Araştırma Makalesi
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Yıl 2019, Cilt: 9 Sayı: 2, 40 - 66, 09.10.2019

Öz

Kaynakça

  • Agarwal, R. & Prasad, J. (1999). Are individual differences germane to the acceptance of new information technologies? Decision Sciences, 30(2), 361-391.
  • Ahmad, U.N.U., Amin, S.M. & Ismail, W.K.W. (2009). The impact of technostress on organisational commitment among Malaysian academic librarians. Singapore Journal of Library and Information Management, 38, 103- 123.
  • Akman, I. & Mishra, A. (2015). Sector diversity in Green information technology practices: Technology Acceptance Model perspective. Computers in Human Behavior, 49, 477–486.
  • Alkaya, A. & Şahin, F. (2018). Bilgi paylaşımının Teknoloji Kabul Modeli üzerinden incelenmesi; Bir sosyal ağ uygulaması. Uşak Üniversitesi Sosyal Bilimler Dergisi, 11(Özel sayı), 11-21.
  • Arnetz,B. B. & Berg, M. (1999). Melatonin and adrenocorticotropic hormone levels in video display unit workers during work and leisure. Journal of Occupational Environmental Medicine, 38, 1108–1110.
  • Arnetz, B.B. & Wiholm, C. (1997). Technological stress: psychophysiological symptoms in modern offices. Journal of Psychosomatic Research, 43(1), 35–42.
  • Avcu Yücel, Ü. & Gülbahar, Y. (2013). Technology Acceptance Model: A Review of the prior predictors. Ankara University Journal of Faculty of Educational Sciences, 46(1), 89-109.
  • Avcu, D.Ü. & Gökdaş, İ. (2012). İlköğretim ikinci kademe öğretmenlerinin bilgi ve iletişim teknolojilerine ilişkin kabul ve kullanım niyetleri. Adnan Menderes Üniversitesi Eğitim Fakültesi Dergisi, 3(1), 42-59.
  • Ayyagari, R., Grover, V. & Purvis, R. (2011). Technostress: technological antecedents and implications. MIS Quarterly, 35(4), 831–858.
  • Bağlıbel, M., Samancıoğlu, M. & Summak, S. (2010). Okul yöneticileri tarafından e-okul uygulamasının Genişletilmiş Teknoloji Kabul Modeline göre değerlendirilmesi. Mustafa Kemal University Journal of Social Sciences Institute, 7(13), 331 – 348.
  • Baran, B., & Ata, F. (2013). Üniversite öğrencilerinin Web 2.0 teknolojileri kullanma durumları, beceri düzeyleri ve eğitsel olarak faydalanma durumları. Eğitim ve Bilim, 38(169), 192-208.
  • Bitchteler, J. (1987). Technostress in libraries: Causes, effects and solutions. The Electronic Library, 5(5), 282-287.
  • Bolat, Y.İ., Aydemir, M. & Karaman, S. (2017). Uzaktan eğitim öğrencilerinin öğretimsel etkinliklerde mobil internet kullanımlarının teknoloji kabul modeline göre incelenmesi. GEFAD/GUJGEF, 37(1), 63-91
  • Brillhart, P.E. (2004). Technostress in the workplace: Managing stress in the electronic workplace. Journal of American Academy of Business, 5(1/2), 302–307.
  • Brod, C. (1984). Technostress: The human cost of the computer revolution. Reading, MA: Addison-Wesley.
  • Burke, M.A.S. (2005). Technological stressors of Louisiana baccalaureate nurse educators. Doctoral dissertation. Louisiana State University.
  • Bülbül, T. & Çuhadar, C. (2012) Okul yöneticilerinin teknoloji liderliği öz-yeterlik algıları ile bilgi ve iletişim teknolojilerine yönelik kabulleri arasındaki ilişkinin incelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 23, 474 - 499.
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Öğretim Elemanlarının Bilgi ve İletişim Teknolojilerine Yönelik Kabulleri ve Teknostres Algıları Arasındaki İlişkinin İncelenmesi

