Ömer Faruk Ursavaş

Exploring the digital natives among pre-service teachers in Turkey: a cross-cultural validation of the Digital Native Assessment Scale

This study aims to explore the digital natives among a sample of pre-service teachers and in the process, examine the validity of a Turkish adaptation of the digital native assessment scale (DNAS) [Teo, T., & Fan, X. (2013). Coefficient alpha and beyond: Issues and alternatives for educational research. The Asia-Pacific Education Researcher, 22(2), 209–213]. Five hundred and fifty-seven participants completed a survey questionnaire in Turkish measuring their responses on the DNAS, developed from a proposed four-factor research. Confirmatory factor analysis and multiple indicators, multiple causes modelling were used to analyse the data and an acceptable fit was found, suggesting that the DNAS is a valid measure for participants who are older living in another culture. While the pre-service teachers had mostly regarded themselves as digital natives, significant differences were only found by years of computer use and perceived competence but no significant differences were found for gender and age.

Reconsidering the role of attitude in the TAM: An answer to Teo (2009) and Nistor and Heymann (2010), and Lopez‐Bonilla and Lopez‐Bonilla (2011)

Introduction Several models have been developed to explain and predict the technology acceptance. Over the years, the Technology Acceptance Model (TAM) has been widely accepted as a robust, powerful and parsimonious model capable of explaining user’s technology acceptance in a variety of contexts. The model developed by Davis (1989) aims at explaining how users perceive and use technology. Since its development, the TAM has been used as a research framework in many studies under different contexts. Although TAM has been widely used, Dishaw and Strong (1999) recommended that the TAM be studied further to obtain more insights into its validity.

The effects of cognitive style on Edmodo users’ behaviour: A structural equation modeling-based multi-group analysis

Purpose The purpose of this paper is to explore the validity of extended technology acceptance model (TAM) in explaining pre-service teachers’ Edmodo acceptance and the variation of variables related to TAM among pre-service teachers having different cognitive styles. Design/methodology/approach Structural equation modeling approach was used to analyze an extended TAM that represents the relationship between the eight constructs and cognitive style. Group Embedded Figures Test and technology acceptance measure were used as data collection tools. The study was conducted with 129 pre-service teachers. Findings The results indicate that perceived ease of use (PEU) influences behavioral intention (BI) to use Edmodo indirectly through attitude toward Edmodo use and perceived usefulness (PU). Technological complexity and facilitating conditions influence BI to use indirectly through PU and PEU, respectively. Thus, the extended TAM is a parsimonious model explaining 75, 72, and 82 percent of the endogenous variable (BI) for the whole sample, for the field dependent sample, and for the field independent sample, respectively. Originality/value This paper addresses to determine the BI of pre-service teachers regarding Edmodo, which is an innovative tool, based on cognitive styles.

Measurement Invariance of the Digital Natives Assessment Scale across Gender in a Sample of Turkish University Students.

With reference to the digital natives’ debate, there is a gap on digital natives’ characteristics. To fill this gap, the Digital Natives Assessment Scale was developed to measure students’ assessment of the degree to which they perceived themselves to possess the attributes of digital natives. The scale was developed within the Turkish language and requires further validation in cross-cultural adaptation processes. Moreover, to ensure scale validity, empirical investigation to test for invariance across different subgroups is required to engender confidence in the generalizability of the measure. This study aimed to provide initial validation of the Turkish Digital Natives Assessment Scale as a current measure for preservice teachers and to examine scale invariance across gender given that gender has been identified as an important contextual factor when studying digital natives’ characteristics and use of digital technology. Confirmatory factor analyses and measurement invariance analyses across gender for cross-validation were performed. The confirmatory factor analysis results showed that a four-factor structure was confirmed for female and male preservice teachers together and female and male preservice teachers separately. In relation to measurement invariance, the results of the current study indicated support for configural invariance, metric invariance, and scalar invariance by gender.

Intrapair Similarity of Computer Self-Efficacy in Turkish Adolescent Twins.

