Ayşe Rezan ÇEÇEN - EROĞUL, Özlem KAF HASIRCIThe Effectiveness of Psycho-educational School-based Child Sexual Abuse Prevention Training Program on Turkish Elementary Studentsİlköğretim Birinci Kademe Öğrencilerine Yönelik Geliştirilen Cinsel İstismarı Önleme Psiko-eğitim Programının Etkililiğinin Sınanması

Atılgan ERÖZKANThe Effect of Communication Skills and Interpersonal Problem Solving Skills on Social Self-Efficacyİletişim Becerileri ve Kişilerarası Problem Çözme Becerilerinin Sosyal Yetkinliğe Etkisi

Hatice ÖNER ALTIOK, Besti ÜSTÜNThe Stress Sources of Nursing StudentsHemşirelik Öğrencilerinin Stres Kaynakları

Yasemin YAVUZERInvestigation of Relationship between Aggression and Sociometric Popularity in AdolescentsErgenlerde Saldırganlık ve Sosyometrik Popülerlik Arasındaki İlişkilerin İncelenmesi

Müge YUKAY YÜKSELAn Investigation of Social Behaviors of Primary School Children in terms of Their Grade, Learning Disability and Intelligence Potentialİlköğretim Çağı Çocuklarının Okul Sosyal Davranışlarının Sınıf Düzeyi, Öğrenme Güçlüğü ve Zekâ Potansiyeli Değişkenleri Açısından İncelenmesi

Ayhan AYDIN, Şengül UYSAL, Yılmaz SARIERThe Effect of School Principals’ Leadership Styles on Teachers’ Organizational Commitment and Job SatisfactionOkul Müdürlerinin Liderlik Stillerinin, Öğretmenlerin Örgütsel Bağlılığına ve İş Doyumuna Etkisi

Ayşen BAKİOĞLU, Gülay DALGIÇThe Possible Barriers behind Reflective Thinking and Practice: Experiences of School Principals from Turkey and DenmarkYansıtıcı Düşünme ve Uygulamadaki Olası Engeller: Türkiye ve Danimarka’dan Okul Müdürlerinin Deneyimleri

Yusuf CERİTThe Relationship between Paternalistic Leadership and Bullying Behaviours towards Classroom TeachersPaternalist Liderlik ile Öğretmenlere Yönelik Yıldırma Davranışları Arasındaki İlişki

Selma DÜNDARStudents’ Participation to the Decision-Making Process as a Tool for Democratic SchoolDemokratik Okulun Bir Unsuru Olarak Öğrencilerin Karar Süreçlerine Katılımı

Soner POLAT, Murat AKDAĞ, Sibel KAYAInvestigating Pre-service Taechers’ Beliefs about Classroom DisciplineÖğretmen Adaylarının Sınıf Disiplinine İlişkin Görüşlerinin İncelenmesi

Educational Sciences : Theory & Practice

K U R A M V E U Y G U L A M A D A

13BAHAR 2013

3 AYLIK EĞİTİM BİLİMLERİ DERGİSİ

Spring 2013 • Volume: 13 • Issue: 2

2

Celal Teyyar UĞURLUSchool Management Related Knowledge Levels of Primary School Teachersİlköğretim Okulu Öğretmenlerinin Okul Yönetimine İlişkin Bilgi Düzeyleri

Gökhan ARASTAMAN, Ali BALCIInvestigation of High School Students’ Resiliency Perception in terms of Some VariablesLise Öğrencilerinin Yılmazlık Algılarının Çeşitli Değişkenler Açısından İncelenmesi

Gülşah BAŞOL, İlke EVİN GENCELReflective Thinking Scale: A Validity and Reliability StudyYansıtıcı Düşünme Düzeyini Belirleme Ölçeği: Geçerlik ve Güvenirlik Çalışması

Canan KOÇAK, Ayşem Seda ÖNENEmphatic Tendency Scale for Student Teachers: Validity and Reliability StudiesÖğretmen Adayları İçin Empatik Yönelimler Ölçeği: Geçerlik ve Güvenirlik Çalışması

Gökhan BAŞCurriculum Design Orientations Preference Scale of Teachers: Validity and Reliability StudyÖğretmenlerin Eğitim Programı Tasarım Yaklaşımı Tercih Ölçeği: Geçerlik ve Güvenirlik Çalışması

Süleyman Nihat ŞAD, Oğuz GÜRBÜZTÜRKPrimary School Students’ Parents’ Level of Involvement into their Children’s Educationİlköğretim Birinci Kademe Öğrenci Velilerinin Çocuklarının Eğitimine Katılım Düzeyleri

Fuat TANHAN, Murat KAYRİThe Validity and Reliability Work of the Scale That Determines the Level of the Trauma after the EarthquakeDeprem Sonrası Travma Düzeyini Belirleme Ölçeğinin Geçerlik ve Güvenirlik Çalışması

Sinan KOÇYİĞİT, Rengin ZEMBATThe Effects of Authentic Tasks on Preservice Teachers’ Attitudes towards Classes and Problem Solving SkillsOtantik Görevlerin Öğretmen Adaylarının Derse Karşı Tutumlarına ve Problem Çözme Becerilerine Etkisi

Macid Ayhan MELEKOĞLUExamining the Impact of Interaction Project with Students with Special Needs on Development of Positive Attitude and Awareness of General Education Teachers towards InclusionÖzel Gereksinimli Öğrencilerle Yürütülen Etkileşim Projesinin Genel Eğitim Öğretmenlerinin Kaynaştırma Uygulamalarına Yönelik Olumlu Tutum ve Farkındalık Geliştirmeleri Üzerindeki Etkilerinin Belirlenmesi

Serkan ÇELİK, Metin ELKATMIŞThe Effect of Corpus Assisted Language Teaching on the Learners’ Proper Use of Punctuation MarksDerlem Destekli Türkçe Dil Etkinliklerinin Üniversite Öğrencilerinin Noktalama İşaretleri Kullanım Yeterliklerinin Geliştirilmesi Üzerindeki Etkisi

Cihad DEMİRLİICT Usage of Pre-service Teachers: Cultural Comparison for Turkey and Bosnia and HerzegovinaÖğretmen Adaylarının Bilişim Teknolojileri Kullanımı: Türkiye ve Bosna Hersek için Kültürel Karşılaştırma

Yunus ARSLAN, Gökçe ERTURAN İLKER, Gıyasettin DEMİRHANThe Impact of a Developed Measurement and Evaluation Development Program on Pre-service Physical Education Teachers’ Perceptions Related to Measurement and EvaluationGeliştirilen Bir Ölçme ve Değerlendirme Gelişim Programının Beden Eğitimi Öğretmen Adaylarının Ölçme ve Değerlendirmeye İlişkin Algılarına Etkisi

Mehmet Fatih KAYAThe Effect of Six Thinking Hats on Student Success in Teaching Subjects Related to Sustainable Development in Geography ClassesCoğrafya Derslerinde Sürdürülebilir Kalkınmaya Yönelik Konuların Öğretiminde Altı Şapkalı Düşünme Tekniğinin Öğrenci Başarısına Etkisi

Murat BURSALLongitudinal Investigation of Elementary Students’ Science Academic Achievement in 4-8th Grades: Grade Level and Gender Differencesİlköğretim Öğrencilerinin 4-8. Sınıf Fen Akademik Başarılarının Boylamsal İncelenmesi: Sınıf Düzeyi ve Cinsiyet Farklılıkları

Derya ÇELİK, Gönül GÜNEŞDifferent Grade Students’ Use and Interpretation of Literal SymbolsFarklı Sınıf Düzeyindeki Öğrencilerin Harfli Sembolleri Kullanma ve Yorumlama Seviyeleri

Alper ÇİLTAŞ, Ahmet IŞIKThe Effect of Instruction through Mathematical Modelling on Modelling Skills of Prospective Elementary Mathematics TeachersMatematiksel Modelleme Yoluyla Öğretimin İlköğretim Matematik Öğretmeni Adaylarının Modelleme Becerileri Üzerine Etkisi

