BibTex RIS Kaynak Göster

Development of a Scale to Explore Technology Literacy Skills of Turkish 8th Graders

Yıl 2013, Cilt: 4 Sayı: 4, 249 - 262, 01.12.2013

Zeynel A. Misirli Yavuz Akbulut

Öz

The use of emerging technologies shape learners’ knowledge creation and transformation processes. In this regard, this study aimed to develop a scale to investigate 8th graders’ competencies regarding the educational technology standards based on ISTE-NETS. After a review of relevant literature, an item pool was prepared. The pool was improved through expert opinions and pilot implementations. The items were administered to 620 Turkish students from six different cities for the exploratory factor analysis (EFA). A four-factor structure with a total of 21 items emerged and explained 51 percent of the total variance. Factors were named technical proficiency, creativity, digital citizenship and participation, and innovativeness. Each factor had acceptable internal consistency coefficients. For the confirmatory factor analysis (CFA), the scale was administered to 210 new participants from a different city in Turkey. A few modification indices led to acceptable fit values. Thus, the suggested factor structure was considered plausible. Implications of the study were provided, followed by the recommendations for further research.

Anahtar Kelimeler

Technology integration Technology literacy Educational technology standards NETS-S Scale development

Kaynakça

  • Akbaba-Altun, S. (2006). Complexity of integrating computer technologies into education in Turkey. Educational Technology & Society, 9(1), 176-187.
  • Akbulut, Y. (2008). Exploration of the attitudes of freshman foreign language students toward using computers at a Turkish state university. The Turkish Online Journal of Educational Technology (TOJET), 7(1), 18-31.
  • Akbulut, Y. (2009). Investigating underlying components of the ICT indicators measurement scale: the extended version. Journal of Educational Computing Research, 40(4), 405-427.
  • Akbulut, Y., Odabasi, H. F., & Kuzu, A. (2011). Perceptions of preservice teachers regarding the integration of information and communication technologies in Turkish education faculties. The Turkish Online Journal of Educational Technology (TOJET), 10(3), 175-184.
  • Angeli, C. & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge (TPCK), Computers & Education, 52, 154- 168.
  • Ary, D., Jacobs, L.C., & Razavieh, A. (2002). Introduction to research in education. Belmont, CA: Wadsworth/Thomson Learning.
  • Australia Council for Educational Research (ACER) (2007).National assessment program information and communication technology literacy 2005 years 6 & 10: An assessment domain for ICT literacy. Australia: MCEETYA.
  • BECTA (2003). Impact2 – The impact of information and communication technology on pupil learning and attainment. British Educational Communications and Technology Agency. Retrieved from http://www.becta.org.uk.
  • Bereiter, C. & Scardamalia, M. (2006). Education for the knowledge age. In P. A. Alexander and P. H. Winne (Eds.), Handbook of Educational Psychology (2nd ed.) (pp. 695-713). Mahwah, NJ: Lawrence Erlbaum.
  • Comrey, A. L. & Lee, H.L. (1992). A first course in factor analysis. Hillsdale, NJ: Erlbaum.
  • Educational Testing Service (ETS) (2006). ICT literacy assessment. Retrieved from http://www.ets.org/Media/Tests/Information_and_Communication_Technology_Literac y/0202heapaper.pdf
  • Eisenberg, M.B. & Johnson, D. (2002) Learning and teaching information technology: Computer skills in context. New York: ERIC Digest.
  • Ertmer, P.A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25-39.
  • Field, A. (2005). Discovering statistics using SPSS for windows (2nd ed.). London: Sage.
  • Fox, R. & Henri, J. (2005). Understanding teacher mindsets: IT and change in Hong Kong schools. Educational Technology & Society, 8(2), 161-169.
  • George D. & Mallery, P (2001). SPSS for Windows: Step by step (3 ed.). Boston, MA: Allyn & Bacon.
  • Gorsuch, R. L. (1997). Exploratory factor analysis: Its role in item analysis. Journal of Personality Assessment, 68(3), 532–560.