The purpose of this study is to investigate genetic and environmental influences on computer self-efficacy. A total of 165 Turkish twin-pairs participated in the study. Participants’ mean age was 12.45 (SD = 1.82). The results of paired t-test comparisons showed no significant differences in monozygotic, and both same-sex and opposite-sex dizygotic twin-pairs’ levels of computer self-efficacy. Correlations were calculated to test intrapair similarity for computer self-efficacy. The monozygotic correlation for computer self-efficacy was .443 and the same-sex dizygotic correlation was .472, suggesting no genetic contribution to computer self-efficacy but providing support for environmental influences. Interpretations of results and potential directions for future research are presented.

How teachers’ personality affect on their behavioral intention to use tablet PC

Purpose The purpose of this paper is to explore the effects of personality traits on teachers’ technology acceptance. Design/methodology/approach To this end, a demographic information survey, Five-Factor inventory, and technology acceptance measure were used for data collection. The data were analyzed via structural equation modeling. Findings According to the findings, conscientiousness has no significant effect on behavioral intention (BI) whereas openness and extraversion have positive indirect effects. On the other hand, agreeableness and neuroticism have negative indirect effects on BI. It was seen that the developed model explains 70 percent of BI, 77 percent of attitude toward use, 42 percent of perceived usefulness, 64 percent of perceived ease of use, and 15 percent of computer self-efficacy (CSE). It was revealed that CSE mediates the indirect effects of different personality traits on these variables. Practical implications In this regard, highlighting the conveniences to be brought by using Tablet PCs and equipping teachers with competencies to use relevant technologies during teacher training and in-service training may be effective in developing BI to use Tablet PCs among teachers. Originality/value The present study is different from previous studies in that it examines more than one technology through more than one measurement, takes personality as the predictor of technology use tendencies, and focuses on causal relationships between technology use and personality.

Secondary Level Achievement: Non-Intellective Factors Implicated in the Process and Product of Performance

The study was developed in the context of Personality and Social Cognitive Theory with constructs that encapsulate non-intellective processes of academic achievement. The goal was to explore the role of the Five Factor Model (FFM) of personality in academic performance and to use this model as a reference point to test the incremental validity of two measures of Self-efficacy (Academic and Emotional) and an indicator of Absenteeism. Participants (N = 120) were comprised of 17-year-old male (n = 47) and female (n = 73) opportunistically sampled secondary level college students. A cross-sectional design was used to examine the relationship between the independent variables (FFM, Academic Self-efficacy, Emotional Self-efficacy, and Absenteeism) and the outcome variable, Grade Points Average (GPA). Correlation analysis found that four FFM factors and the two Self-efficacy measures were associated with GPA. In a hierarchical regression analysis, the FFM explained 22% variance on performance and the two Self-efficacy measures added 9% incremental variance followed by 3% for Absenteeism. Overall, the non-intellective constructs explain a substantial 34% variance on achievement and provide focal points for theoretical, empirical, and pedagogical evaluation. Moreover, they are suggestive of the pathways and processes that support learning, augment ability, and enhance achievement.

Türkiye’deki Öğretmen Adaylarının BİT Kullanımına Yönelik Davranışsal Niyetlerinin Belirlenmesinde Branşlarının Rolü

The purpose of this study is to determine the technology acceptance of a sample of final-year pre-service teachers of different disciplines in Turkey. Research sample is composed of 973 (583 females, 390 males) pre-service teachers. They complete a survey questionnaire measuring their responses to four constructs of Technology Acceptance Model (TAM). Structural equation modelling (SEM) was used as the main technique for data analysis. One of the main findings showed that the most important determinant of behavioural intention is perceived usefulness, this is followed by attitude towards computer use, and perceived ease of use. Another preliminary finding is that the participants somewhat agree with usefulness and easiness of ICTs and have positive attitude toward use of it in education In conclusion, the study has shown that the idea that perceived usefulness is a key variable in determining intention to use technology in education.