Çiğdem KILIÇDetermining the Performances of Pre-Service Primary School Teachers in Problem Posing SituationsSınıf Öğretmeni Adaylarının Farklı Problem Kurma Durumlarında Sergilemiş Oldukları Performansın Belirlenmesi

Elif TÜRNÜKLÜ, Funda GÜNDOĞDU ALAYLI, Elif Nur AKKAŞInvestigation of Prospective Primary Mathematics Teachers’ Perceptions and Images for Quadrilateralsİlköğretim Matematik Öğretmen Adaylarının Dörtgenlere İlişkin Algıları ve İmgelerinin İncelenmesi

Teknoloji Konulu Ek MakalelerTechnology Themed Supplementary ArticlesUtku KOSE, DurmuS KOC, Suleyman Anil YUCESOYDesign and Development of a Sample “Computer Programming” Course Tool via Story-Based E-learning Approach

Semiral ÖNCÜ, Zehra ÖZDİLEKLearning with Peers: An Interdisciplinary Comparative Study of Learner Interaction and Satisfaction on an Instructional Design Course

Milan KUBIATKOThe Comparison of Different Age Groups on the Attitudes toward and the Use of ICT

Mehmet SİNCARChallenges School Principals Facing in the Context of Technology Leadership

Mehmet Fatih ERKOÇ, Zeynep GECÜ, Çiğdem ERKOÇThe Effects of Using Google SketchUp on the Mental Rotation Skills of Eighth Grade Students

Aslıhan OSMANOĞLU, Yusuf KOÇ, Mine IŞIKSALInvestigation of Using Online Video Case Discussions in Teacher Education: Sources of Evidence of Mathematics Learning

Turgay DEMIREL, Ozlem BAYDAS, Rabia M. YILMAZ, Yuksel GOKTASChallenges Faced by Project Competition Participants and Recommended Solutions

Ömer Faruk VURALThe Impact of a Question-Embedded Video-based Learning Tool on E-learning

Necati HIRÇAUsing an Animated Case Scenario based on Constructivist 5E Model to Enhance Pre-service Teachers’ Awareness of Electrical Safety

Bulent DOS, Servet DEMIRThe Analysis of the Blogs Created in a Blended Course through the Reflective Thinking Perspective

Hatice SANCAR TOKMAK, Sinan OZGELENThe ECE Pre-service Teachers’ Perception on Factors Affecting the Integration of Educational Computer Games in Two Conditions: Selecting versus Redesigning

www.edam.com.tr/Kuyeb.asp

KURAM VE UYGULAMADA EĞİTİM BİLİMLERİEducational Sciences: Theory &

PracticeBAH

AR 2013 • Cilt: 13 • Sayı: 2Spring 2013 • Volum

e: 13 • Issue: 2

13 2

9 7 7 1 3 0 3 0 4 8 0 0 6

ISSN 1303-0485

40

KURAM ve UYGULAMADA EĞİTİM BİLİMLERİ (KUYEB)

Kuram ve Uygulamada Eğitim Bilimleri (KU-YEB) dergisi, 2009’dan itibaren yılda dört sayı [Kış, Bahar, Yaz, Güz] ve iki özel sayı olarak Eğitim Danışmanlığı ve Araştırmaları, İletişim Hizmetleri Tic. Ltd. Şti. (EDAM) tarafından yayımlanan hakemli uluslararası bir dergidir. KUYEB’de, eğitimin tüm alanları ile ilgili nicel, nitel araştırmalara, en son literatürü kapsamlı bi-çimde değerlendiren derlemelere, meta analiz ça-lışmalarına, model önerilerine, olgu sunularına, tartışmalara ve benzeri özgün yazılara yer verilir. Bununla birlikte ileri araştırma/istatistik yöntem ve teknikleri kullanılan güncel çalışmalara önce-lik tanınır. Çalışmaların yöntembilim açısından yetkinlikleri kadar alana özgün ve yeni katkı sun-maları da temel yayınlanma kriteridir.

KUYEB’in temel amacı, eğitimbilimcilerin fikir-lerini paylaştıkları bir platform olmaktır. Böylece ulusal ve uluslar arası eğitimbilim birikimine kat-kı sağlanması hedeflenmektedir. Yayımlanmak üzere gönderilen yazılar önce amaç, konu, muh-teva, sunuş tarzı ve yazım kurallarına uygunluk yönlerinden Yayın Kurulunca incelenir; ön de-ğerlendirmeden geçen yazılar, bilimsel bakımdan değerlendirilmek üzere, alanında çalışmalarıyla tanınmış en az üç hakeme inceletilir. Hakem ra-porlarının da olumlu olması durumunda yazı, yayım programına alınır. Hakem raporları gizli-dir. Yazarlar, Hakem ve Yayın Kurulunun eleştiri, öneri ve düzeltmelerini dikkate almak zorunda-dırlar. KUYEB’de yayımlanan yazıların sorumlu-luğu yazarına aittir. Yayımlanan yazılar, düşünsel

plânda KUYEB’i bağlamaz. Yayımlanmış yazıla-rın yayım hakları KUYEB’e aittir. KUYEB yazar-lardan yapılan harcamalara katılım bedeli alır. KUYEB ve yazar/ların ismi kaynak gösterilmeden alıntı yapılamaz. KUYEB’in yayın dili Türkçe’dir. Başka bir dille hazırlanmış yazılar daha önce ya-yımlanmamış olmak koşuluyla Türkçesi ve geniş İngilizce özeti ile yayımlanır.

EDUCATIONAL SCIENCES: THEORY & PRACTICE

Educational Sciences: Theory & Practice, a peer-re-viewed international journal, is published quarter-ly (Winter, Spring, Summer, Autumn) by EDAM (Education Consultancy Ltd.). Refereed articles re-lated to education, including qualitative-quantita-tive researches, meta-analytical studies, theoretical models, prepositions, factual presentations, discus-sions, and etc. are published in the journal. The main purpose of the journal is to provide a forum for educators to share their opinions. In this way, it is aimed to contribute to the literature of national and international educational sciences. The Jour-nal adheres to the American Psychological Asso-ciation (APA) standards (Publication Manual of American Psychological Association, 5th Edition, 2001). The responsibility of the statements or opin-ions expressed in the articles is upon their authors. All manuscripts published here in copyrighted by EDAM. No part of any article published in this journal may be reproduced, translated, published, and distributed in any form or by any means with-out written permission from EDAM.

Indexing-Abstracting

Academic Search PremierContents Pages in Education

Educational Research Abstracts Online [ERA]Higher Education Research Data Collection [HERDC]

IçerikJournal Citation Reports / Social Sciences Edition

ERICPsycINFOProQuestSCOPUS

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ile indekslenmekte ve/veya özetlerine yer verilmektedir.

YAZARLAR İÇİN NOTLAR

§ Dergiye gönderilecek yazılar, A4 boyutlarında beyaz kâğıda üst, alt, sağ ve sol boşluk 2,5 cm bırakılarak 1,5 satır aralıklı, iki yana dayalı, satır sonu tirelemesiz ve 10 punto Times New Roman yazı karakteri kul-lanılarak yazılmalıdır. Gönderilen tablo, şekil, resim, grafik ve benzerlerinin derginin sayfa boyutları dışı-na taşmaması ve daha kolay kullanılmaları amacıyla 10 x 17 cm’lik alanı aşmaması gerekir. Bundan dolayı tablo, şekil, resim, grafik vb. unsurlarda daha küçük punto ve tek aralık kullanılabilir. Yazılar bu formatta 35 sayfayı aşmamalıdır.

