Sınıf öğretmenlerinin mobil okuryazarlık düzeylerinin incelenmesi: Malatya örneği
Küçük Resim Yok
Tarih
2025
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
İnönü Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmada, sınıf öğretmenlerinin mobil okuryazarlık düzeylerinin ölçülmesi amaçlanmaktadır.Araştırma, nicel araştırma yaklaşım desenlerinden tarama desenine göre tasarlanmıştır. Araştırmanın evrenini 2024-2025eğitim öğretim yılı güz döneminde Malatya ilin Battalgazi ve Yeşilyurt ilçelerinde resmi okullarda görev yapan örneklem sayısı olan 249 sınıf öğretmenleri ile oluşturmaktadır. Örneklemin belirlenmesinde basit seçkisiz örnekleme yöntemi kullanılmıştır. Verilerin toplanmasında Google Form şeklinde hazırlanan, Mobil Okuryazarlık Ölçeği kullanılmıştır. Ölçek, mobil cihaz kullanıcılarının mobil cihazlara aşinalığı, gezinme ve uygulanmaları kullanma ile ilgili temel ve ileri düzey becerileri belirlemeye yönelik soruları içermektedir. Araştırmada, sınıf öğretmenlerinin mobil okuryazarlık becerileri ölçek genelinde 'iyi' düzeyde olduğu tespit edilmiştir. Araştırma verileri normal dağılım göstermediği için cinsiyet, öğrenim durumu, mobil teknolojilerle ilgili eğitim alma durumu ve kullanılan iletişim sistemi değişkenlerinde Mann-Whitney U testi, kullanılan mobil cihaz ve sosyal medya sayısı, haftalık etkileşimli tahta kullanılan ders sayısı, mesleki kıdem yılı değişkenlerinde ise Kruskal-Wallis H testi uygulanmıştır. Araştırmada, cinsiyet, öğrenim düzeyi, mobil cihazların sahip olduğu iletişim sistemi değişkenlerinde anlamlı farklılaşma tespit edilmemişken, kıdem yılı, etkileşimli tahta kullanım sıklığı, mobil teknolojilerle ilgili eğitim alma durumu, kullanılan mobil cihaz sayısı ve sosyal medya sayısı değişkenlerine göre anlamlı farklılaşma olduğu görülmektedir.
This study aims to measure the mobile literacy levels of primary school teachers. The research was designed according to the survey model, one of the quantitative research approaches. The study population consists of 249 primary school teachers working in public schools located in the Battalgazi and Yeşilyurt districts of Malatya during the fall semester of the 2024–2025 academic year. A simple random sampling method was used in the selection of the sample. Data were collected using the Mobile Literacy Scale, which was administered via Google Forms. The scale includes items aimed at determining users' familiarity with mobile devices as well as their basic and advanced skills in navigating and using mobile applications. The findings indicate that the mobile literacy skills of the primary school teachers were at a "good" level overall. Since the research data did not demonstrate a normal distribution, the Mann–Whitney U test was employed for the variables of gender, educational background, training on mobile technologies, and type of communication system used. The Kruskal–Wallis H test was applied for the variables of the number of mobile devices and social media platforms used, number of weekly courses taught using interactive whiteboards, and years of professional experience. While no statistically significant differences were found in terms of gender, educational background, and communication systems used in mobile devices, significant differences were observed based on years of professional experience, frequency of interactive whiteboard use, mobile technology training status, number of mobile devices, and number of social media platforms used.
This study aims to measure the mobile literacy levels of primary school teachers. The research was designed according to the survey model, one of the quantitative research approaches. The study population consists of 249 primary school teachers working in public schools located in the Battalgazi and Yeşilyurt districts of Malatya during the fall semester of the 2024–2025 academic year. A simple random sampling method was used in the selection of the sample. Data were collected using the Mobile Literacy Scale, which was administered via Google Forms. The scale includes items aimed at determining users' familiarity with mobile devices as well as their basic and advanced skills in navigating and using mobile applications. The findings indicate that the mobile literacy skills of the primary school teachers were at a "good" level overall. Since the research data did not demonstrate a normal distribution, the Mann–Whitney U test was employed for the variables of gender, educational background, training on mobile technologies, and type of communication system used. The Kruskal–Wallis H test was applied for the variables of the number of mobile devices and social media platforms used, number of weekly courses taught using interactive whiteboards, and years of professional experience. While no statistically significant differences were found in terms of gender, educational background, and communication systems used in mobile devices, significant differences were observed based on years of professional experience, frequency of interactive whiteboard use, mobile technology training status, number of mobile devices, and number of social media platforms used.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