Yıl 2019, Cilt: 9 Sayı: 2, 40 - 66, 09.10.2019

Öz

Çalışmanın amacı, öğretim elemanlarının bilgi ve iletişim teknolojilerine yönelik
kabulleri ve teknostres algılarının çeşitli değişkenlere göre incelenmesidir.
Çalışmada verilerin toplanması amacıyla “Teknoloji Kabul Ölçeği” ve “Teknostres
Ölçeği” kullanılmıştır. Çalışma bir devlet üniversitesinde görev yapmakta olan
ve farklı akademik programlarda görev yapan toplam 180 öğretim elemanı ile
gerçekleştirilmiştir. Verilerin çözümlenmesinde betimsel istatistikler, bağımsız
örneklem t-testi, tek-yönlü ANOVA testi ve değişkenler arasındaki ilişkinin
incelenmesi amacıyla ise Pearson korelasyon analizi kullanılmıştır. Araştırmada
öğretim elemanlarının bilgi ve iletişim teknolojilerine yönelik kabullerinin
yükseğe yakın olduğu görülürken, teknostres algılarının ise orta düzeyde olduğu
belirlenmiştir. Bununla birlikte öğretim elemanlarının bilgi ve iletişim
teknolojilerine yönelik kabulü ve teknostres algıları ile cinsiyet, yaş,
uzmanlık alanı ve günlük ortalama internet kullanım süresi değişkenleri
arasında anlamlı farklılık bulunmuştur. Çalışmada ayrıca, elde edilen bulgular öğretim
elemanlarının bilgi ve iletişim teknolojilerine yönelik kabulleri ve teknostres
algıları arasında negatif yönde ve orta düzeyde bir ilişki olduğunu ortaya
koymuştur.

