F ethi A hmet I nan The University of Memphis Soner Yildirim Ercan Kiraz

Fethi Ahmet InanThe University of

Memphis

Soner YildirimErcan KirazMiddle East

Technical University

A DISCUSSION AND ANALYSIS OF PRESERVICE TEACHERS’ ATTITUDES TOWARD AN

ONLINE SUPPORTED

TEACHER CREDENTIAL

COURSE

o Introduction

o Literature Review

o Research Method

o Findings

o Conclusion

o Biggest obstacle to using technology in education is the lack of adequate teacher training

o A computer literacy course became a required course for all preservice teachers in Turkey

o One computer literacy course is not of a high value unless computers are integrated into the whole teacher education program

o To describe preservice teachers’ computer competency and attitudes toward computers.

o To examine changes in preservice teacher attitudes toward computers due to participation in a web-supported teacher credential course

o Integrate technology in to the entire teacher preparation curriculum

o Introduce technology in contexto Students should experience

innovative technology-supported learning environments in their teacher education program.

Principles of Preservice Teacher Education

o What are the preservice teachers’ attitudes toward computers and computer competency levels before using the OLSS?

o Is there a relationship between preservice teachers computer competency and their attitudes toward computers?

o Is there a difference in attitudes of preservice teachers toward computers before and after completing the course?

Description of Sample (N=40)

Variables N %

Gender Male Female

733

17.582.5

Age 19 Years 20 Years 21 Years

72310

17.557.525

Home Computer Yes No

832

2080

# of Computer Courses 1 2 3 and more

3361

7.5902.5

Participants

o Teachers Attitude Scale

o Teachers Competency Scale

o Website“Announcements,” “Assignments,” “Lecture notes,” “Grades,” “Uploads,” ”Syllabus,” “Forum,” “Password,” and “Help”

Beginning During End TAC CCS Demograph

ics

Utilize OLSS

TAC

Means and standard deviations for students’ computer competency(N=40)

Technologies M SD

Online Communication Tools Word processors Web Browsers Presentation programs Electronic spreadsheetsOnline Collaboration Tools Distance Learning MaterialsAudio & Video materials Web Editors Learning Management Systems CAI applications

4.64.03.63.52.92.92.42.22.21.61.5

0.710.711.360.991.031.031.361.051.430.840.79

* Ratings were made on a 5-point scale (1 = not competent, 5 = very competent)

Means and standard deviations for students’ pre and post attitudes subscales (N=35)

Pre Post

Attitude Scale M SD M SD

Enthusiasm/EnjoymentAnxiety**Avoidance**Productivity (teacher)Negative Impact on

Society**Productivity (student)LikingEmail

4.02

3.50

4.16

4.16

3.12

4.08

3.28

3.85

.50

.69

.43

.37

.45

.41

.63

.51

4.14

3.54

3.94

4.11

2.99

4.18

3.33

3.98

.58

.76

.54

.43

.65

.48

.66

.52

* Ratings were made on a 5-point scale (1 = strongly disagree, 5 = strongly agree) ** High score represents a low level of perception on these items.

Findings

o The relationship between students’ competency scores and attitudes score was found to be positive and statistically significant, r (38) = .55, p < .001

o Difference in attitudes of students toward learning with computers before and after completing the course were not significant, F (1, 34) = .009, p = .92

Recommendations

o Faculties of education should be provided with continuous support and aid

o Faculties of teacher education programs should demonstrate their competency and willingness to use technology in their teaching.

o Prospective students should be given an opportunity to practice what they have learned.

o Prospective teachers should be provided with flexible computer laboratories

Fethi Ahmet InanThe University of

[email protected]

Soner YildirimMiddle East Technical

[email protected]

Ercan KirazMiddle East Technical

[email protected]

A DISCUSSION AND ANALYSIS OF PRESERVICE TEACHERS’ ATTITUDES TOWARD AN

ONLINE SUPPORTED

TEACHER CREDENTIAL

COURSE