§ Yazılar her biri ayrı bir sayfada başlamak kaydıyla aşağıdaki bölümleri içermelidir:• Başlık sayfası, (yazar/lar/ın tam adları, çalıştıkları

kurumlar ve makale üst başlığını içeren)• 150-200 kelime arası Türkçe öz ve 5-8 kelime arası

Anahtar Kelimeler,• 150-200 kelime arası abstract ve 5-8 kelime arası

key words,• Ana Metin. Ampirik çalışmalar giriş, yöntem, bul-

gular, tartışma bölümlerini içermelidir.• Yöntem kısmında ise mutlaka örneklem, veri top-

lama araçları ve işlem alt bölümleri bulunmalıdır. Derleme türü çalışmalar ise problemi ortaya koymalı, ilgili literatürü yetkin bir biçimde analiz etmeli, litera-türdeki eksiklikler, boşluklar ve çelişkilerin üzerinde durmalı ve çözüm için atılması gereken adımlardan bahsetmelidir. Diğer çalışmalarda ise konunun türü-ne göre değişiklik yapılabilir, fakat bunun okuyucuyu sıkacak ya da metinden faydalanmasını güçleştirecek detayda alt bölümler şeklinde olmamasına özen gös-terilmelidir.

• Kaynakça. Hem metin içinde hem de kaynakçada Amerikan Psikologlar Birliği tarafından yayınla-nan Publication Manual of American Psychologi-cal Association [5. Baskı, 2001] adlı kitapta belir-tilen yazım kuralları uygulanmalıdır (Türkçesi için bkz. APA Yayım Kılavuzu, Kaknüs Yayınları).

• Yazar notları ve yazışma adresi, telefon, faks ve e-posta adresi (özellikle editoryal yazışmaların ya-pılacağı bir e-posta adresinin bulunması şart-tır),

• Sorumlu yazarın ilgi alanları• Makalenin ingilizce adı ve alt bölümlerini içeren

en az 2,000 kelimelik uzun İngilizce özet.§ Çalışmanın MS Word ile yazılmış bir kopyasının

editor@edam.com.tr ve halileksi@marmara.edu.tr e-posta adresine ekli dosya olarak gönderilmesi edi-toryal sürecin başlaması için yeterlidir.

§ Yazar/lar/dan tümünün imzasını taşıyan aşağıdaki içeriği sahip bir mektubu posta veya faks ile yayım-cıya göndermeleri istenmektedir: Bu mektupta; yazı-nın tüm yazarlarca okunduğu, onaylandığı, başka bir dergiye gönderilmemiş olduğu, bilimsel etik kuralla-ra uyulduğu, yayıma kabul edildiği takdirde yazar ka-tılım bedelini karşılayacağı ve tüm yayın haklarının yayıncıya devredildiği açık bir şekilde belirtilmelidir.

§ Yayımlanan yazıların içeriğinde olabilecek çarpıtmalardan alıntıyı yapan sorumludur.

NOTES FOR CONTRIBUTES

The manuscripts that have been sent to Educational Sciences: Theory and Practice (ESTP) for peer review are first assessed by the editorial board in terms of pur-pose, topic, content, presentation style and mechanics of writing. The editorial board considers the manuscripts for pub-lication due to the criteria mentioned on our website http://www.edam.com.tr/kuyeb/en/yazim_kurallari.asp. The editorial board decides not to further consider the manuscripts including; • reliance on difference statistics only do not meet the

criteria for publication.• using a single variable and basing the study on fre-

quency and percentage analysis only do not meet the criteria for publication.

• In the manuscripts using the measurement tool, it will only be possible to further consider the manusc-ripts for publication provided that it is utilized in a research study and the findings are reported.

• basing the study pattern on a single variable and rel-ying mainly on difference statistics do not meet the criteria for publication.

• the empirical data in the studies need to be suppor-ted, detailed and further elaborated on with descrip-tive data.

• the style of manuscript is more of a documentary, rat-her than an analytical study.

• the reliability and validity studies of qualitative rese-arches have not been appropriately addressed and the data have not been analyzed in depth.

According to the ESTP publishing policies, the jour-nal charges a designated author’s share for accepted manuscripts. This cost is 500 $ up to 25 pages (as we announced on our web page http://www.edam.com.tr/kuyeb/en/yazim_kurallari.asp).

Table of Contents / İçindekiler

Ayşe Rezan ÇEÇEN - EROĞUL, Özlem KAF HASIRCIThe Effectiveness of Psycho-educational School-based Child Sexual Abuse Prevention Training Program on Turkish Elementary Students .................................................................................................................................................................725İlköğretim Birinci Kademe Öğrencilerine Yönelik Geliştirilen Cinsel İstismarı Önleme Psiko-eğitim Programının Etkililiğinin Sınanması .....................................................................................................................................................719

Atılgan ERÖZKANThe Effect of Communication Skills and Interpersonal Problem Solving Skills on Social Self-Efficacy ...............................................739İletişim Becerileri ve Kişilerarası Problem Çözme Becerilerinin Sosyal Yetkinliğe Etkisi .....................................................................731

Hatice ÖNER ALTIOK, Besti ÜSTÜNThe Stress Sources of Nursing Students ..................................................................................................................................................760Hemşirelik Öğrencilerinin Stres Kaynakları ..........................................................................................................................................747

Yasemin YAVUZERInvestigation of Relationship between Aggression and Sociometric Popularity in Adolescents ............................................................775Ergenlerde Saldırganlık ve Sosyometrik Popülerlik Arasındaki İlişkilerin İncelenmesi ........................................................................767

Müge YUKAY YÜKSELAn Investigation of Social Behaviors of Primary School Children in terms of Their Grade, Learning Disability and Intelligence Potential ......................................................................................................................................................781İlköğretim Çağı Çocuklarının Okul Sosyal Davranışlarının Sınıf Düzeyi, Öğrenme Güçlüğü ve Zekâ Potansiyeli Değişkenleri Açısından İncelenmesi ........................................................................................................791

Ayhan AYDIN, Şengül UYSAL, Yılmaz SARIERThe Effect of School Principals’ Leadership Styles on Teachers’ Organizational Commitment and Job Satisfaction ...........................806Okul Müdürlerinin Liderlik Stillerinin, Öğretmenlerin Örgütsel Bağlılığına ve İş Doyumuna Etkisi .................................................795

Ayşen BAKİOĞLU, Gülay DALGIÇThe Possible Barriers behind Reflective Thinking and Practice: Experiences of School Principals from Turkey and Denmark .........832Yansıtıcı Düşünme ve Uygulamadaki Olası Engeller: Türkiye ve Danimarka’dan Okul Müdürlerinin Deneyimleri ..........................813

Yusuf CERİTThe Relationship between Paternalistic Leadership and Bullying Behaviours towards Classroom Teachers ......................................847Paternalist Liderlik ile Öğretmenlere Yönelik Yıldırma Davranışları Arasındaki İlişki .......................................................................839

Selma DÜNDARStudents’ Participation to the Decision-Making Process as a Tool for Democratic School ...................................................................867Demokratik Okulun Bir Unsuru Olarak Öğrencilerin Karar Süreçlerine Katılımı ..............................................................................853

Soner POLAT, Murat AKDAĞ, Sibel KAYAInvestigating Pre-service Taechers’ Beliefs about Classroom Discipline ................................................................................................885Öğretmen Adaylarının Sınıf Disiplinine İlişkin Görüşlerinin İncelenmesi ...........................................................................................877

Celal Teyyar UĞURLUSchool Management Related Knowledge Levels of Primary School Teachers .......................................................................................907İlköğretim Okulu Öğretmenlerinin Okul Yönetimine İlişkin Bilgi Düzeyleri .......................................................................................891

Gökhan ARASTAMAN, Ali BALCIInvestigation of High School Students’ Resiliency Perception in terms of Some Variables ....................................................................922Lise Öğrencilerinin Yılmazlık Algılarının Çeşitli Değişkenler Açısından İncelenmesi ..........................................................................915

Gülşah BAŞOL, İlke EVİN GENCELReflective Thinking Scale: A Validity and Reliability Study ..................................................................................................................941Yansıtıcı Düşünme Düzeyini Belirleme Ölçeği: Geçerlik ve Güvenirlik Çalışması ...............................................................................929

Canan KOÇAK, Ayşem Seda ÖNENEmphatic Tendency Scale for Student Teachers: Validity and Reliability Studies .................................................................................958Öğretmen Adayları İçin Empatik Yönelimler Ölçeği: Geçerlik ve Güvenirlik Çalışması ......................................................................947

