Education Quarterly Reviews
Published: 28 March 2022
Examination of Information and Communication Technologies Competencies of Teacher Candidates Studying at the Faculty of Sport Sciences
Mehmet Ali Ceyhan
Bayburt University Faculty of Sports, Turkey
Download Full-Text Pdf
Keywords: Teacher Candidate, Information and Communication Technology, Competence, Technology, Artificial Intelligence, Humanoid
The aim of this study is to examine, in terms of some variables, the "Information and Communication Technology Competencies" regarding physical education teacher candidates studying in the Faculties of Sport Sciences, and to identify the problems for adapting themselves to the developing technologies and to present solutions in this age where information and communication technologies are changing rapidly, epigenetics, robots, cyborgs, nano technologies, metaverse, and virtual reality platforms are mentioned. A total of 432 male (n=206) and female (n=226) teacher candidates aged 12-18 participated in the research voluntarily. To collect data in the research, the “Information and Communication Technology Competencies Scale” which is adapted into Turkish by Gökçearslan et al. (2019) was used. Descriptive statistics were made for demographic variables in the analysis of the research data. The data acquired from the scale were analyzed using the IBM SPSS Statistics 26 program. When the scale scores were examined, there was no significant difference between male and female students in the dimension of using information and communication technologies for instructional design (p>0.05) in accordance with the gender variable of physical education teachers, whereas a difference was found in favor of girls (X=3.34) in the dimension of information and communication technology competency (p<0.05). Significant differences were detected between the sub-dimensions of the scale according to the teacher candidates' grades and the departments they studied (p<0.05). A difference in the information and communication technologies competency dimension was found in favor of the senior year Physical Education Teaching candidates. A significant difference was found in favor of those who have a personal computer (x=3.41) in accordance with the variable of owning a personal computer in the dimension of self-efficacy to use communication technologies for instructional design (x=3.46) and Information and Communication competencies. In line with that, it can be said that the variables of having a personal computer and gender of sports teacher candidates‘ are factors that affect ICT competencies, and the variable of having a personal computer is a factor that affects the self-efficacy of using Information technologies for instructional design.
Akkoyunlu, B. (1995). The Use Of Information Technologies In School And The Role Of Teachers. Hacettepe University Journal of Education, 11(11).
Akkoyunlu, B., & Kurbanoglu, S. (2004). A study on teachers' belief in information literacy self- efficacy. Hacettepe University Journal of Education, 27(27).
Bursalı, M., & Yigit, N. (2012). The use of information communication technologies (ICT) and material design self-efficacy beliefs of science and technology teacher candidates. Educational Sciences:Theory and Practice, 12(2), 1073-1088.
Buyukozturk, S. (2011). Handbook of data analysis for social sciences (17th edition). Ankara: Pegem Academy.
Buyukozturk, S., Cokluk, O., & Koklu, N. (2011). Statistics in the social sciences (7th edition). Pegem Academy: Ankara.
Cagiltay, K. (2016). Human computer interaction and instructional technologies. Basics of teaching technologies: Theories and Research Trends, 297-314.
Certel, Z., Catikkas, F., & Yalcınkaya, M. (2011). Investigation of the tendencies of physical education teacher candidates to think critically with emotional intelligence. Selcuk University Journal of Physical Education and Sports Science, 13(1), 74-81.
Ceyhan, M. A., & Cakir, Z. (2021). Examination of Fear of Missing Out (FOMO) States of Students Who Study at the School of Physical Education and Sports in Terms of Some Variables. Education Quarterly Reviews, 4, 419-427. https://doi.org/10.31014/aior.1993.04.04.404
Cakİr, Z. (2020). The effects of the covid-19 pandemic on sports, athletes and trainers during the normalization phase. The Online Journal of Recreation and Sports, 9(3), 45-58.
Cakir Z., Tatlisu B., & Akkaya A Serif., H. C., Karakoyun O. (2021). Investigation of Distance Education Attitudes of Physical Education Teachers and Other Branch Teachers According to Different Variables (Sample of Samsun Province). Sports Studies in All Aspects I (Vol. 1, pp. 47 -58). Academician Publishing House.