Kaynakça

  • Agarwal, R. & Prasad, J. (1999). Are individual differences germane to the acceptance of new information technologies? Decision Sciences, 30(2), 361-391.
  • Ahmad, U.N.U., Amin, S.M. & Ismail, W.K.W. (2009). The impact of technostress on organisational commitment among Malaysian academic librarians. Singapore Journal of Library and Information Management, 38, 103- 123.
  • Akman, I. & Mishra, A. (2015). Sector diversity in Green information technology practices: Technology Acceptance Model perspective. Computers in Human Behavior, 49, 477–486.
  • Alkaya, A. & Şahin, F. (2018). Bilgi paylaşımının Teknoloji Kabul Modeli üzerinden incelenmesi; Bir sosyal ağ uygulaması. Uşak Üniversitesi Sosyal Bilimler Dergisi, 11(Özel sayı), 11-21.
  • Arnetz,B. B. & Berg, M. (1999). Melatonin and adrenocorticotropic hormone levels in video display unit workers during work and leisure. Journal of Occupational Environmental Medicine, 38, 1108–1110.
  • Arnetz, B.B. & Wiholm, C. (1997). Technological stress: psychophysiological symptoms in modern offices. Journal of Psychosomatic Research, 43(1), 35–42.
  • Avcu Yücel, Ü. & Gülbahar, Y. (2013). Technology Acceptance Model: A Review of the prior predictors. Ankara University Journal of Faculty of Educational Sciences, 46(1), 89-109.
  • Avcu, D.Ü. & Gökdaş, İ. (2012). İlköğretim ikinci kademe öğretmenlerinin bilgi ve iletişim teknolojilerine ilişkin kabul ve kullanım niyetleri. Adnan Menderes Üniversitesi Eğitim Fakültesi Dergisi, 3(1), 42-59.
  • Ayyagari, R., Grover, V. & Purvis, R. (2011). Technostress: technological antecedents and implications. MIS Quarterly, 35(4), 831–858.
  • Bağlıbel, M., Samancıoğlu, M. & Summak, S. (2010). Okul yöneticileri tarafından e-okul uygulamasının Genişletilmiş Teknoloji Kabul Modeline göre değerlendirilmesi. Mustafa Kemal University Journal of Social Sciences Institute, 7(13), 331 – 348.
  • Baran, B., & Ata, F. (2013). Üniversite öğrencilerinin Web 2.0 teknolojileri kullanma durumları, beceri düzeyleri ve eğitsel olarak faydalanma durumları. Eğitim ve Bilim, 38(169), 192-208.
  • Bitchteler, J. (1987). Technostress in libraries: Causes, effects and solutions. The Electronic Library, 5(5), 282-287.
  • Bolat, Y.İ., Aydemir, M. & Karaman, S. (2017). Uzaktan eğitim öğrencilerinin öğretimsel etkinliklerde mobil internet kullanımlarının teknoloji kabul modeline göre incelenmesi. GEFAD/GUJGEF, 37(1), 63-91
  • Brillhart, P.E. (2004). Technostress in the workplace: Managing stress in the electronic workplace. Journal of American Academy of Business, 5(1/2), 302–307.
  • Brod, C. (1984). Technostress: The human cost of the computer revolution. Reading, MA: Addison-Wesley.
  • Burke, M.A.S. (2005). Technological stressors of Louisiana baccalaureate nurse educators. Doctoral dissertation. Louisiana State University.
  • Bülbül, T. & Çuhadar, C. (2012) Okul yöneticilerinin teknoloji liderliği öz-yeterlik algıları ile bilgi ve iletişim teknolojilerine yönelik kabulleri arasındaki ilişkinin incelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 23, 474 - 499.
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  • Iqbal, S. & Bhatti, Z.A. (2015). An investigation of university student readiness towards M-learning using Technology Acceptance Model. International Review of Research in Open and Distributed Learning, 16(4).
  • Jena, R.K. (2015). Technostress in ICT enabled collaborative learning environment: An empirical study among Indian academician. Computers in Human Behavior, 51, 1116-1123.
  • Joo, Y.J., Lim, K.Y. & Kim, N.H. (2016). The effects of secondary teachers’ technostress on the intention to use technology in South Korea. Computers & Education, 95, 114-122.
  • Kalyoncuoğlu, S. (2018). Tüketicilerin online alışverişlerindeki sanal kart kullanımlarının Teknoloji Kabul Modeli ile incelenmesi. Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi, 20(2), 193-213.
  • Karasar, N. (2008). Bilimsel araştırma yöntemi: kavramlar, ilkeler, teknikler (Onsekizinci baskı). Ankara: Nobel Yayın Dağıtım.
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  • Krishnan, S. (2017). Personality and espoused cultural differences in technostress creators. Computers in Human Behavior, 66, 154-167.
  • Legris, P., Ingham, J. & Collerette, P. (2003). Why do people use information technology? A critical review of The Technology Acceptance Model. Information and Management, 40(3), 191-204.
  • Longman, S.M.D. (2013). A comparison of the perceptions of technostress experienced by teachers versus technology used by teachers in elementary education in a southeastern school district. Doctoral dissertation. Southeastern Louisiana University.
