october 2012 - TOJET the Turkish online journal of educational ...

TOJET: The Turkish Online Journal of Educational Technology – October 2012, volume 11 Issue 4
data projector in University 4.03 (0.89) 4.11 (0.97) -0.578 278 0.56
slide projector in University 4.09 (0.90) 4.04 (0.88) 0.454 279 0.65
overhead projctor in University 3.65 (1.13) 3.72 (1.15) -0.461 279 0.65
Table 3 summarize the t-test results, which run to compare freshmen who have internet access and who have not,
beliefs concerning whether technological tools can be used in their future classroom and their university courses.
According to results there was no significant difference in freshmen believe who have internet access at home
and who have not, concerning ICT usage in future classroom.
According to results there was a significant difference between participants have internet access and participants
do not have internet access believe concerning usage of laptop computer usage in university classroom.
Participants who have internet access at home have more positive believe concerning laptop computer usage in
university classroom (M=4.07, SD=0.95) than participants who do not have internet access at home (M=3.78,
SD=1.08); t(278)=2.248,p=0.03. Concerning usage of other nine tools in their university classroom there was no
difference between participants who have Internet access at home and participants who do not have internet
access at home.
Table 4 T-test results related computer usage in high school settings differences in freshmen’s belief’s
concerning ICT usage in K-12 and university settings
Yes No t df Sig. (2-tailed)
desktop computer in my classroom 4.33 (0.86) 3.94 (0.82) 3.693 278 0.00
laptop computer in my classroom 4.29 (0.87) 3.91 (0.84) 3.542 277 0.00
tablet (computer) in my classroom 3.68 (1.08) 3.49 (1.00) 1.461 274 0.15
cellular phone in my classroom 2.76 (1.31) 2.86 (1.32) -0.634 272 0.53
mobile device in my classroom 3.33 (1.15) 3.35 (1.22) -0.188 272 0.85
smart board in my classroom 4.27 (0.96) 4.14 (0.94) 1.102 273 0.27
camera in my classroom 3.48 (1.23) 3.54 (1.12) -0.415 277 0.68
data projector in my classroom 4.45 (0.81) 4.24 (0.90) 2.041 278 0.04
slide projector in my classroom 4.38 (0.83) 4.25 (0.78) 1.242 279 0.22
overhead projector in my classroom 3.98 (1.09) 3.90 (0.96) 0.636 277 0.52
desktop computer in University 4.11 (0.98) 4.05 (0.85) 0.552 277 0.58
laptop computer in University 4.04 (1.01) 3.89 (0.96) 1.25 276 0.21
tablet (computer) in University 3.41 (1.19) 3.47 (1.04) -0.436 274 0.66
cellular phone in University 3.91 (1.13) 3.90 (1.15) 0.1 273 0.92
mobile device in University 3.81 (1.02) 3.7 (1.00) 0.882 275 0.38
smart board in University 3.70 (1.22) 3.81 (0.92) -0.797 276 0.43
camera in University 3.49 (1.18) 3.68 (0.97) -1.346 277 0.18
data projector in University 4.10 (0.92) 3.98 (0.90) 1.061 276 0.29
slide projector in University 4.15 (0.89) 3.96 (0.90) 1.736 277 0.08
overhead projctor in University 3.65 (1.19) 3.71 (1.03) -0.473 277 0.64
Table 4 summarizes the t-test results. T-test was run to identify differences between freshmen beliefs that used
computer in high school settings and freshmen beliefs that did not use computer in high school settings.
Freshmen who used computer in high school settings have more positive beliefs (M=4.33, SD=0.86) concerning
desktop computer usage in their future classroom than freshmen who did not use computer in high school
settings (M=3.94, SD=0.82); t(278)=3.692,p=0.00. Freshmen who used computer in high school settings have
more positive beliefs (M=4.29, SD=0.87) concerning laptop computer usage in their future classroom than
freshmen who did not use computer in high school settings (M=3.91, SD=0.84) ; t(277)=3.542,p=0.00. Freshmen
who used computer in high school settings have more positive beliefs (M=4.45, SD=0.81) concerning data
projector usage in their future classroom than freshmen who did not use computer in high school settings
(M=4.24, SD=0.90) ; t(278)=2.041,p=0.04. Concerning other seven tools usage in their future classroom freshmen
believe did not show differences by computer usage status in their high school settings. Other t-test results
concerning ICT tools usage in their university class can be seen in table 4. Freshmen believe concerning ICT
usage in university class did not change by computer usage status in their high school settings.
4. RESULTS AND DISCUSSION
In this research; freshmen believe concerning ICT usage in K-12 and university settings was tried to reveal.
According to findings; most of the participants came from urban area, most of the participants have monthly
income less than $200, while almost half of the participants have their own laptop, more than the half of the
Copyright © The Turkish Online Journal of Educational Technology
430