Gökhan BAŞCurriculum Design Orientations Preference Scale of Teachers: Validity and Reliability Study ...........................................................981Öğretmenlerin Eğitim Programı Tasarım Yaklaşımı Tercih Ölçeği: Geçerlik ve Güvenirlik Çalışması ...............................................965

Süleyman Nihat ŞAD, Oğuz GÜRBÜZTÜRKPrimary School Students’ Parents’ Level of Involvement into their Children’s Education ..................................................................1006İlköğretim Birinci Kademe Öğrenci Velilerinin Çocuklarının Eğitimine Katılım Düzeyleri ................................................................993

Fuat TANHAN, Murat KAYRİThe Validity and Reliability Work of the Scale That Determines the Level of the Trauma after the Earthquake ..............................1021Deprem Sonrası Travma Düzeyini Belirleme Ölçeğinin Geçerlik ve Güvenirlik Çalışması ...............................................................1013

Sinan KOÇYİĞİT, Rengin ZEMBATThe Effects of Authentic Tasks on Preservice Teachers’ Attitudes towards Classes and Problem Solving Skills .................................1045Otantik Görevlerin Öğretmen Adaylarının Derse Karşı Tutumlarına ve Problem Çözme Becerilerine Etkisi ..................................1027

Macid Ayhan MELEKOĞLUExamining the Impact of Interaction Project with Students with Special Needs on Development of Positive Attitude and Awareness of General Education Teachers towards Inclusion .......................................................................................1067Özel Gereksinimli Öğrencilerle Yürütülen Etkileşim Projesinin Genel Eğitim Öğretmenlerinin Kaynaştırma Uygulamalarına Yönelik Olumlu Tutum ve Farkındalık Geliştirmeleri Üzerindeki Etkilerinin Belirlenmesi ..................................1053

Serkan ÇELİK, Metin ELKATMIŞThe Effect of Corpus Assisted Language Teaching on the Learners’ Proper Use of Punctuation Marks .............................................1090Derlem Destekli Türkçe Dil Etkinliklerinin Üniversite Öğrencilerinin Noktalama İşaretleri Kullanım Yeterliklerinin Geliştirilmesi Üzerindeki Etkisi .....................................................................................................................................1079

Cihad DEMİRLİICT Usage of Pre-service Teachers: Cultural Comparison for Turkey and Bosnia and Herzegovina ................................................1095Öğretmen Adaylarının Bilişim Teknolojileri Kullanımı: Türkiye ve Bosna Hersek için Kültürel Karşılaştırma ...............................1103

Yunus ARSLAN, Gökçe ERTURAN İLKER, Gıyasettin DEMİRHANThe Impact of a Developed Measurement and Evaluation Development Program on Pre-service Physical Education Teachers’ Perceptions Related to Measurement and Evaluation ........................................................................................1119Geliştirilen Bir Ölçme ve Değerlendirme Gelişim Programının Beden Eğitimi Öğretmen Adaylarının Ölçme ve Değerlendirmeye İlişkin Algılarına Etkisi ............................................................................................................................1107

Mehmet Fatih KAYAThe Effect of Six Thinking Hats on Student Success in Teaching Subjects Related to Sustainable Development in Geography Classes ......................................................................................................................................................1134Coğrafya Derslerinde Sürdürülebilir Kalkınmaya Yönelik Konuların Öğretiminde Altı Şapkalı Düşünme Tekniğinin Öğrenci Başarısına Etkisi ..................................................................................................................................1125

Murat BURSALLongitudinal Investigation of Elementary Students’ Science Academic Achievement in 4-8th Grades: Grade Level and Gender Differences ....................................................................................................................................................1151İlköğretim Öğrencilerinin 4-8. Sınıf Fen Akademik Başarılarının Boylamsal İncelenmesi: Sınıf Düzeyi ve Cinsiyet Farklılıkları ...................................................................................................................................................1141

Derya ÇELİK, Gönül GÜNEŞDifferent Grade Students’ Use and Interpretation of Literal Symbols .................................................................................................1168Farklı Sınıf Düzeyindeki Öğrencilerin Harfli Sembolleri Kullanma ve Yorumlama Seviyeleri .........................................................1157

Alper ÇİLTAŞ, Ahmet IŞIKThe Effect of Instruction through Mathematical Modelling on Modelling Skills of Prospective Elementary Mathematics Teachers .......................................................................................................................................................1187Matematiksel Modelleme Yoluyla Öğretimin İlköğretim Matematik Öğretmeni Adaylarının Modelleme Becerileri Üzerine Etkisi .....................................................................................................................................................1177

Çiğdem KILIÇDetermining the Performances of Pre-Service Primary School Teachers in Problem Posing Situations ............................................1207Sınıf Öğretmeni Adaylarının Farklı Problem Kurma Durumlarında Sergilemiş Oldukları Performansın Belirlenmesi ..................1195

Elif TÜRNÜKLÜ, Funda GÜNDOĞDU ALAYLI, Elif Nur AKKAŞ Investigation of Prospective Primary Mathematics Teachers’ Perceptions and Images for Quadrilaterals ........................................1225İlköğretim Matematik Öğretmen Adaylarının Dörtgenlere İlişkin Algıları ve İmgelerinin İncelenmesi ............................................1213

Teknoloji Konulu Ek Makaleler / Technology Themed Supplementary Articles ..................................................................................................................1233

Utku KOSE, Durmus KOC, Suleyman Anil YUCESOY Design and Development of a Sample “Computer Programming” Course Tool via Story-Based E-learning Approach ...................1235

Semiral ÖNCÜ, Zehra ÖZDİLEKLearning with Peers: An Interdisciplinary Comparative Study of Learner Interaction and Satisfaction on an Instructional Design Course .......................................................................................................................................................1251

Milan KUBIATKOThe Comparison of Different Age Groups on the Attitudes toward and the Use of ICT .....................................................................1263

Mehmet SİNCARChallenges School Principals Facing in the Context of Technology Leadership ..................................................................................1273

Mehmet Fatih ERKOÇ, Zeynep GECÜ, Çiğdem ERKOÇThe Effects of Using Google SketchUp on the Mental Rotation Skills of Eighth Grade Students ........................................................1285

Aslıhan OSMANOĞLU, Yusuf KOÇ, Mine IŞIKSALInvestigation of Using Online Video Case Discussions in Teacher Education: Sources of Evidence of Mathematics Learning ......................................................................................................................................................................1295

Turgay DEMIREL, Ozlem BAYDAS, Rabia M. YILMAZ, Yuksel GOKTASChallenges Faced by Project Competition Participants and Recommended Solutions .......................................................................1305

Ömer Faruk VURALThe Impact of a Question-Embedded Video-based Learning Tool on E-learning ...............................................................................1315

Necati HIRÇAUsing an Animated Case Scenario based on Constructivist 5E Model to Enhance Pre-service Teachers’ Awareness of Electrical Safety ...............................................................................................................................................1325

Bulent DOS, Servet DEMIRThe Analysis of the Blogs Created in a Blended Course through the Reflective Thinking Perspective ................................................1335

Hatice SANCAR TOKMAK, Sinan OZGELENThe ECE Pre-service Teachers’ Perception on Factors Affecting the Integration of Educational Computer Games in Two Conditions: Selecting versus Redesigning ...................................................................................................1345

Educational Sciences: Theory & Practice - 13(2) • Spring • 1095-1105 ©2013 Educational Consultancy and Research Center

www.edam.com.tr/estp

Information and Communication Technologies (ICTs), which constantly revolutionize with inno-vations, affects a nation’s institutions, economies and processes of political determination. Hence, all of the countries around the world are socially and economically under the influence of ICT de-velopments according to the United Nations Devel-opment Program’s Report (United Nations [UN], 2000). Most of the countries are aware that one of the keys to becoming a sophisticated society is to carry out investments in ICTs (Rice, 2003). In this context, ICTs have become an inseparable actor in current educational systems. Particularly in Turkey, the Information Society Strategy of the Ministry of Development stated ICTs as one of the main tools of the educational process and set targets to ensure the effective use of these technologies by students and teachers (Devlet Planlama Teşkilatı [DPT], 2006). The high-budget Fatih Project, launched by the Re-public of Turkey’s Ministry of National Education (Milli Eğitim Bakanlığı [MEB], 2012) is considered

a Cihad DEMİRLİ, Ph.D., is currently an assistant professor at the Department of Educational Sciences. His research interests include the ways to increase teaching effectiveness using innovative technologies. Correspondence: Assist. Prof. Cihad Demirli, Istanbul Commerce University, Department of Educational Sciences, Selman-ı Pak C. No.2 34672 Uskudar, Istanbul, Turkey. Email: cdemirli@ticaret.edu.tr Phone: +90 216 553 9422/2190.

