Ortaokul Öğrencilerinin Bilgisayar Okuryazarlık Düzeylerinin Belirlenmesi ve Ölçme – Değerlendirme Araçlarının Yapısı

Serkan Dinçer

Öz


İlk olarak dil-yabancı dil sınıflandırması ile ortaya çıkan okuryazar kavramının günümüzde tek bir seviyeyle ifade edilmesi, ihtiyaçlara tam olarak cevap verememektedir. Bilgisayar kullanımının ön plana çıktığı araştırmalarda bilgisayar okuryazarlığı düzeyinin tanımlanması ve belirlenmesi önem arz ettiği düşünülmektedir. Bu doğrultuda araştırmanın temel amacı öğrencilerin temel bilgisayar düzeylerinin belirlenmesidir. Ayrıca araştırmada öğrencilerin beyan ettiği okuryazarlık düzeyleri ile var olan okuryazarlık düzeylerinin de karşılaştırılması ve ölçme araçlarının sınırlılıklarını belirlemek alt amaç olarak belirlenmiştir. Araştırmaya, 1723 ortaokul öğrencisi katılmıştır. Elde edilen verilerin analizinden sonra katılımcıların büyük bir çoğunluğunun temel bilgisayar okuryazarı olduğu anlaşılmıştır. Buna rağmen, öğretim materyali olarak bilgisayarı kullanan öğrencilerin neredeyse dörtte birinin temel bilgisayar okuryazarı olmaması bu konu ile ilgili derinlemesine çalışmalar yapılması gerektiğini göstermektedir. Araştırmada ayrıca ele alınan okuryazarlık ölçme araçlarının hatalı sonuçlar verebileceği sonucuna ulaşılmıştır. Bu nedenle bilgisayar okuryazarlığının sadece test, ölçek vb. değil uygulamaya dönük beceri sınavları, algı ölçekleri ve bilgi testleri ile yapılması gerektiği sonucuna ulaşılmıştır.

Tam Metin:

PDF

Referanslar


ACER. (2008). National assessment program e Information communication and technology literacy. Year 6 and year 10 (Technical report 2005). The Australian Council for Educational Research. Curriculum, Assessment and Reporting Authority. Retrieved February 15, 2017 from: www.nap.edu.au/verve/_resources/2005_ICTL_Technical_Report_file_main.pdf.

Andrews, R. (2003). Where next in research on ICT and literacies? English in Education, 37(3), 28–41. https://doi.org/10.1111/j.1754-8845.2003.tb00603.x Appel, M. (2012). Are heavy users of computer games and social media more computer literate? Computers & Education, 59(4), 1339–1349. https://doi.org/10.1016/j.compedu.2012.06.004

Ba, H., Tally, W., & Tsikalas, K. (2002). Investigating children’s emerging digital literacies. The Journal of Technology, Learning, and Assessment, 1(4), 4–48.

Bawden, D. (2001a). Information and digital literacies: a review of concepts. Journal of Documentation, 57(2), 218–259. https://doi.org/10.1108/EUM0000000007083

Bawden, D. (2001b). The shifting terminologies of information. Aslib Proceedings, 53(3), 93–98. https://doi.org/10.1108/EUM0000000007043

Cha, S. E., Jun, S. J., Kwon, D. Y., Kim, H. S., Kim, S. B., Kim, J. M., … Lee, W. G. (2011a). Measuring achievement of ICT competency for students in Korea. Computers & Education, 56(4), 990–1002. https://doi.org/10.1016/j.compedu.2010.11.003

Cha, S. E., Jun, S. J., Kwon, D. Y., Kim, H. S., Kim, S. B., Kim, J. M., … Lee, W. G. (2011b). Measuring achievement of ICT competency for students in Korea. Computers & Education, 56(4), 990–1002. https://doi.org/10.1016/j.compedu.2010.11.003

Claro, M., Preiss, D. D., San Martín, E., Jara, I., Hinostroza, J. E., Valenzuela, S., … Nussbaum, M. (2012). Assessment of 21st century ICT skills in Chile: Test design and results from high school level students. Computers and Education, 59(3), 1042–1053. https://doi.org/10.1016/j.compedu.2012.04.004

Dinçer, S. (2015). Farklı eğitsel arayüzler kullanılarak hazırlanan bilgisayar destekli öğretim yazılımlarının öğrencilerin akademik başarılarına, motivasyonlarına, derse ilgilerine, bilgisayar destekli öğretimi değerlendirmelerine ve bilişsel yüklerine etkisi. Unpublished doctoral dissertation. Çukurova Üniversitesi, Adana.

