Volume 8 - Issue 4

October 2020

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Acceptance and Use of Cloud Computing Systems in Higher Education: An Application of TAM 3 within the Socio-cultural context of Educational Institutions

Nazire Burçin Hamutoğlu
Pages: 1-22

This research aims to compare the acceptance and usage of the Cloud Computing Systems (CCSs) such as Google Documents in higher institutes within socio-cultural context of the each institution’s educational culture The main purpose of the study is to identify and compare the participants’ reflects based on the acceptance and usage of CCS in both UK and TR. T-test analyses were carried out between gender and the components of TAM3; the components of TAM3 and the groups, in order to see the differences. One of the main findings of this study is the distinction between the universities in the way of their perception on Computer Anxiety (CANX) in their own educational-culture of each institution context. Furthermore, the participants’ perception on the Image (IMG) component has the lowest scores of all of the components of TAM 3 in both countries. Based on the findings, given that students come from different cultures during these times in which mobilization is very important, it is thought that the result achieved in the study is not related to the cultural values of a society but the socio-cultural context of both educational institutions included in the study.

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An Investigation of Cyberbullying and Cyber-Victimization of Mathematics and Science Pre-Service Teachers

Nagihan Tanık Önal Nezih Önal Hasan Çakır
Pages: 23-34

The purpose of this study is to examine mathematics and science pre-service teachers’ cyberbullying behaviors and victimization conditions by gender, year in university, time spent on the Internet, and social media usage status. Survey study model was employed in the study. The sample of the study was comprised of 219 mathematics and science pre-service teachers whose ages ranged between 18 and 24 years. The data of the study were collected via the Cyber Victim and Bullying Scale and the data were analyzed by using Mann-Whitney U test and Kruskal Wallis test. Based on the average scores, it was revealed that the cyberbullying and cyber victimization scores of mathematics and science pre-service teachers participating in the study were significant in terms of gender variable. However, they were not found to be significant regarding their year in university, time spent on the Internet and social media usage status.

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Evaluation of the Use of Information and Communication Technologies in Education based on the Principle of Equality

Hasan Furkan Canbay Cem Çuhadar
Pages: 35-51

In this study, the evaluations of school administrators and teachers regarding the use of ICT in education on the basis of equality of conditions and equality of opportunity, which are the sub-dimensions of the principle of equality, are discussed. In the study, parallel mixed-methods approach, in which qualitative and quantitative data are used together, is adopted. The qualitative part of the research process was designed as phenomenological study, and the quantitative part as correlational survey. The study group of the qualitative part consists of 12 school administrators working in Edirne, Turkey. The qualitative data was obtained through semi-structured interviews were analyzed by descriptive analysis. The study group of the quantitative part of the study consists of 411 teachers working in the Central District of Edirne, Turkey. To collection of quantitative data, “Equality Scale for ICT Use in Education" and “Personal Information Form” were used. One-way ANOVA, t-tes and descriptive statistics were used to analysis data. According to the qualitative findings of thestudy, school administrators evaluated that even though an effort was made to establish equality in the use of ICT in education, it was not sufficient and therefore the use of ICT in an educational environment was not realized. It was observed that the total scores of Equality Scale for ICT use in Education applied to the teachers participating in the research were at an average level. The evaluations of teachers, based on gender, field of education, age, seniority, school level, and in-service training status dimensions were examined, and the results were interpreted by giving mean values of the findings with statistically significant differences according to the principle of equality of conditions in ICT use in education

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Pre-Service Mathematics Teachers’ Levels of Academic Procrastination and Online Learning Readiness

Özkan Ergene Tuğba Türk Kurtça
Pages: 52-66

This article aims to examine the relationship between the online learning readiness and academic procrastination behaviors of the pre-service mathematics teachers. In line with this research purpose, it is examined whether the online learning readiness and academic procrastination differentiate with regard to demographic variables such as gender, grade levels...etc.; and as well as that to technical problems occurs during the online learning process, the last minute course and the instructors’ impact during the course study process. This research has been conducted with 314 pre-service mathematics teachers that currently attending the Faculty of Education of different universities in Turkey. The relevant analyses revealed that there is a low-level significant relationship between the academic procrastination tendency and online learning readiness. Besides, the scores of academic procrastination tendency and online learning readiness are found higher among males, first graders, those who have access problems and those who think an instructor is a determinant. The research findings are discussed within the light of related literature.

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

Pages: 67-85

This study aims to investigate the relationship between prospective teachers' STEM awareness levels and information communication technology usage levels. Additionally, according to some demographic characteristics of prospective teachers, it has been determined whether there are differences between STEM awareness levels and information communication technology (ICT) usage levels. The research was carried out with prospective teachers studying at Sakarya University Faculty of Education in four programs (science, mathematics, computer education and instructional technologies, classroom teaching). In order to measure the STEM awareness levels of prospective teachers, “STEM Awareness Scale”, which was developed by Buyruk and Korkmaz (2016a). In order to determine the information and communication technology usage levels of the prospective teachers, “Information and Communication Technology Usage Levels Scale’’, which was developed by Kutluca, Arslan and Özpınar (2010). According to the results obtained in the study, it has been determined that the STEM awareness levels of prospective teachers were positive, the ICT usage levels were moderate, and there was a positive, weak and significant relationship between their STEM awareness levels and ICT usage levels. In addition, the STEM awareness levels and ICT usage levels of the prospective teachers differ according to the variables of gender, year of study and department.

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