AbstractThe importance of ICTs has become the undisputed in the present century. Studies have been conducted to investigate the use of ICTs with the goal of increase in quality of teacher education for a long time. This study is a cross-cultural comparison in terms of pre-service teachers’ level of ICT usage, ICT knowledge and attitudes. The study was conducted in three different universities, two in Turkey and one in Bosnia and Herzegovina. A total of 709 pre-service teacher participated in the study, 385 from Turkey and from 324 Bosnia and Herzegovina. To this end, three different questionnaires were used: the ICT usage for educational purposes scale (ICT-U), the ICT knowledge scale (ICT-K), and the Internet attitude scale (IAS). According to the results significant differences were found between two countries in terms of ICT usage. ICT knowledge was determined as the most explaining variable for the level of ICT use. Culture is also found to be predictive. The study results revealed the need to take into consideration cultural differences in ensuring the integration of ICTs.

Key WordsICT Usage, ICT Integration, Pre-service Teachers, Cultural Comparison, Teacher Education.

Cihad DEMİRLİa

Istanbul Commerce University

ICT Usage of Pre-service Teachers: Cultural Comparison for Turkey and Bosnia and Herzegovina

to be a reflection of this. On the other hand, Bosnia and Herzegovina’s Council of Ministers (CMBH) approved the Action Plan for the Development of the Information Society (CMBH, 2012) contain-ing the decisions regarding the necessary capacity and scope of the policy decisions. Parallel to this, in order to overcome the shortcomings of issues, such as equipment, the SCORE project carried out studies under five separate main headings (eBusi-ness, eGovernment, eLearning, eHealth, and Envi-ronment-Energy) in the field of ICTs (Community Research and Development Information Service, 2012). However, even if ICTs move in to the class-room as hardware, actualization of teacher’s ICT in-tegration in their classroom seems to be insufficient (Yıldırım, 2007). This situation requires a transfor-mation of understanding to exploit ICTs in the field of education. This transformation should be carried out to provide education with technology. In other words, the design of educational environments to provide learning through ICTs is important.

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Studies that take into account the universal dimen-sion and different components of the issue have a particular significance in terms of decision-makers and process designers. Studies completed with the individuals who have critical roles in education offer important information for decisions to ensure the integration of ICTs. Considering teachers have one of the critical roles, significant differences in teacher education should not be underestimated. This is be-cause the approaches toward multi-dimensional con-tributions to the teaching-learning process (Zarotsky & Jaresko, 2000) and the effects of integration (Zhao, Hueyshan, & Mishra, 2001) are not an immediate-ly realized situation for individuals. While forming the approach, to ensure individuals’ ICT integration, their ICT usage, ICT knowledge, and ICT attitudes are important. On the other hand, due to the univer-sal dimensions of ICTs, trends and conditions across cultures are useful to know during research.

In this context, this study aimed to investigate whether there are differences regarding the use of ICTs by pre-service teachers from Turkey and Bos-nia and Herzegovina as two different cultures. Based on the literature review, I found that there were no comparisons between two countries in terms of cul-tural differences of ICT use. In this research, Turkey and Bosnia and Herzegovina were selected for the comparison as two countries which are classified as two developing countries in Europe based on World Bank report (World Bank, 2007). This is due to the fact that it is possible to direct the development of national and international programs and policies for teacher education by comparison studies of ICTs us-age. Particularly, studies for the development of asso-ciate teacher education programs can be a significant contribution to the determination of approaches regarding ICTs. The results of the study may pro-vide important results to policy-makers and deci-sion-makers in regard to the identification of ICT approaches towards pre-service teachers in different cultures during the execution of the training pro-gram and the identification of common training pro-grams. Furthermore, it can shed light on the required activities for efficient ICT integration in educational institutions. Although ICT as an international con-cept is regarded to have an effect on educational set-tings, I aimed to unveil whether the effects of ICT can vary based on the cultural differences

Method

Participants

This study was conducted in three different faculties of education, two in Turkey and one in Bosnia and

Herzegovina. Research data was collected from se-nior pre-service teachers from different departments (Science, Mathematics, Social Studies, Homeroom, Pre-school, and Turkish language education) in var-ious state universities. Overall, a total of 709 pre-ser-vice teachers participated in the study, 385 pre-ser-vice teachers from Turkey of which 123 were women and 201 were men; and from Bosnia and Herzegovi-na a total of 324 pre-service teachers participated, of which 234 were women and 151 were men.

Instruments

Four research instruments were used in the cur-rent study to address the research questions. The instruments were: (i) The Personal Inquiry Form, (ii) The ICT Usage for Educational Purposes Scale (ICT-U), (iii) The ICT Knowledge scale (ICT-K), and (iv) The Internet Attitude Scale (IAS). The ICT Usage for Educational Purposes Scale was designed to examine the pre-service teachers’ usage level of 15 different ICT applications. The personal inqui-ry form included demographic data (gender, com-puter ownership, weekly computer usage) about the pre-service teachers. The ICT-K scale was de-signed to examine the pre-service teachers’ level of knowledge of 15 different software programs. The IAS aimed at investigating the pre-service teachers’ attitudes towards the Internet. The home internet attitude measurement tools ICT-U, ICT-K used in the research to collect data were developed by Tezci (2009; 2011a; 2011b) by creating a factor analysis for the data collection in this research. As the mea-sures were developed in Turkish, the forms used in Bosnia and Herzegovina were adopted to Bosnian and Croatian to ensure linguistic equivalence. First, linguistic appropriateness of the translated scales were presented for expert opinion in the fields of linguistics, pedagogy, and measurement and eval-uation. Prior to pilot implementation, pre-service teachers who know Turkish-Croatian, and Turk-ish-Bosnian were asked to describe in Turkish what they understand from the expressions in the Bosnian and Croatian forms. Thus, equivalence between the Turkish, Bosnian, and Croatian forms were provided. Later, pilot implementation to the 40 pre-service teachers who know both Turkish and Bosnian and both Turkish and Croatian was com-pleted by presenting the original form as well as the Bosnian and Croatian forms at one day intervals. Consistencies between the pre-service teacher’s answers on each presented form were examined. A .97 correlation between the scores of Turkish and Croatian forms, and a .98 correlation between the scores of Turkish and Bosnian forms were deter-

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mined. In addition, the Cronbach’s alpha reliability coefficients for the measures used in this study were determined as .85 for the ICT-U measurement, .88 for the ICT-K measurement, and .84 for the Home Internet Attitude measurement.

Participants indicated their level of agreement with each item on a five-point scale, ranging from 5 (to-tally agree) to 1 (do not agree at all). Some items were negatively worded and reverse scored at the data en-try stage. The scores for the items were added up and divided by the number of questions in each scale. Thus, the scores in each scale ranged from 1 to 5.

Data Analysis

Descriptive statistics were analyzed to identify the participants’ level of ICT knowledge, usage, and Internet attitudes. A t-test was conducted to ex-amine differences between countries. A Pearson’s correlation analysis was carried out to examine the relationships among the variables of interest. Final-ly, a stepwise regression analysis was conducted to examine the relative contribution of factors (ICT-K, IA, weekly computer use, gender) that predicted the level of ICT usage.

Results

ICT Usage

As stated above, the participants indicated their level of usage of 15 ICT applications for educational pur-

poses on a five-point scale, ranging from 1 (never) to 5 (almost every day). The results of analysis involving ICT-U are presented in table 1. The overall ICT usage for educational purposes was found to be low (Mean (M) = 2.30, Standard Deviation (SD) = 0.94).

