Principles in Social Sciences. Pegem Akademi: Ankara.

Ceylan, B. (2015). Evaluating the Effect of Learning Objects on The Technological Pedagogical Content Knowledge Competencies of The Preservice Teachers. Php Thesis, Anadolu University

Chai, C. S., Koh, J. H. L., & Tsai, C.C. (2010). Facilitating preservice teachers' development of technological, pedagogical, and content knowledge (TPACK). Educational Technology & Society, 13(4), 63–73.

Çoklar M. (2012). Information and Communication Technologies in General Competencies of Teaching Profession: Afyonkarahisar Sample. Master’s Thesis, Necmettin Erbakan University

Demiraslan, Y. & Usluel, Y. K. (2005). The status of teachers in the integration of information and communication technologies into the learning and teaching process. The Turkish Online Journal of Educational Technology, 4(3), 109-113.

Forssell, K. (2011). Technological pedagogical content knowledge: Relationships to learning ecologies and social learning networks. Phd Thesis, Stanford University

Garba, S. A., Byabazaire, Y. & Busthami, A. H. (2015). Toward the use of 21st century teaching-learning approaches: The trend of development in Malaysian schools within the context of Asia Pacific. International Journal of Emerging Technologies in Learning, 10(4), 72-29. doi:/10.3991/ijet.v10i4.4717

Gürültü, E., Aslan M. & Alcı B. (2018). Investigation of Elementary School Teachers’ Qualifications in The Light Of 21st Century Skills. The Journal of Academic Social Sciences. 6(71). Sf. 543-560. doi: 10.16992/ASOS.13770

Gürültü, E., Aslan, M., & Alcı, B. (2019). Secondary School Teachers’ Competencies in the Use of 21st Century Skills. Hacettepe University Journal of Education, 35(4), 780-798. doi: 10.16986/HUJE.2019051590

İşman, A. (2002). The competencies of Sakarya province teachers in educational technologies. The Turkish Online Journal of Educational Technology – TOJET, 1(1), 72-92.

İşman, A., (2008). Instructional Technologies and Material Design. Pegem A Publishing

Karabulut, A., Yandı, A., & Kaya, A. (2019). Determination of self-efficacy beliefs of teacher candidates studying in special education department. The Journal of Turkish Social Research. 23(2), 555-574.

Kışla, T. (2008). Investigating Computer Attitudes of Special Education Teachers. Ege Journal of Education, (9)2, 128-154.

Kim, Y. W., Kim, Y. G., Kim, N. J., & Woo, Y. G. (2003). A study on the Korea teacher's perception in using assistive technology. Journal of Asia-Pacific Special Education, 3(1), 35-48.

Posos Devrani, A. E., Kesici, İ., & Duman, A. (2020). Digital classes in the pandemic: An evaluation of the period March-June 2020. Istanbul: Turkish German University.

Safa, B. S. (2019). Class teachers' usage levels of educational technologies in terms of individual innovation features. Master’s Thesis, Aydin Adnan Menderes University

Seferoğlu, S. S. (2004). Teacher qualifications and professional development. Education Journal in the Light of Science and Mind, 58, 40-45.

Seferoğlu, S. S. & Akbıyık, C. (2005). A Study on Primary School Teachers’ Perceived Computer Self-Efficacy. Eurasian Journal of Educational Research, 19, 89-101.

Sengir, C. (2019). The investigation of secondary school teachers’ use of information technologies in terms of some variables (Istanbul Fatih district example). Master’s Thesis, İstanbul Kültür University

Şahin, Ç., & Arcagök, S. (2014). Examination of The Teachers’ Lifelong Learning Competences Levels in Terms of Some Variables. Journal of Social Sciences, 7(16), 397-417.

Tekinarslan, E. (2008). A validity and reliability study of the basic technology competencies scale for educators. Electronic Journal of Social Sciences. 7(26) 86-205.

Vural, B. (2004). Use of Technology and Materials in Education. İstanbul: Hayat Publishing.

Yüksek Öğretim Kurumu (YÖK), (2016). https://yokatlas.yok.gov.tr/lisans-bolum.php?b=20903 Accessed 20 April 2021.




DOI: http://dx.doi.org/10.46827/ejse.v7i2.3734

Copyright © 2015 - 2023. European Journal of Special Education Research (ISSN 2501 - 2428) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).