Abstract
ÖĞRETMENLERİN BİLİŞİM TEKNOLOJİLERİNİ ETİK KULLANIM DÜZEYLERİNİN İNCELENMESİ
This research was carried out with the aim of examining the ethical use of information technologies by teachers depending on some demographic variables. The universe of the research consists of teachers working in public schools in the Odunpazarı district of Eskişehir province in the 2021-2022 academic year, the easily accessible sampling method was used in the research and the data collection process was carried out by reaching 233 teachers. The Ethical Use of Information Technologies in Education Scale, which consists of 25 items and 5 sub-dimensions, developed by Baysan and Çetin (2019) as a research data collection tool, was used after obtaining necessary permissions. The Cronbach reliability coefficient of the scale is 0.85. When the data collected from the participants were examined, it was seen that the distribution met the assumption of normality for the overall scale, but the data were not normally distributed in the accessibility sub-dimension. In order to analyze the differences between the groups, independent sample t-test was used for the variables consisting of two groups, and analysis of variance (ANOVA) was used for the variables consisting of three or more groups. In addition, the accessibility sub-dimension that did not meet the normality assumption and the variables where the variances were not homogeneously distributed were analyzed with the Kruskall Wallis test. According to the results of the analysis, it was found that the teachers participating in the research used information technologies at a "very ethical" level. It was found that the levels of ethical use of information technologies did not differ significantly depending on the gender variable, but there was a significant difference in favor of female teachers in the sub-dimensions of confidentiality, trust, material and accessibility. It has been found that the ethical use levels of information technologies differ significantly depending on professional seniority and the type of school they work at. In addition, the differences depending on the variables of professional seniority and school type were examined with post hoc tests for all factors of the scale (confidentiality, trust and material, communication, unannounced follow-up and accessibility).
Keywords
information technologies, ethics, information ethics