  • Greenhow, C., Robelia, B., & Hughes, J. E. (2009). Web 2.0 and classroom research: What path should we take now? Educational Researcher, 38(4), 246-259.
  • Goktas, Y., Yildirim, Z., & Yildirim, S. (2008). The keys for ICT integration in K-12 education: Teachers’ perceptions and usage. Hacettepe University Journal of Education, 34, 127- 139.
  • Gulbahar, Y. (2008). ICT usage in higher education: A case study on preservice teachers and instructors. The Turkish Online Journal of Educational Technology, 7(1), 32-37.
  • Gulbahar, Y. & Guven, I. (2008). A Survey on ICT usage and the perceptions of social studies teachers in Turkey. Educational Technology & Society, 11(3), 37-51.
  • Hair, J. F., Anderson, R. E., Tatham, R. L., & Black, W.C., (1998) Multivariate data analysis (5th ed.). New Jersey: Prentice Hall.
  • Hansen, J. W. (2003). To change perceptions of technology programs. Journal of Technology Studies, 29, 16-19.
  • Henson, R. K. & Roberts, J. K. (2006). Use of exploratory factor analysis in published research. Educational and Psychological Measurement, 66, 393-416.
  • Hooper, D., Coughlan, J., & Mullen, M. (2008). Structural equation modeling: Guidelines for determining model fit. The Electronic Journal of Business Research Methods. 6(1), 53-60.
  • Hoyle, R. H. (1995). Structural equation modeling. Thousand Oaks, CA: Sage.
  • Hu, L. T. & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1–55.
  • International Society for Technology in Education (ISTE). (2007). The ISTE National educational technology standards (NETSS) and performance indicators for students. Retrieved from http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS _for_Students_2007_Standards.pdf
  • Jackson, L. A., Von Eye, A., Biocca, F. A., Barbatsis, G., Zhao, Y., & Fitzgerald, H. E. (2006). Does home Internet use influence the academic performance of low income children? Developmental Psychology, 42, 429-435.
  • Jonassen, D., Howland, J., Marra, R., & Crismond, D. (2008). Meaningful learning with technology (3rd ed.). Upper Saddle River, NJ: Pearson.
  • Judson, E., (2009). Improving technology literacy: does it open doors to traditional content? Educational Technology Research and Development, 58, 271-284.
  • Karchmer, R.A., Mallette, M., Kara-Soteriou, J., & Leu, D.J. Jr. (Eds.) (2005). New literacies for new times: Innovative models of literacy education using the Internet. Newark, DE: International Reading Association.
  • Kass, R.A. & Tinsley, H. E.A. (1979). Factor analysis. Journal of Leisure Research, 11, 120-138.
  • Kline, P. (1994). An easy guide to factor analysis. London: Routledge.
  • Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed.). New York: The Guilford Press.
  • Knezek, G., Miyashita, K., & Sakamoto, T. (1993). Cross-cultural similarities in attitudes toward computers and the implications for teacher education. Technology, Pedagogy and Education, 2(2), 193–204
  • Kozma, R. (Ed.). (2003). Technology, innovation, and educational change: A global perspective Eugene. OR: International Society for Educational Technology.
  • Lee, M. & Gaffney, M. (Eds) (2008). Leading a digital school. Melbourne, Australia: ACER Press.
  • Leu, D. J., Kinzer, C. G., Coiro, J., & Cammack, D. (2004). Toward a theory of new literacies emerging from the Internet and other information and communication technologies. In R. R. Ruddell & N. J. Unrauh (Eds.),Theoretical models and processes of reading (5th edition) (pp. 1570–1613). Newark, DE: International Reading Association.
  • Ministry of National Education (MNE) (2012). Fatih Project. Retrieved from http://fatihprojesi.meb.gov.tr/tr/english.php
  • National Center for Educational Statistics (2000). Internet access in public schools and classrooms: 1994–99. Stats in brief. Washington, DC: Department of Education, Office of Educational Research and Improvement.
  • National School Boards Association. (2007). Creating & connecting: Research and guidelines on online social – and educational – networking. Retrieved from http://socialnetworking. procon.org/sourcefiles/CreateandConnect.pdf
  • Niederhauser, D.S., Lindstrom, D.L. & Strobel, J. (2007). Addressing the NETS*S in K-12 Classrooms: Implications for Teacher Education. Journal of Technology and Teacher Education, 15(4), 483-512.