Dinçer, S. (2016). Assessing the computer literacy of university graduates. In C. Li Kam & E. Tsang (Eds.), Proceedings of the Third International Conference on Open and Flexible Education (pp. 294–303). Hong Kong: The Open University of Hong Kong.

Dinçer, S., & Doğanay, A. (2015). The impact of pedagogical agent on learners motivation and academic success. Practice and Theory in Systems of Education, 10(4), 329–348. https://doi.org/10.1515/ptse-2015-0032

Dinçer, S., & Doğanay, A. (2017). The effects of multiple-pedagogical agents on learners’ academic success, motivation, and cognitive load. Computers & Education. https://doi.org/10.1016/j.compedu.2017.04.005

Dinçer, S., & Sahinkayasi, Y. (2011). A cross-cultural study of ICT competency, attitude and satisfaction of Turkish, polish and Czech university students. Turkish Online Journal of Educational Technology, 10(4), 31–38.

Dinçer, S., Şenkal, O., & Sezgin, M. E. (2013). Fatih Projesi kapsamında öğretmen, öğrenci ve veli koordinasyonu ve bilgisayar okuryazarlık düzeyleri. In M. Akgül, U. Çağlayan, E. Derman, A. Özyiğit, M. Topakcı, R. Uyar, … U. Ercan (Eds.), XV. Akademik Bilisim Konferansı Bildirileri (pp. 12–16). Antalya: Akdeniz Üniversitesi. Retrieved from http://ab.org.tr/ab13/bildiri/13.pdf

Easton, A. C., Easton, G., & Addo, T. (2006). But I am computer literate: I passed the test. Journal of College Teaching and Learning, 3(2), 39–44.

ETS. (2006). ICT literacy assessment. Retrieved February 15, 2017 from: http://www.ets.org/iskills/scores_reports/

ETS. (2007). Digital transformation: A framework for ICT literacy. A report of the international ICT literacy panel. February 15, 2017 from: https://www.ets.org/Media/Tests/ Information_and_Communication_Technology_Literacy/ictreport.pdf.

Ferrari, A. (2012). Understanding Digital Competence in the 21st Century: An Analysis of Current Frameworks (No. JRC68116). Digital competence in practice: An analysis of frameworks. Luxembourg: Publications Office of the European Union. https://doi.org/10.2791/82116

Fraillon, J., Ainley, J., Schulz, W., Friedman, T., & Gebhardt, E. (2014). Preparing for life in a Digital age. International Association for the Evaluation of Educational Achievement (IEA). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-319-14222-7

ISTE. (2007). The national educational technology standards and performance indicators for students. February 15, 2017 from: http://www.iste.org/standards/ISTE-standards/standards-for-students.

Kegel, R. H. P., & Wieringa, R. J. (2016). Measuring computer literacy without questionnaires. In Fourth International Workshop on Behavior Change Support Systems, BCSS 2016 (pp. 61–65). Salzburg, Austria. Retrieved from http://doc.utwente.nl/100507/

Kim, H., Kil, H., & Shin, A. (2014). An analysis of variables affecting the ICT literacy level of Korean elementary school students. Computers & Education, 77, 29–38. https://doi.org/10.1016/j.compedu.2014.04.009

Kim, J., & Lee, W. (2013). Meanings of criteria and norms: Analyses and comparisons of ICT literacy competencies of middle school students. Computers & Education, 64, 81–94. https://doi.org/10.1016/j.compedu.2012.12.018

Lankshear, C., & Knobel, M. (2003). New Technologies in early childhood literacy research: A review of research. Journal of Early Childhood Literacy, 3(1), 59–82. https://doi.org/10.1177/14687984030031003

Lau, W. W. F., & Yuen, A. H. K. (2014). Developing and validating of a perceived ICT literacy scale for junior secondary school students: Pedagogical and educational contributions. Computers & Education, 78, 1–9. https://doi.org/10.1016/j.compedu.2014.04.016

Lee, L., Chen, D.-T., Li, J.-Y., & Lin, T.-B. (2015). Understanding new media literacy: The development of a measuring instrument. Computers & Education, 85, 84–93. https://doi.org/10.1016/j.compedu.2015.02.006

Leu, D. J., O’Byrne, W. I., Zawilinski, L., McVerry, J. G., & Everett-Cacopardo, H. (2009). Comments on Greenhow, Robelia, and Hughes: Expanding the new literacies conversation. Educational Researcher, 38(4), 264–269. https://doi.org/10.3102/0013189X09336676

Mumtaz, S. (2001). Children’s enjoyment and perception of computer use in the home and the school. Computers & Education, 36(4), 347–362. https://doi.org/10.1016/S0360-1315(01)00023-9

Mutch, A. (1997). Information literacy: An exploration. International Journal of Information Management, 17(5), 377–386. https://doi.org/10.1016/S0268-4012(97)00017-0

OECD. (2005). Are students ready for a technology-rich world?, what PISA studies tell us. Paris: OECD.

