Competence of Primary School Teachers in the Use of Internet Resources

Autor/inn/en	Kurebay, Balzhan; Seitenova, Salima; Khassanova, Inkar; Kazetova, Aliya; Bayukanskaya, Svetlana; Mailybaeva, Gulmira
Titel	Competence of Primary School Teachers in the Use of Internet Resources
Quelle	In: International Journal of Education in Mathematics, Science and Technology, 11 (2023) 4, S.964-980 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kurebay, Balzhan) ORCID (Seitenova, Salima) ORCID (Khassanova, Inkar) ORCID (Kazetova, Aliya) ORCID (Bayukanskaya, Svetlana) ORCID (Mailybaeva, Gulmira)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Elementary School Teachers; Teacher Competencies; Internet; Educational Technology; Teacher Effectiveness; Access to Information; Information Dissemination; Faculty Development; Technology Uses in Education; Age Differences; Gender Differences; Foreign Countries; Self Efficacy; Kazakhstan; Teacher Efficacy Scale + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrkunst; Unterrichtsmedien; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Informationsverbreitung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Ausland; Self-efficacy; Selbstwirksamkeit; Kasachstan
Abstract	The aim of the study is to examine the relationships between primary school teachers' competencies and their use of internet resources. In this context, primary school teachers' purposes of using internet resources, the internet resources and platforms they use, participants' teaching efficacy and educational internet use self-efficacy were examined with a relational approach. In the study, 218 primary school teachers working in Almaty province were included in the study by disproportionate cluster sampling method. Internet use questionnaire, teacher efficacy scale and educational internet use self-efficacy scales were used to collect the data. According to the findings of the study, it was seen that a large proportion of primary school teachers use the Internet for 'accessing information, sharing academic information (homework, projects, etc.) and contributing to their personal and professional development. Kazakh teachers used resources such as "academic, research and educational sites", "web browsers (Google, Yandex, etc.)", "dictionary sites", "social networking sites (Facebook, MySpace, Friendfeed, Google plus, etc.)", "wikis" and "video and photo sharing sites" at high rates. In another finding of the study, it was found that primary school teachers' perceptions of teaching efficacy were at a high level, whereas their perceptions of Internet use self-efficacy were at a medium level. Participants' internet use self-efficacy perceptions show significant differences according to gender and age variables. Finally, significant relationships were found between teacher efficacy and internet use self-efficacy. (As Provided).
Anmerkungen	International Journal of Education in Mathematics, Science and Technology. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya, 42090, Turkey. e-mail: ijermst@gmail.com; Web site: https://www.ijemst.net/index.php/ijemst/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01