According to the data from the two cultures, access-ing the Internet (M = 4:43), communication (M = 3.98), and word processing (M = 3.20) were deter-mined to be the most commonly used technologies, while complex systems (M = 1.31), authoring mi-croworlds / simulations (M = 1.52), and computer programming (M = 1.61) were determined to be the least used technologies. Internet (M = 4.23), communication (M = 3.78) and word processing (M = 3.18) were determined to be the most used technologies, and modeling complex systems (M = 1.20), authoring microworlds / simulations (M = 1.35), and concept mapping (M = 1.46) were deter-mined to be the least used technologies by Bosnian and Herzegovinian pre-service teachers. Usage of educational-level ICT by Turkish pre-service teachers was found to be low (M = 2.39). The most commonly used technologies were determined to be accessing the Internet (M=1.41), communi-cation (M=4.15), and word processing (M=3.22), respectively, while the least commonly used ones were modeling complex systems (M=1.41), concept mapping (M=1.62), and authoring microworld/simulations (M=1.66), respectively, among Turkish pre-service teachers. The level difference between two cultures was determined in terms of usage of software that requires the Internet and a high lev-

Table 1. The Results of ICT-U Analysis

Turkey N= 385 Bosnia and Herzegovina N=324 Total N=709Mean SD Mean SD Mean SD t

Playing games 2.60 1.30 2.88 1.27 2.73 1.30 -2.809**Making presentations 2.46 1.05 2.45 .86 2.45 .97 .113*Word processing 3.22 1.19 3.18 1.15 3.20 1.17 .441*Publishing materials 1.76 1.01 1.47 .81 1.63 .94 4.134**Preparing spreadsheets 1.69 .89 1.61 .92 1.65 .90 1.114*Creating graphics 2.27 1.17 2.24 1.09 2.25 1.14 .376*Communication 4.15 1.05 3.78 1.19 3.98 1.13 4.460**Accessing the Internet 4.59 .77 4.23 .91 4.43 .85 5.712**Developing web pages 2.16 1.22 1.70 1.05 1.95 1.17 5.315**Developing multimedia 1.82 1.01 1.60 1.02 1.72 1.02 2.864**Authoring microworlds /Simulations 1.66 .87 1.35 .70 1.52 .81 5.198**Concept mapping 1.63 .89 1.46 .89 1.55 .90 2.526**Modeling complex systems 1.41 .72 1.20 .58 1.31 .67 4.152**Computer programming 1.68 .90 1.53 .85 1.61 .88 2.363**Using educational CD 2.74 1.19 2.29 1.09 2.53 1.17 5.103**Overall ICT-U 2.39 .95 2.20 .94 2.30 .54 4.682***p>.05; **p<.05 sd: 706

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el of knowledge. Average scores in terms of the overall levels of use varied between pre-service teachers from the two cultures (t = 4682, p<.05). The level of Bosnian and Herzegovinian pre-ser-vice teachers in regard to performing determined tasks (M=2.20) were lower than that of the Turkish pre-service teachers (M=2.39). In the comparison between cultures regarding usage levels of word processing, presentations, graphics, and spread-sheet preparation no difference was identified (p> .05). A significant difference was determined in terms of game playing related software use between Turkish pre-service teachers (M=2.60) and Bosnian and Herzegovinian pre-service teachers (M=2.88) in favor of the latter (t = -2809, p<.05). A signif-icant difference was determined in terms of other education- oriented ICT software usage in favor of Turkish pre-service teachers.

ICT Knowledge

As stated above, the participants indicated their knowledge level of 15 types of ICTs on a five-point scale, from 1 (do not know how to use at all) to 5 (know very well). The results of the analysis involv-ing ICT-K are presented in table 2. The participants’ overall knowledge level of ICT was found to be low (M = 2.59, SD = 0.83).

ICT knowledge levels of both pre-service teachers in Turkey (M = 2.72) and pre-service teachers in Bosnia and Herzegovina (M = 2.45) were low. Bos-nian and Herzegovinian pre-service teachers stated

the Internet (M = 4.12), email (M = 3.82), word pro-cessing (M = 3.41) as their best known ICTs. Their least known ICTs were stated as modeling software (M = 1.65), microworlds / simulations (M = 1.64), and programming languages (M = 1.98). Pre-ser-vice teachers in Turkey stated the Internet (M = 4.44), email (M = 4.10), and word processing (M = 3.42) as their best known ICTs, while modeling software (M=4.44), microworlds / simulations (M = 1.86), and animation (M = 2.04) were determined to have lowest means. For pre-service teachers from the two countries, differences were determined be-tween knowledge levels of ICT software except in terms of spreadsheets, word processing, and anima-tions. Knowledge of graphics and presentation soft-ware was found to be lower for pre-service teachers in Turkey then pre-service teachers in Bosnia and Herzegovina. Knowledge levels of other software among pre-service teachers in Bosnia and Herze-govina was found to be low. The average level of knowledge for all software was found to be lower for pre-service teachers in Bosnia and Herzegov-ina (M=2.45) than pre-service teachers in Turkey (M=2.72) (t = 5399, p<.05).

ICT Attitude

Average weekly internet usage time was determined as 13.64 hours for all pre-service teachers. Accord-ing to the data obtained, while pre-service teachers in Turkey use the Internet 11 hours per week on av-erage, pre-service teachers in Bosnia and Herzegov-

Table 2. The Results of ICT-K Analysis

Turkey N= 385 Bosnia and Herzegovina N=324 Total N=709Mean SD Mean SD Mean SD t

Word Processing 3.42 .98 3.41 1.14 3.41 1.06 .080*Database 2.70 1.09 2.11 1.15 2.43 1.16 7.008**Spreadsheets 2.89 1.11 3.02 1.15 2.95 1.13 -1.609*Graphics 2.87 1.22 3.09 1.31 2.97 1.27 -2.335**Multimedia authoring software 2.31 1.19 1.93 1.16 2.13 1.19 4.283**Presentation software 3.05 1.26 3.37 1.28 3.19 1.28 -3.427**Concept mapping 2.29 1.20 1.90 1.17 2.11 1.20 4.383**Internet 4.44 .81 4.12 .92 4.29 .88 4.944**Email 4.10 1.10 3.82 1.19 3.98 1.15 3.267**Publishing software 2.47 1.18 1.75 1.11 2.14 1.20 8.234**Webpage authoring software 2.33 1.26 1.74 1.11 2.06 1.23 6.529**Programming languages 2.14 1.15 1.68 1.00 1.93 1.11 5.581**Modeling software 1.85 .99 1.39 .83 1.64 .95 6.700**Microworlds/Simulations 1.86 .94 1.40 .83 1.65 .92 6.730**Animation 2.04 1.18 2.01 1.20 2.03 1.19 .291*Overall ICT-K 2.72 .60 2.45 .71 2.59 .83 5.399***p>.05; p<.05; sd=706

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ina use the Internet 15 hours per week on average. Forty-six percent of pre-service teachers in Turkey use ICTs 4-10 hours per week, while approximate-ly 2.2% claimed to not use ITCs at all. Thirty-eight percent of pre-service teachers in Bosnia and Her-zegovina use ICTs for 4-10 hours per week, while approximately 1% claimed not to use ITCs at all. In both cultures, the second most common rate of in-ternet use ranged between 1-3 hours.

The analysis of descriptive statistics revealed that the participants’ overall attitudes towards the Internet (M = 3.55, SD = 0.42) were, in general, positive. Attitude levels of pre-service teachers in Turkey (M=3.60, SD= .41) as well as in Bosnia and Herzegovina (M=3.50, SD= .45) were found positive (table 3).

Correlation and Regression Analysis

Results presented in table 4 revealed that all of the variables are correlated to each other. ICT knowledge (Pearson’s Correlation Value (r) = 0.69, p<0.01) had the highest correlation of ICT usage. ICT usage has a moderate correlation with Internet attitude (r = 0.37, p<0.01).