Dincer, 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-TOJET, 10(4), 31-38.
Erbas, U., & Gumus, H. (2020). Participation in Physical Activity and Social Media Addiction in Students. International Journal of Psychology and Educational Studies, 7(4), 52-60.
Eyidogan, B. (2009). Teacher opinions about the fact that the information technology course is an elective course in primary education. (Unpublished master thesis) Anadolu University Institute of Educational Sciences, Eskisehir.
Fatma, C., & Ozdener, N. (2008Teachers' achievements in the application of information and communication technologies (ICT) and their attitudes towards ICT. Hacettepe University Journal of Education, 34(34), 41-53.
George, D., & Mallery, M. (2010). SPSS for Windows step by step: A simple guide and reference (p. Pearson).
Gokcearslan, S., Coskun, T. K., & Sahin, S. (2019). Adaptation of the teacher candidate information and communication technology proficiency scale to Turkish. Kastamonu Journal of Education, 27(4), 1435-1444.
Gonen, M. (2015). Investigation of communication skill levels and assertiveness levels of students of Akdeniz University School of Physical Education and Sports, Master Thesis.
Haznedar, O. (2012). An investigation of the information and communication technology skills of university students and their attitudes towards e-learning in terms of different variables, Dokuz Eylul University Institute of Educational Sciences.
Jankowska, M. A. (2004). Identifying university professors' information needs in the challenging environment of information and communication technologies. The journal of academic librarianship, 30(1), 51-66.
Khan, B. H., & Joshi, V. (2006). E-Learning Who, What and How? Journal of Creative Communications, 1(1), 61-74.
Kilic, S. (2016). Cronbach's alpha reliability coefficient. Psychiatry and Behavioral Sciences, 6(1), 47.
Martinovic, D., & Zhang, Z. (2012). Situating ICT in the teacher education program: Overcoming challenges,
fulfilling expectations. Teaching and Teacher Education, 28(3), 461-469.
Ozdamar, K. (2010). Statistical Data Analysis with Package Programs – 2nd 7th edition. Eskisehir: Kaan Bookstore.
Papastergiou, M., Gerodimos, V., & Antoniou, P. (2011). Multimedia blogging in physical education: Effects on student knowledge and ICT self-efficacy. Computers & Education, 57(3), 1998-2010.
Probert, E. (2009). Information literacy skills: Teacher understandings and practice. Computers & Education, 53(1), 24-33.
Sime, D., & Priestley, M. (2005). Student teachers' first reflections on information and communications technology and classroom learning: implications for initial teacher education. Journal of Computer assisted learning, 21(2), 130-142.
Sahin, S., Bayraktar, G., Gungormus, H. A., Gulbahce, O., & Bastık, C. (2011). Comparison of physical education and Turkish teacher candidates' problem solving skills in terms of perception levels. Sport Sciences, 6(2), 159-168.
Tabachnick, B. G., & Fidell, L. S. (2013). Using multivariate statistics: International edition. J Pearson.
Taylor, J. (2006). Information literacy and the school library media center. Intellect Books.
Tondeur, J., Aesaert, K., Pynoo, B., van Braak, J., Fraeyman, N., & Erstad, O. (2017). Developing a validated instrument to measure preservice teachers’ ICT competencies: Meeting the demands of the 21st century. British Journal of Educational Technology, 48(2), 462-472.
Tor, H., & Erden, O. (2004). A research on the level of primary school students' use of information technologies. The Turkish Online Journal of Educational Technology, 3(1), 120-130.
Usluel, Y. K., Mumcu, F. K., & Demiraslan, Y. (2007). Information and communication technologies in the learning-teaching process: Teachers' views on the integration process and its obstacles. Hacettepe University Journal of Education, 32(32), 164-178.
Usun, S. (2000). Computer-aided teaching in the World and in Turkey. Ankara: Pegem A Publishing.
Yıldırım, A., & Simsek, H. (1999). Qualitative Research Methods in Social Sciences(11th edition)