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Sempozyum: 6th Internatıonal Computer and Instructıonal Technologies Symposium
Computer Literacy of Pre-Service Elementary Teachers
Dr. Esin ACAR
Adnan Menderes University

Dr. Işıl KOÇ SARI
İstanbul University
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Sempozyum: 6th Internatıonal Computer and Instructıonal Technologies Symposium
Computer Literacy of Pre-Service Elementary Teachers
Dr. Esin ACAR
Adnan Menderes University

Dr. Işıl KOÇ SARI
İstanbul University
Abstract :

The Computer literacy can be classified by four parts as basic-information knowledge, computer awareness programming skills and using software (Kay, 1990) .The people attaining some competences such as learning host information in order to enhance the quality of their lives, reaching the information or using it for entertainment; being able to pursue, discuss and interpret computer innovations; being able to compare information technologies at a certain level and being able to estimate can be accepted as computer literate (Yazıcı, 2006). It can be expected that computer literacy education should be given before university education. Students should use their computer information and competencies during their university education for their learning, research and projects etc.

Technology has become an ever-increasing factor in today’s elementary schools’ classrooms, and computer usage in the classroom is on the rise. The purpose of this study was to investigate pre-service elementary teachers’ knowledge and skills of computer usage. The study is planned for seeing pre-service elementary teachers’ ideas about their computer literacy. The participants of the study consisted of 179 pre-service elementary teachers (135 female and 44 male) from the department of elementary education in the faculty of education in Adnan Menderes University in Turkey during 2011-2012 Spring term. The Computer Literacy Scale (CLS), developed by Kay (1990) and adapted into Turkish by Kılınç & Salman (2006) was utilized to explore pre-service elementary teachers’ computer literacy.

Based on results, the total test means for basic skills (M= 5.92), application software skills (M= 5.53), and computer awareness skills (M= 4.40) subscales are greater than the mean for the programming skills (M= 3.00) subscale. Results are discussed in terms of computer literacy and their background variables (i.e., age, grade level, computer experiences, and experiences of computer-related instruction). It should be focused on that faculty of education which train teachers about the education at diff erent programs will be more important in coming years if computer literacy can be included in the education programs smoothly.

Today’s and future’s teachers should be able to use eff ective and abundantly computers being an important part of human life and was understood better to eff ect on education. The competence centered that teachers need to become skilful at understanding that which program and topics are suff icient and what these competences provide for students, rather at teacher’s competences about how computer work, its capacity and how it can be programmed.

Teacher’s role in classroom has changed recently with use of computer in classroom. Teacher is not a magical person who has to know everything, but she is a guide. Also, the context of profession of a teacher has changed when computers go into education process in classroom (Norton ve Wiburg, 1998; Kocasaraç, 2003) (in Kılınc and Salman, 2006). Correspondingly, this study shows that students know the computers’ and teachers’ roles in classroom.

Keywords : Computer literacy; computer skills; pre-service elementary teachers; teacher education
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