Lise düzeyindeki okulların dijital olgunluk seviyelerinin belirlenmesi: Sakarya ili liseleri üzerine bir araştırma
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Dosyalar
Tarih
2023
Yazarlar
Dergi Başlığı
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Cilt Başlığı
Yayıncı
Düzce Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu çalışmanın temel amacı, Sakarya ilindeki liselerin dijital olgunluk seviyelerinin ölçülmesi, dijital olgunluk seviyesine etki eden faktörlerin araştırılması, okulların dijital olgunluk seviyelerine göre yapılabilecek iyileştirmeler için geri bildirim sağlamak, eğitimde teknolojinin verimliliğinin artırılmasına yönelik tavsiyeler ve literatüre yönelik çeşitli öneriler sunmaktır. Araştırmanın evrenini Sakarya ilinde bulunan 135 lise oluşturmaktadır. Araştırmanın örneklemi olarak 104 lise, basit tesadüfi örnekleme uygun olarak rastgele seçilmiştir. MEB'in genelgesine göre izlenmesi gereken adımlar sırası ile takip edilerek Sakarya İl Milli Eğitim Müdürlüğünden gerekli izinler alındıktan sonra çalışmaya başlanmıştır. Araştırmaya katılan okullara Framework for Digital Maturity of Schools (FDMS) modeline göre, 5 temel alanda, toplamda 38 göstergenin yer aldığı bir çerçeve ile orijinal çalışmada kullanıldığı üzere 5'li Likert tipi ölçeğe göre oluşturulan toplamda 38 soru sorulmuştur. Örneklemdeki liselerin dağınık olması ve yöneticilerin yoğunluğu sebebiyle çevrimiçi anket tekniği ile veriler toplanmıştır. Anket yapılmadan önce bilgi sahibi olunması gereken terimler ve kavramsal çerçeve anketi, dolduracak yöneticiye iletilmiştir. 104 okuldan toplanan verilerin, SPSS 26.0 programı ile "Normallik Testi", "Cronbach's Alpha Analizi", "Kaiser-Meyer-Olkin(KMO) Testi", "Barlett Testi", "Açımlayıcı Faktör Analizi(AFA)", "Levene Testi", "ANOVA" ve "T Testi" yapılmıştır. Daha sonrasında ise "Microsoft Excel" programı ve "JavaScript" programlama dili kullanılarak, FDMS modelindeki formüle uygun şekilde okulların dijital olgunluk seviyeleri hesaplanmıştır. Araştırmanın sonucuna göre okulların dijital olgunluk düzeylerinin öğrenci ve personel sayılarına göre anlamlı bir fark oluşturmadığı tespit edilirken, okulların dijital olgunluk seviyelerinin okul tipi ve ilçe türüne göre anlamlı bir fark oluşturduğu tespit edilmiştir.
The main purpose of this study is to measure the digital maturity levels of high schools in Sakarya province, investigate the factors affecting digital maturity levels, provide feedback for possible improvements based on schools' digital maturity levels, offer recommendations for increasing the efficiency of technology in education, and provide various suggestions for the literature. The population of the study consists of 135 high schools in Sakarya province. A total of 104 high schools were selected as the sample using simple random sampling. Following the steps that need to be followed according to the circular of the Ministry of National Education (MEB), necessary permissions were obtained from the Sakarya Provincial Directorate of National Education before starting the study. The schools participating in the study were asked a total of 38 questions based on a framework consisting of 5 main areas and a total of 38 indicators, according to the 5-point Likert scale, as in the original study, based on the Framework for Digital Maturity of Schools (FDMS) model. Due to the scattered distribution of schools in the sample and the intensity of school administrators, data were collected using an online survey technique. Before the survey, the terms and conceptual framework that needed to be known were provided to the administrator who would fill out the survey. The data collected from 104 schools were analyzed using SPSS 26.0 program for "Normality Test," "Cronbach's Alpha Analysis," "Kaiser-Meyer-Olkin(KMO) Test," "Barlett Test," "Exploratory Factor Analysis(EFA)," "Levene Test," "ANOVA," and "T Test." Then, using Microsoft Excel and the programming language JavaScript, the digital maturity levels of schools were calculated according to the formula in the FDMS model. According to the results of the study, it was found that the digital maturity levels of schools did not create a significant difference based on the number of students and staff, while the digital maturity levels of schools created a significant difference based on the type of school and district.
The main purpose of this study is to measure the digital maturity levels of high schools in Sakarya province, investigate the factors affecting digital maturity levels, provide feedback for possible improvements based on schools' digital maturity levels, offer recommendations for increasing the efficiency of technology in education, and provide various suggestions for the literature. The population of the study consists of 135 high schools in Sakarya province. A total of 104 high schools were selected as the sample using simple random sampling. Following the steps that need to be followed according to the circular of the Ministry of National Education (MEB), necessary permissions were obtained from the Sakarya Provincial Directorate of National Education before starting the study. The schools participating in the study were asked a total of 38 questions based on a framework consisting of 5 main areas and a total of 38 indicators, according to the 5-point Likert scale, as in the original study, based on the Framework for Digital Maturity of Schools (FDMS) model. Due to the scattered distribution of schools in the sample and the intensity of school administrators, data were collected using an online survey technique. Before the survey, the terms and conceptual framework that needed to be known were provided to the administrator who would fill out the survey. The data collected from 104 schools were analyzed using SPSS 26.0 program for "Normality Test," "Cronbach's Alpha Analysis," "Kaiser-Meyer-Olkin(KMO) Test," "Barlett Test," "Exploratory Factor Analysis(EFA)," "Levene Test," "ANOVA," and "T Test." Then, using Microsoft Excel and the programming language JavaScript, the digital maturity levels of schools were calculated according to the formula in the FDMS model. According to the results of the study, it was found that the digital maturity levels of schools did not create a significant difference based on the number of students and staff, while the digital maturity levels of schools created a significant difference based on the type of school and district.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training, Yönetim Bilişim Sistemleri
