Self-Assessment of Technology Proficiency and Metaverse Awareness Levels of the 21st Century Professionalized Teachers

Ümmühan Avcı; Veysel Çulha

Article Details

Self-Assessment of Technology Proficiency and Metaverse Awareness Levels of the 21st Century Professionalized Teachers

Authors:

Ümmühan Avcı | Veysel Çulha

Publisher:

Necmettin Erbakan University

Main Topics:

Alan Eğitimleri (Diğer)

Journal:

Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi Vol.6 Issue 1, pp.25-45

Document Type:

Article

Publication Date:

6/2024

Document Language:

Turkish

Document ID (Org No.):

2001319595

pISSN:

2687-1831

Keywords:

Abstract:

 This study aimed to examine the metaverse awareness of teachers and the relationship between this awareness and their technology competence self-evaluations. This research, which was conducted in the survey model, was carried out with the participation of a total of 121 teachers, 54 female 44.6 and 67 male 55.4, working within the Ministry of National Education in 2022-2023. Descriptive statistics, t-test for independent samples, one-way ANOVA and correlation analysis were used to analyse the data. There is no significant difference in terms of teachers metaverse awareness by gender. It has been observed that teachers with more internet usage experience have higher metaverse awareness. The metaverse awareness of teachers with very good internet usage skills was also high. There was a positive but low correlation between the self-evaluation of technology proficiency and metaverse awareness of teachers who became professionals in the 21st century. It can be suggested to increase the awareness of teachers about the metaverse, which will enter our lives more and more in the field of education in the coming years.

 This study aimed to examine the metaverse awareness of teachers and the relationship between this awareness and their technology competence self-evaluations. This research, which was conducted in the survey model, was carried out with the participation of a total of 121 teachers, 54 female 44.6 and 67 male 55.4, working within the Ministry of National Education in 2022-2023. Descriptive statistics, t-test for independent samples, one-way ANOVA and correlation analysis were used to analyse the data. There is no significant difference in terms of teachers metaverse awareness by gender. It has been observed that teachers with more internet usage experience have higher metaverse awareness. The metaverse awareness of teachers with very good internet usage skills was also high. There was a positive but low correlation between the self-evaluation of technology proficiency and metaverse awareness of teachers who became professionals in the 21st century. It can be suggested to increase the awareness of teachers about the metaverse, which will enter our lives more and more in the field of education in the coming years.

 This study aimed to examine the metaverse awareness of teachers and the relationship between this awareness and their technology competence self-evaluations. This research, which was conducted in the survey model, was carried out with the participation of a total of 121 teachers, 54 female 44.6 and 67 male 55.4, working within the Ministry of National Education in 2022-2023. Descriptive statistics, t-test for independent samples, one-way ANOVA and correlation analysis were used to analyse the data. There is no significant difference in terms of teachers metaverse awareness by gender. It has been observed that teachers with more internet usage experience have higher metaverse awareness. The metaverse awareness of teachers with very good internet usage skills was also high. There was a positive but low correlation between the self-evaluation of technology proficiency and metaverse awareness of teachers who became professionals in the 21st century. It can be suggested to increase the awareness of teachers about the metaverse, which will enter our lives more and more in the field of education in the coming years.

 Bu çalışma öğretmenlerin metaverse farkındalıklarının ve bu farkındalıklarının teknoloji yeterliği öz-değerlendirmeleriyle ilişkilerinin incelenmesini amaçlamıştır. Tarama modelinde yapılan bu araştırma 2022-2023 yılında Millî Eğitim Bakanlığı bünyesinde görev yapan  44,6 n54 kadın ve 55,4 n67 erkek olmak üzere toplam 121 öğretmenin katılımı ile gerçekleştirilmiştir. Araştırmada verilerin analizinde betimsel istatistikler, bağımsız örneklemler için t-testi, tek yönlü ANOVA ve korelasyon analizi kullanılmıştır. Cinsiyete göre öğretmenlerin metaverse farkındalıkları açısından anlamlı fark bulunamamıştır. İnternet kullanım deneyimi daha fazla olan öğretmenlerin metaverse farkındalıklarının daha yüksek olduğu görülmüştür. İnternet kullanım becerisi çok iyi olan öğretmenlerin metaverse farkındalıkları da yüksek çıkmıştır. 21. yüzyılda profesyonelleşen öğretmenlerin teknoloji yeterliliği öz değerlendirmeleri ile metaverse farkındalıkları arasında pozitif yönde ancak düşük bir ilişki çıkmıştır. Gelecek yıllarda eğitim alanında da hayatımıza çok daha fazla girecek olan metaverse yönelik öğretmenlerin farkındalıklarının artırılması çalışmalarının yapılması önerilebilir.

Article Details

Self-Assessment of Technology Proficiency and Metaverse Awareness Levels of the 21st Century Professionalized Teachers

Authors:

Ümmühan Avcı | Veysel Çulha

Publisher:

Necmettin Erbakan University

Main Topics:

Alan Eğitimleri (Diğer)

Journal:

Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi Vol.6 Issue 1, pp.25-45

Document Type:

Article

Publication Date:

6/2024

Document Language:

Turkish

Document ID (Org No.):

2001319595

pISSN:

2687-1831

Technology Competence

Technology Self-Assessment

Metaverse

Metaverse AwarenessTeknoloji Yeterliliği

Metaverse

Metaverse Farkındalığı

Öğretmenler

Teknoloji Öz değerlendirme

Issues

Article Details

Authors: Ümmühan Avcı | Veysel Çulha

Publisher: Necmettin Erbakan University

Main Topics: Alan Eğitimleri (Diğer)

Journal: Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi Vol.6 Issue 1, pp.25-45

Document Type: Article

Publication Date: 6/2024

Document Language: Turkish

Document ID (Org No.): 2001319595

pISSN: 2687-1831

Issues

Authors:

Ümmühan Avcı | Veysel Çulha

Publisher:

Necmettin Erbakan University

Main Topics:

Alan Eğitimleri (Diğer)

Journal:

Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi Vol.6 Issue 1, pp.25-45

Document Type:

Article

Publication Date:

6/2024

Document Language:

Turkish

Document ID (Org No.):

2001319595

pISSN:

2687-1831