A stepwise regression analysis was performed to determine to what extent each variable explains ICT for educational purposes. Errors (error terms) were tested for eligibility of regression analysis nu-merals. Results showed that errors (residual) were normally distributed (Skewness = - .11; Kurtosis = .17). There was no multiple correlation between independent variables, and the highest VIF value was determined to be 1297. Background variables were included in the equation primarily for control of the independent hierarchical regression analy-

sis. Since attitude stems from knowledge, the order of inclusion to the equation is as follows: gender, weekly internet usage time, knowledge and lastly, attitude. The results of the analysis on the predictive power of the variables are given in table 5.

According to the results of the regression analysis, 30% of the educational use of ICT levels were ex-plained by gender and contributed to the model significantly (R2 = .30, F (1/707) = 306 638). Coun-try was the other indicator variable, which entered the model in the second step, and contributed to the model by 40%. Country variable’s peculiar contri-bution was found to be significant within the model (R2 = .40, F (2/706) = 236 359). Weekly internet us-age entered in to the model at the third step, ICT-K at the fourth step, and ICT-A at the fifth step. Week-ly internet usage (R2 = .44, F (2/706) = 182,747), ICT-N (R2 = .64, F (3/705) = 312,883), and ICT-A (R2 = .66, F (4/704) = 268 811) were significant con-tributions to the model.

However, in order to determine the effect of the coun-try variable, variables were placed in the equation in diverse order. According to this, in the hierarchical regression analysis, predictor variables were entered into the regression equation in the following order: ICT-K, ICT-A, gender (dummy variables), and coun-try (dummy variables). The dependent variable was ICT-U. Results presented in table 6 revealed that all variables contributed to the use of ICT for educational purposes. In the fourth step explanation of the vari-ance by all variables’, the ratio was 64%.

Usage time (β = .30), ICT-K (ICT knowledge level) (β = .66), the level of knowledge on the contribu-tion of attitude (β = .19), the contribution of these variables by gender (β = .35), and country variable

Table 3. The Analysis of the Participants’ Overall Attitudes towards the Internet

Bosnia and Herzegovina Turkey GeneralN M SD N M SD N M SD t

Weekly use of Internet 324 11.49 13.26 385 15.43 15.41 709 13.64 14.59 3.589*I-A 324 3.50 .45 385 3.60 .41 709 3.55 .42 3.285**p<.05

Table 4. Correlations among the Variables of Interest

ICT-K ICT- U I-A Gender CountryICT- U .688**

I-A .290** .366**

Gender .316** .542** .190**

Country .201** .175** .124** -.227**

Weekly internet usage .221** .292** .117** .111** .135**All of the correlation is significant .01

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contribution as a last entry to the model (β = .14) were found significant according to the analysis results. On the level of use of ICT for educational purposes, the only significant predictor was level of knowledge of ICT. ICT knowledge level describes the ICT usage levels nearly by 41% when the weekly usage hour is held constant. The explanation of the variance by the country variable is 1.7% when all other variables held constant.

Results and Discussion

In this study, the effects of knowledge, attitude, gender, and culture variables on the educational purposes of ICTs were investigated. This study was executed on pre-service teachers studying in the faculties of education in Turkey and Bosnia and Herzegovina. According to the results, ICT knowl-edge and usage levels of pre-service teachers who are studying pre-service education were found to be low. Especially knowledge levels for more com-plex software (such as complex systems modeling and computer programming) and programs that require a more advanced level of experience (such as software, modeling, and simulations) were found to be low. Nevertheless, software knowledge for in-ternet, e-mail, word processing software, and levels of usage of these programs were found to be high. A great amount of similar research on ICT (Gar-land & Noyes, 2004; Lim, 2007; OECD, 2004; Sam, Othman, & Nordin, 2005; Yalın, Karadeniz, & Şa-hin, 2007; Yıldırım, 2007), as in this study, showed

that the level of knowledge and usage is sufficient enough to accomplish simple tasks, but it is far from effective integration.

Results showed that information, weekly hours of internet usage, attitudes, gender, and country vari-ables are associated with usage levels. When knowl-edge, attitudes, and hours of internet use increased, the level of ICT usage for learning and teaching purposes increased as well. This result is consistent with several studies’ reports. Butler and Sellbom (2002), Garland and Noyes (2004), Kirkwood, Van Der Kuyl, Parton, and Grant (2000), Straub, Keil, and Brenner (1997) and Tezci (2011a) concluded in their research that a lack of experience, knowl-edge and/or education affects the levels of usage and identified them as major barriers for effective integration. Pelgrum (2001) also stated that a lack of information was identified as the major barri-er for ICT integration in 26 different countries by practitioners in training. Usage levels of pre-service teachers in Turkey are higher than the usage levels of pre-service teachers in Bosnia and Herzegovina.

Attitudes towards ICT were found to be highly positive in pre-service teachers from both cul-tures. Overall, studies in different cultures (Gar-land & Noyes, 2004; Tezci, 2009, 2011a) observed that pre-service teachers’ attitudes towards ICT were high as well. Nevertheless, while this pos-itive attitude has a significant impact on the level of usage according to the regression analysis, it is not sufficient on its own. On the other hand, these results were parallel to other studies (Bove’e, Voogt,

Table 5.

The Results of the Analysis on the Predictive Power of the Variables

Variables B SE B β t R R2 R2

change F for Change in R2

Step 1 Gender .081 .005 .551 17.511** .550 .303 .303 306.638**

Step 2Gender .092 .004 .624 20.851** .634 .401 .099 116.092**Country .048 .004 .323 10.775**

Step 3Gender .063 .004 .595 20.277** .662 .438 .036 45.611**Country .026 .004 .290 9.839**Usage hour .001 .000 .195 6.754**

Step 4 Gender .061 .004 .415 16.486** .800 .640 .203 395.821**

Country .023 .004 .158 6.464**

Usage hour .001 .000 .121 5.192**

ICT-K .037 .002 .502 19.895**

Step 5 Gender .058 .004 .395 15.919** .810 .657 .017 33.919**

Country .021 .004 .143 5.953**

Usage hour .001 .004 .116 5.074**

ICT-K .036 .002 .473 18.783**

ICT-A .010 .002 .136 5.824**

**p<.01

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& Meelissen, 2007; Khine, 2001; Roussos, 2007; Torkzadeh, Chang, & Demirhan, 2006) regarding attitudes towards educational purposes of ICT and its integration into the programs has an important impact. However, some research results (Garland & Noyes, 2004; Li & Kirkup, 2007) found a low cor-relation between the attitude levels and ICT expe-rience. Despite the different results, it can be said that attitudes during pre-service teacher training should be taken into account in terms of effective technology integration. Naturally, the attitude vari-able towards ICT usage has a cultural dimension. In fact, a similar study carried out by Li and Kirkup (2007) on Chinese and British students showed that there is a relationship between ICT attitudes and experience and this is effective culturally. This cir-cumstance is not effective by itself in ensuring the integration of attitude, but it should not be ignored because of its importance in the process.

In this study, the predictor value of the culture variable on the level of usage was determined. When all other variables are held constant, cultural differences can be said to be an important factor. However, it should not be ignored that this study was carried out with students from two different developing countries. Indeed, the country (cul-ture) variable emerged as an important factor for educational purposes of ICT. In order to reach a common and widespread conclusion about the ef-fect of this variable, the same differences should be examined in developed countries or cultures who integrated ICT into their programs. This is based on a study published by European Schoolnet (2006) that stated that in developing countries, ICT usage

levels are low and its integration is still in the first stage. In fact, Kaynak and Özer (2009) stated that independent success levels of ICT performances are not satisfactory in Turkey and Bosnia and Her-zegovina. On the other hand, the study of Li and Kirkup (2007) stated the cultural differences be-tween dimensions of self-esteem and attitude when studying computer and internet usage in China and England. Lim (2002) determined the level of usage in terms of cultural differences. Torkzadeh et al. (2006) discussed their research regarding cultur-al perspectives, and stated that teachers perceived computers as a tool specific to their own culture, and cultural differences have a significant impact on the level of usage. Considering knowledge level is the most important indicator, and the knowledge levels of students (pre-service teachers) are low, it would be useful for faculty members to become role models by using these technologies effectively in the classroom, and to do model implementations to demonstrate how to use them for educational purposes. In fact, this is not surprising. Indeed, it was observed that the level of use increases when the level of students’ knowledge increases. In this context, the level of information for software that requires a high level of knowledge is low and, in parallel, the level of use is lower.

