Transition Framework for Teachers’ Use of the Interactive Whiteboard: A Scale Development Study
Transition Framework for Teachers’ Use of the Interactive Whiteboard: A Scale Development Study
Sule Betul Tosuntas, Zuhal Cubukcu Department of Educational Sciences, Faculty of Education, Eskisehir Osmangazi University,
Eskisehir, Turkey
Technology is the foundation of many educational reforms in the world. These reforms require the use of technologies such as interactive whiteboard and tablets in the classroom. For this reason, teachers' acceptance and use of these technologies are subject to many researches. The purpose of this study is to develop a valid and reliable scale for explain the factors affect that teachers' interactive whiteboard transition. In this context, the study group consisted of 305 teachers working in basic education and secondary education. The Transition Framework developed by Beauchamp (2004) was used as the theoretical model during the scale development process. Theoretical model consists of four dimensions; (i) operating system use and file management (ii) mechanical skills, (iii) program variables and (iv) classroom management and pedagogy. Theoretical model was considered while creating the scale items. Opinions from three field experts were obtained for the item pool which was created for the scale. After the opinions, necessary revisions and corrections were applied. After the revision, the prepared scale items were read by two Turkish Philology teacher and the corrections were made based upon their opinions about comprehensibleness and clarity of the sentences. At the end of the implementation, the analyses were carried out for the item discrimination, validity and reliability. For item discrimination, the analysis of Pearson product moment correlation was used to determine the correlation coefficients for item-total, item-residual and other correlation analyses; independent samples t-test was used for the comparison of the upper 27% and lower 27% groups’ item mean scores. Exploratory factor analysis was used to determine the construct validity of the scale which is developed. As a result of the exploratory factor analysis, the scale consists of 29 items and 4 dimensions. At the end of the study, a valid and reliable scale was developed. The analysis and results will be presented in detail.
Keywords: Interactive whiteboard, technology, transition framework.
A Scale Development Study for Evaluating Teacher Performance
Sule Betul Tosuntas, Zuhal Cubukcu Department of Educational Sciences, Faculty of Education, Eskisehir Osmangazi University,
Eskisehir, Turkey
"Performance is the evaluation of all the efforts displayed to achieve organizational objectives. Performance evaluation is defined the evaluation of the employees by the manager by measuring and comparing their performance with predetermined standards. The achievement level of the school and the performance of the organization are seen to be related with the performance of the teachers in the way of organizational objectives. The Ministry of Education(MoE) has determined common and specific competencies of the teaching profession in 2008 and these competencies consist of performance indicators. In the United States, Interstate New Teacher Assessment and Support Consortium (InTASC) determine the most comprehensive standards and competencies. The purpose of this study is to develop a valid and reliable scale for teacher performance evaluation. The study group consisted of 749 teachers working in basic education and secondary education.
Performance indicators of MoE and InTASC were considered while creating the scale items. Opinions from three field experts were obtained for the item pool which was created for the scale. After the opinions, necessary revisions and corrections were applied. After the revision, the prepared scale items were read by two Turkish Philology teacher and the corrections were made based upon their opinions about comprehensibleness and clarity of the sentences. The end of the pilot implementation; the analyses were carried out for the item discrimination, validity and reliability. For item discrimination, the analysis of Pearson product moment correlation was used to determine the correlation coefficients for item-total, item-residual and other correlation analyses; independent samples t-test was used for the comparison of the upper 27% and lower 27% groups’ item mean scores. Confirmatory factor analysis was used to determine the construct validity of the scale which is developed within the scope of the research with maximum likelihood method. The chi-square value and statistical significance levels were determined from the use of the goodness of fit indices related to the confirmatory factor analysis. At the end of the study, a valid and reliable scale was developed. The analysis and results will be presented in detail."