  • Lu, Y., Papagiannidis, S. & Alamanos, E. (2019). Exploring the emotional antecedents and outcomes of technology acceptance. Computers in Human Behavior, 90, 153–169.
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  • Mahalakshmi, K. & Sornam, S.A. (2011). Ergonomics and techno stress among library professionals of engineering colleges of Anna University. Singapore Journal of Library & Information Management, 40, 89-102.
  • Maican, C.I., Cazan, A.M., Lixandroiu, R.C. & Dovleac, L. (2019). A study on academic staff personality and technology acceptance: The case of communication and collaboration applications. Computers & Education, 128, 113–131.
  • Marchiori, D.M., Mainardes, E.W. & Rodrigues, R.G. (2018). Do ındividual characteristics influence the types of Technostress reported by workers? International Journal of Human–Computer Interaction, 35(3), 218-230. DOI: 10.1080/10447318.2018.1449713
  • Mikkelsen, A., Ogaard, T., Lindoe, P.H. & Olsen, O.E. (2002). Job characteristics and computer anxiety in the production industry. Computers in Human Behavior, 18(3), 223–239. doi:10.1016/S0747- 5632(01)00051-6
  • Morris, M.G. & Venkatesh, V. (2000). Age differences in technology adoption decisions: Implications for a changing work force. Personel Psychology, 53(2), 375–403.
  • Orhan Göksun, D. (2016). Teknostresin eğitim alanına yönelik örtük moderatörleri. IV. International Instructional Technologies & Teacher Education Symposium, Fırat University, Elazığ/Turkey, 6-8 October, 189-194.
  • Özer, G., Günlük, M. & Özcan, M. (2019). Muhasebe akademisyenlerinin muhasebe eğitiminde uzaktan eğitim uygulamaları kullanımına yönelik algılarının Teknoloji Kabul Modeli çerçevesinde incelenmesi. Muhasebe ve Vergi Uygulamaları Dergisi, 12(1), 65-90.
  • Park, S.Y. (2009). An analysis of the Technology Acceptance Model in understanding university students’ behavioral intention to use e-Learning. Educational Technology & Society, 12(3), 150–162.
  • Persico, D., Manca, S. & Pozzi, F. (2014). Adapting the Technology Acceptance Model to evaluate the innovative otential of e-learning systems. Computers in Human Behavior, 30, 614–622.
  • Porter, E.C. & Donthu, N. (2006). Using the Technology Acceptance model to explain how attitudes determine internet usage: The role of perceived access barriers and demographics. Science Direct, Journal of Business Research, 59, 999–1007.
  • Ragu-Nathan, T.S., Tarafdar, M., Ragu-Nathan, B.S. & Tu, Q. (2008). The consequences of technostress for end users in organizations: Conceptual development and empirical validation. Information Systems Research, 19(4), 417–433.
  • Salanova, M., Llorens, S. & Cifre, E. (2013) The dark side of technologies: Technostress among users of information and communication technologies. International Journal of Psychology, 48(3), 422-436, DOI: 10.1080/00207594.2012.680460.
  • Salo, M., Pirkkalainen, H. & Koskelainen, T. (2018). Technostress and social networking services: Explaining users’ concentration, sleep, identity, and social relation problems. Information Systems Journal, 1-28.
  • Sanchez-Franco, M.J. (2006) Exploring the influence of gender on the web usage via partial least square. Behaviour & Information Technology, 25(1), 19-36.
  • Sanderlin, T.K. (2004). Managing Technostress in the organizational environment: Symptoms and solutions. Annals of the American Psychotherapy Association, 7, 26-32.
  • Scherer, R., Siddiq, F. & Tondeur, J. (2019). The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers’ adoption of digital technology in education. Computers & Education, 128, 13–35.
  • Schoonenboom, J. (2014). Using an adapted, task-level technology acceptance model to explain why instructors in higher education intend to use some learning management system tools more than others. Computers & Education, 71, 247–256.
  • Shen, C.X., Liu, R.D. & Wang, D. (2013). Why are children attracted to the Internet? The role of need satisfaction perceived online and perceived in daily real life. Computers in Human Behavior, 29(1), 185–192.
  • Shu, Q., Tu, Q., & Wang, K. (2011). The impact of computer self-efficacy and technology dependence on computer-related technostress: A social cognitive theory perspective. International Journal of Human–Computer Interaction, 27(10), 923–939.
  • Srivastava, S.C., Chandra, S. & Shirish, A. (2015). Technostress creators and job outcomes: theorising the moderating influence of personality traits. Information Systems Journal, 25(4), 355–401.
  • Syvanen, A., Makiniemi, J. P., Syrja, S., Heikkila-Tammi, K. &Viteli, J. (2016). When does the educational use of ICT become a source of technostress for Finnish teachers? In Seminar. Net: Media, Technology & Life-Long Learning, 12(2), 95-109.