Transmission-based activities, rather than integra-tion based on the constructivist approach, in other words, computer activities based TYPE I (Maddux & Johonson, 2006) usage can be said to be weight-ed. However, effective integration requires TYPE II, in other words, learning through technology (Jon-assen, 2000). Perkmen and Tezci (2011) explained

Table 6. Summary of the Hierarchical Regression Analysis for Variables Predicting ICT-U

Variables B SE B β t R R2 R2 change F for Change in R2

Step 1 Usage hour .002 .000 .300 8.344** .300 .090 .090 69.622**Step 2 Usage hour .001 .000 .154 5.655** 707 .500 .411

ICT-K .048 .002 .657 24.075** .717 .512 .035 50.845**Step 3 Usage hour .001 .000 .144 5.437** .730 .531 .032 579.629**

ICT-K .044 .002 .605 22.022**ICT-A .014 .002 .188 6.978**

Step 4 Usage hour .001 .000 .131 5.626** .800 .638 .107 208.320**ICT-K .037 .002 .509 20.348**ICT-A .011 .002 .151 6.344**Gender .051 .004 .347 14.433**

Step 5 Usage hour .001 .000 .116 5.074** .810 .654 .017 35.438**ICT-K .035 .002 .473 18.783**ICT-A .010 .002 .136 5.824**Gender .058 .004 .395 15.919**Country .021 .004 .143 5.953**

**p<.01

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TYPE II as “technology in the classroom should be used in such a way that without the technology there is no way to teach in that manner”. It can be said that it is possible to increase the use of tech-nology in the process of effective learning, and teaching can be accomplished by deviating from traditional ways. For this, role modeling and de-signing activities for direct experiences by faculty members would be helpful. According to a research report published by the European Commission (2001), traditional ICT use (TYPE I) has a negative impact on effective ICT integration in the class-room. Hence, to increase knowledge levels and to gain first-hand experiences, practices provided to the students in the process of teaching and learning can be said to be beneficial. Although there are sev-eral factors that affect the use of ICT in the teach-ing-learning process, it would be useful to consider factors such as: a wide variety of applications, con-crete experiences, first-hand experiences, and moti-vation (Anderson, 1990; Brown, Collins, & Duguid, 1989; Hong, 2002; Sam et al., 2005) in the process of teaching and learning. Organizing events such as special activities, courses, seminars, and work-shops and learning by technology in the classes will contribute to increasing the level of knowledge. In this regard, faculty members will contribute to the increase of ICT knowledge levels and the ef-fective use of ICT by giving examples of TYPE II usage, and becoming role models in the classroom (Baek, Jung, & Kim, 2008; Gosmire & Grady, 2007; Neufeld, Dong, & Higgins, 2007).

In addition to knowledge, gender was determined to be the second most important factor to effect stu-dents’ usage levels. In fact, while some studies re-vealed decreasing effects of gender, findings of this study showed that gender is still an important fac-tor on usage levels. Usage levels of female students were determined to be lower than male students. Even though this research was conducted in two different countries, both of them are classified as developing countries (World Bank, 2007). On the other hand, the use of computer and internet tech-nologies based on the cultural perceptions should not be ignored. To better analyze the gender vari-able effect, a qualitative analysis would contribute better in countries with different cultures and levels of development. In the study of Volman, van Eck, Heemskerk, and Kuiper (2005), they reported gen-der as an important factor in developing countries. Several studies (Janssen Reinen, & Plomp, 1997; Paraskeva, Bouta, & Papagianni, 2008; Volman et al., 2005) determined gender as an important factor in terms of ICT usage, and female students had a

lower level of use. However, other results are also available revealing the effect of gender as an unim-portant factor (Murphy, 2000). All of these showed that every country is required to develop policies for the effective integration of ICT into their edu-cational programs in relation to their cultural con-ditions.

Despite the high level of investment in ICT, the ef-fective utilization level can be said to be quite low. Indeed, the results of this study support the per-spective that: “The presence of technology in the classroom does not guarantee its use.” (Bullock, 2004; Niederhauser & Perkmen, 2010; Tezci, 2011a, 2011b). It is important to consider “technologi-cal-pedagogical content knowledge” for effective technology integration in teacher education. Still, for effective use, it would be beneficial that faculty members become role models for pre-service teach-ers in terms of integration to programs and areas.

Considering teachers have a dominant role for integrating ICTs into programs, development of original national and school level policies would be useful. British Educational Communications and Technology Agency (2004) stated that problems directed at ICTs learning and teaching adaptation is not just technical, and there is not a universal solution. The findings of this study also support this view. In this case, problems should be addressed lo-cally. Indeed, Straub et al. (1997) stated that their research on different cultures demonstrated that the Technology Acceptance Model (TAM) is suit-able for the solution of problems in the United States of America, while it is not valid for Japan.

It can be said that, while by its nature ICTs have a uni-versal character; programs for teacher education dif-fer among countries, and ICT usage and training on it was affected by cultural dimensions. However, the findings of this research revealed that it is not possi-ble to state that the levels of providing effective ICT integration in developing countries are yet sufficient.

Kuram ve Uygulamada Eğitim Bilimleri • Educational Sciences: Theory & Practice - 13(2) • Bahar/Spring • 1103-1105 ©2013 Eğitim Danışmanlığı ve Araştırmaları İletişim Hizmetleri Tic. Ltd. Şti.

www.edam.com.tr/kuyeb

a Dr. Cihad DEMİRLİ İstanbul Ticaret Üniversitesi Eğitim Bilimleri Bölümü’nde yardımcı doçent doktor olarak çalışmaktadır. Yenilikçi teknolojiler kullanılarak öğretimin etkinliğini artırma çalışmaları araştırma alanına gir-mektedir. İletişim: Yrd. Doç. Dr. Cihad Demirli, İstanbul Ticaret Üniversitesi, Eğitim Bilimleri Bölümü, Selman-ı Pak C. No.2 34672 Üsküdar, İstanbul. Elektronik posta: cdemirli@ticaret.edu.tr Tel.: +90 216 5539 422/2190.

Özİçinde bulunduğumuz çağda bilgi ve iletişim teknolojilerinin (BT/ICT) önemi tartışmasız bir hal almıştır. Özellik-le öğretmen eğitiminde kalitenin artırılması için ICT kullanımı ile ilgili araştırmalar uzun yıllardan beri devam etmektedir. Bu araştırmada öğretmen adaylarının; ICT kullanma düzeyinin, ICT bilme düzeyinin ve tutumla-rının kültürler arası karşılaştırma yapılarak belirlenmesi amaçlanmıştır. Araştırma, Türkiye’den iki ve Bosna Hersek’ten bir olmak üzere üç farklı eğitim fakültesinde yürütülmüştür. Araştırmaya 385’i Türkiye’den ve 324’ü Bosna Hersek’ten olmak üzere toplam 709 son sınıf öğrencisi öğretmen adayı katılmıştır. Araştırmada likert tipi sorular içeren üç farklı (ICT-U, ICT-K ve IAS) ölçek kullanılmıştır. Yapılan analizlerde iki kültür arasında ICT kullanımı bakımından istatistiksel olarak farklar bulunmuştur. ICT Bilme düzeyinin ICT kullanım düzeyini en çok açıklayan değişken olduğu belirlenmiştir. Ayrıca kültürün az da olsa yordayıcı olduğu belirlenmiştir. Araştırma sonuçları ICT entegrasyonunun sağlanmasında kültürel farkların dikkate alınması gerekliliğini ortaya koymuştur.

Anahtar KelimelerICT Kullanımı, ICT Entegrasyonu, Öğretmen Adayı, Kültürel Karşılaştırma, Öğretmen Eğitimi.

Cihad DEMİRLİa

İstanbul Ticaret Üniversitesi

Öğretmen Adaylarının Bilişim Teknolojileri Kullanımı: Türkiye ve Bosna Hersek için Kültürel Karşılaştırma

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