OECD. (2013). OECD skills outlook 2013: First results from the survey of adult skills. Paris: OECD Publishing. http://dx.doi.org/10.1787/9789264204256-en.

Panagiotis, G., & Nikolarea, E. (2012). Primary school pupils’ ICT literacy in Northern Aegean. Mediterranean Journal of Social Sciences, 3(1), 21–32. https://doi.org/10.5901/mjss.2012.03.01.21

Park, J., Kim, S., & Lee, E. (2016). Proficiency level and gender difference in computer and ınformation literacy. Indian Journal of Science and Technology, 9(24). https://doi.org/10.17485/ijst/2016/v9i24/96114

Pérez-Sanagustín, M., Nussbaum, M., Hilliger, I., Alario-Hoyos, C., Heller, R. S., Twining, P., & Tsai, C.-C. (2017). Research on ICT in K-12 schools – A review of experimental and survey-based studies in Computers & Education 2011 to 2015. Computers & Education, 104, A1–A15. https://doi.org/10.1016/j.compedu.2016.09.006

Perez, J., Murray, M., Myers, M., Perez, J. ;, & Pérez, J. (2007). Association for Information Systems AIS Electronic Library (AISeL) AN information technology literacy self- assessment instrument: development and pilot results. Retrieved from http://aisel.aisnet.org/amcis2007

Rohatgi, A., Scherer, R., & Hatlevik, O. E. (2016). The role of ICT self-efficacy for students’ ICT use and their achievement in a computer and information literacy test. Computers & Education, 102, 103–116. https://doi.org/10.1016/j.compedu.2016.08.001

Seferoğlu, S. S. (2007). İlköğretim bilgisayar dersi öğretim programı: Eleştirel bir bakış ve uygulamada yaşanan sorunlar. Eurasian Journal of Educational Research, 29, 99–111.

Sefton-Green, J., Nixon, H., & Erstad, O. (2009). Reviewing approaches and perspectives on “Digital literacy.” Pedagogies: An International Journal, 4(2), 107–125. https://doi.org/10.1080/15544800902741556

Siddiq, F., Hatlevik, O. E., Olsen, R. V., Throndsen, I., & Scherer, R. (2016). Taking a future perspective by learning from the past – A systematic review of assessment instruments that aim to measure primary and secondary school students’ ICT literacy. Educational Research Review, 19, 58–84. https://doi.org/10.1016/j.edurev.2016.05.002

Siegel, S., & Castellan, N.J. (1988). Nonparametric statistics for the behavioral sciences. New York: McGraw-Hill.

TDK (2017). Türk Dil Kurumu. Retrived March 03, 2017, from: http://www.tdk.gov.tr/index.php?option=com_gts&arama=gts&guid=TDK.GTS.58f503db3c3092.28115008

Tondeur, J., van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers & Education, 59(1), 134–144. https://doi.org/10.1016/j.compedu.2011.10.009

Valentine, J. C., DuBois, D. L., & Cooper, H. (2004). The relation between self-beliefs and academic achievement: A Meta-analytic review. Educational Psychologist, 39(2), 111–133. https://doi.org/10.1207/s15326985ep3902_3

Voogt, J., Knezek, G., Cox, M., Knezek, D., & ten Brummelhuis, A. (2013). Under which conditions does ICT have a positive effect on teaching and learning? A Call to Action. Journal of Computer Assisted Learning, 29(1), 4–14. https://doi.org/10.1111/j.1365-2729.2011.00453.x

Wilson, M., & Sloane, K. (2000). From Principles to practice: An embedded assessment system. Applied measurement in education, 13(2), 181–208. https://doi.org/10.1207/S15324818AME1302_4


Refback'ler

  • Şu halde refbacks yoktur.




Telif Hakkı (c) 2017 İlköğretim Online

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

 

 

 

Creative Commons Lisansı

İlköğretim Online Dergisi Creative Commons Alıntı-Gayriticari 4.0 Uluslararası Lisansı ile lisanslanmıştır.

ISSN: 1305-3515