  • Tams, S., Thatcher, J.B. & Grover, V. (2018). Concentration, competence, confidence, and capture: An experimental study of age, interruption-based technostress, and task performance. Journal of the Association for Information Systems, 19(9), 857-908.
  • Tarafdar, M., Pullins, E.B. & Ragu-Nathan, T.S. (2015). Technostress: negative effect on performance and possible mitigations. Information Systems Journal, 35, 103–132.
  • Tarafdar, M., Tu, Q. & Ragu-Nathan, T. S. (2010). Impact of Technostress on end-user satisfaction and performance. Journal of Management Information Systems, 27(3), 303-334, DOI: 10.2753/MIS0742-1222270311.
  • Tarafdar, M., Tu, Q., Ragu-Nathan, B.S. & Ragu-Nathan, T.S. (2007). The impact of technostress on role stress and productivity. Journal of Management Information Systems, 24(1), 301-328, DOI: 10.2753/MIS0742-1222240109
  • Tarafdar, M., Tu, Q., Ragu-Nathan, T.S. & Ragu-Nathan, B.S. (2011). Crossing to the Dark Side: Examining creators, outcomes, and ınhibitors of technostress. Communications of the ACM, 54(9), 113-120.
  • Tarhini, A., Scott, M., Sharma, S. & Abbasi, M. (2015). Differences in intention to use educational RSS feeds between Lebanese and British students: A multi-group analysis based on the Technology Acceptance Model. The Electronic Journal of e-Learning, 13(1), 14-29.
  • Teo, T. (2011). Technology Acceptance in Education. Published by: Sense Publishers, P.O. Box 21858, 3001 AW Rotterdam, Netherlands.
  • Tu, Q., Wang, K. L. & Shu, Q. (2005). Computer-related technostress in China. Communications of the ACM, 48(4), 77–81.
  • Tubaishat, A. (2018). Perceived usefulness and perceived ease of use of electronic health records among nurses: Application of Technology Acceptance Model. Informatics for Health and Social Care, 43(4), 379-389, DOI: 10.1080/17538157.2017.1363761.
  • Tunç, H., Bozkurt, Ö. & Gürbüz, H. (2018). Banka çalışanlarının bilgi teknolojileri kullanımının Teknoloji Kabul Modeli (TKM) ile incelenmesi. Bankacılık ve Sermaye Piyasası Araştırmaları, 2(6), 28-42.
  • Türen, U., Erdem, H. & Kalkın, G. (2015). İşyerinde Tekno-Stres Ölçeği: Havacılık ve bankacılık sektöründe bir araştırma. Çalışma İlişkileri Dergisi, 6(1), 1-19.
  • Uğur, N.G. & Turan, A.H. (2016). Mobil Uygulama Kabul Modeli: Bir ölçek geliştirme çalışması. Hacettepe Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 34(4), 97-126.
  • Ursavaş, Ö.F., Şahin, S. & McIlroy, D. (2014). Technology acceptance measure for teachers: T-TAM. Eğitimde Kuram ve Uygulama, 10(4), 885-917.
  • Usluel, Y.K. & Mazman, S.G. (2010). Eğitimde yeniliklerin yayılımı, kabulü ve benimsenmesi sürecinde yer alan öğeler: Bir içerik analizi çalışması. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, 3(39), 60-74.
  • Usta, E., Bozdoğan, A.E. & Yıldırım, K. (2007). Sınıf öğretmeni adaylarının internet kullanımına ilişkin tutumlarının değerlendirilmesi. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 8(1), 209-222.
  • Venkatesh, V. (2000). Determinants of perceived ease of use: Integrating control, intrinsic motivation, and emotion into the technology acceptance model. Information Systems Research, 11(4), 342–365
  • Venkatesh, V. & Morris, M.G. (2000). Why don’t men ever stop to ask for directions? Gender, social influence, and their role in technology acceptance and usage behavior. MIS Quarterly, 24(1), 115–139.
  • Voakes, P.S., Beam, R.A. & Ogan, C. (2003). The impact of technological change on journalism education: A survey of faculty and administrators. Journalism and Mass Communication Educator, 57(4), 318-334.
  • Wallace, L.G. & Sheetz, S.D. (2014). The adoption of software measures: A technology acceptance model (TAM) perspective. Information & Management, 51, 249–259.
  • Wang, K., Shu, Q. & Tu, Q. (2008). Technostress under different organizational environments: An empirical investigation. Computers in Human Behavior, 24(6), 3002-3013.
  • Yılmaz, Ö. (2018). Tüketicilerin online alışveriş niyetlerinin Teknoloji Kabul Modeli bağlamında incelenmesi. Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi, 20(3), 331-346.
  • Yuvaraj, M. & Singh, A.K. (2015). Effects and measures of technostress among librarians in selected University libraries of Delhi. Library Philosophy and Practice, 1, 1-11.
  • Zhu, C. (2015). Organisational culture and technology-enhanced innovation in higher education. Technology, Pedagogy and Education, 24(1), 65–79.
Toplam 99 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Eğitim Üzerine Çalışmalar
Bölüm Araştırma Makalesi
Yazarlar

