Adile Askim KURT1, Yavuz AKBULUT1, Hatice Ferhan ODABASI1, Onur DONMEZ2, Elif Bugra KUZU1, Beril CEYLAN2 and Ozden SAHIN IZMIRLI3
1Anadolu University Faculty of Education, Turkey,
2Res.Assist., Anadolu University Graduate School of Educational Sciences, Turkey,
3Res.Assist., Eskisehir Osmangazi University, Faculty of Education, Turkey.
Problem Statement: Information and Communication Technologies Action Competence (ICTAC) is defined as “individual’s motivation and capacity of using information and communication technologies (ICTs) in course of critically selecting and conducting possible democratic actions that may solve societal problems related or not related to ICTs.” In contrast to other fields of action competence, ICTAC is a term that deals with not only solving society-wide problems in ICT field but also all problems having potential of being affected by ICT-society relation. Faculties from department of Computer Education and Instructional Technology (CEIT) have significant roles in the process of helping individuals acquire ICTAC.
Purpose of Study: The aim of this research is to determine ICTAC levels of faculties from CEIT departments and whether faculties’ ICTAC differed with regard to their gender, seniority, academic title, and bechelor’s degree.
Method: The study was conducted with the use of singular and relational survey methods, and the study group included 83 faculties studying at CEIT departments of 32 different universities in Turkey. Data collected through the ICTAC Scale developed by researchers. This is a single factor scale with 0.98 reliability coefficient.
Keywords: Information and Communication Technologies Action Competence, faculty, Computer Education & Instructional Technology (CEIT) departments