Fatma Akgün

Yayımlanma Tarihi 9 Ekim 2019
Yayımlandığı Sayı Yıl 2019 Cilt: 9 Sayı: 2

Kaynak Göster

APA Akgün, F. (2019). Öğretim Elemanlarının Bilgi ve İletişim Teknolojilerine Yönelik Kabulleri ve Teknostres Algıları Arasındaki İlişkinin İncelenmesi. Eğitim Bilimleri Araştırmaları Dergisi, 9(2), 40-66.
AMA Akgün F. Öğretim Elemanlarının Bilgi ve İletişim Teknolojilerine Yönelik Kabulleri ve Teknostres Algıları Arasındaki İlişkinin İncelenmesi. EBAD - JESR. Ekim 2019;9(2):40-66.
Chicago Akgün, Fatma. “Öğretim Elemanlarının Bilgi Ve İletişim Teknolojilerine Yönelik Kabulleri Ve Teknostres Algıları Arasındaki İlişkinin İncelenmesi”. Eğitim Bilimleri Araştırmaları Dergisi 9, sy. 2 (Ekim 2019): 40-66.
EndNote Akgün F (01 Ekim 2019) Öğretim Elemanlarının Bilgi ve İletişim Teknolojilerine Yönelik Kabulleri ve Teknostres Algıları Arasındaki İlişkinin İncelenmesi. Eğitim Bilimleri Araştırmaları Dergisi 9 2 40–66.
IEEE F. Akgün, “Öğretim Elemanlarının Bilgi ve İletişim Teknolojilerine Yönelik Kabulleri ve Teknostres Algıları Arasındaki İlişkinin İncelenmesi”, EBAD - JESR, c. 9, sy. 2, ss. 40–66, 2019.
ISNAD Akgün, Fatma. “Öğretim Elemanlarının Bilgi Ve İletişim Teknolojilerine Yönelik Kabulleri Ve Teknostres Algıları Arasındaki İlişkinin İncelenmesi”. Eğitim Bilimleri Araştırmaları Dergisi 9/2 (Ekim 2019), 40-66.
JAMA Akgün F. Öğretim Elemanlarının Bilgi ve İletişim Teknolojilerine Yönelik Kabulleri ve Teknostres Algıları Arasındaki İlişkinin İncelenmesi. EBAD - JESR. 2019;9:40–66.
MLA Akgün, Fatma. “Öğretim Elemanlarının Bilgi Ve İletişim Teknolojilerine Yönelik Kabulleri Ve Teknostres Algıları Arasındaki İlişkinin İncelenmesi”. Eğitim Bilimleri Araştırmaları Dergisi, c. 9, sy. 2, 2019, ss. 40-66.
Vancouver Akgün F. Öğretim Elemanlarının Bilgi ve İletişim Teknolojilerine Yönelik Kabulleri ve Teknostres Algıları Arasındaki İlişkinin İncelenmesi. EBAD - JESR. 2019;9(2):40-66.