  • Niederhauser, D. S. & Perkmen, S. (2010). Beyond self-efficacy: Measuring pre-service teachers’ instructional technology outcome expectations. Computers in Human Behavior, 26, 436-442.
  • Organisation for Economic Co-operation and Development (OECD) (2010). Household net- adjusted disposable income. Retrieved from http://www.oecdbetterlifeindex.org/ topics/income
  • Pallant, J. (2001). SPSS survival manual. Maidenhead, PA: Open University Press.
  • Prensky, M. (2006). Listen to the natives. Educational Leadership, 63(4), 8-13.
  • Pulkkinen, J. (2007). Cultural globalization and integration of ICT in education. In K. Kumpulainen (Ed.), Educational technology: Opportunities and challenges (pp. 13–23). Oulu, Finland: University of Oulu.
  • Raykov, T. & Marcoulides, G. A. (2006). A first course in structural equation modeling (2nd ed.). Mahwah, NJ: Lawrence Erlbaum.
  • Reeves, D. B. (2002). The leader’s guide to standards: A blueprint for educational equity and excellence. San Francisco, CA: Jossey- Bass.
  • Schumacker, R. E. & Lomax, R. G. (2004). A Beginner's guide to structural equation modeling. New Jersey: Lawrence Erlbaum.
  • Simsek, O.F. (2007). Yapısal eşitlik modellemesine giriş (Introduction to SEM). Ankara: Ekinoks.
  • Steiger, J. H. (2007). Understanding the limitations of global fit assessment in structural equation modeling. Personality and Individual Differences, 42, 893-898.
  • Tabachnick, B. G. & Fidell, L. S. (2005). Using multivariate statistics (4th ed.). Boston: Allyn and Bacon.
  • Tapscott, D. (1988). Growing up digital: The rise of the Net generation. New York: McGraw-Hill.
  • Taylor, L.M., Casto, D. J., & Walls, R. T., (2007). Learning with versus without technology in elementary and secondary school, Computers in Human Behavior, 23, 798-811.
  • Thomas, L. G. & Knezek, D. G. (2008). Information, communications, and educational technology standards for students, teachers, and school leaders. In J. Vooght & G. Knezek (Eds.), International Handbook of Information Technology in Primary and Secondary Education (pp.333-348). New York: Springer.
  • Yilmaz, V. & Celik, H. E. (2009). Lisrel ile yapısal eşitlik modellemesi I (Structural equation modeling with LISREL-I). Ankara: Pegem Akademi.
  • UNESCO (2002). Information and communication technologies in teacher education: A planning guide. Retrieved from http://unesdoc.unesco.org/images/0012/001295/129533e.pdf
  • UNESCO (2005). Why a summit on the information society. World Summit on the Information Society. Retrieved May 15, 2010, from http://www.itu.int/wsis/basic/why_print.html
  • U.S. Department of Education (2001a). Enhancing Education Through Technology (Ed-Tech) State Program. Retrieved from http://www2.ed.gov/programs/edtech/index.html
  • U.S. Department of Education. (2001b). No child left behind: Enhancing education through Technology Act of 2001. Retrieved from http://www.ed.gov/policy/elsec/leg/esea02/ pg34.html
  • Vanderlinde, R. & van Braak, J. (2010). The e-capacity of primary schools: Development of a conceptual model and scale construction from a school improvement perspective. Computers & Education, 55, 541-553.
  • Watts-Taffe, S. & Gwinn, C. B. (2007). Integrating literacy and technology: effective practice for grades K–6. New York: The Guildford Press.
  • Worthington, R.L. & Whittaker, T. A. (2006). Scale development research: A content analysis and recommendations for best practices. The Counseling Psychologist, 34, 806-838.
  • Correspondence: Zeynel A. Misirli, Research Assistant, Graduate School of Educational
  • Sciences, Anadolu University, Yunus Emre Campus, Eskisehir, Turkey

Yıl 2013, Cilt: 4 Sayı: 4, 249 - 262, 01.12.2013

Zeynel A. Misirli Yavuz Akbulut

Öz

Kaynakça

  • Akbaba-Altun, S. (2006). Complexity of integrating computer technologies into education in Turkey. Educational Technology & Society, 9(1), 176-187.
  • Akbulut, Y. (2008). Exploration of the attitudes of freshman foreign language students toward using computers at a Turkish state university. The Turkish Online Journal of Educational Technology (TOJET), 7(1), 18-31.
  • Akbulut, Y. (2009). Investigating underlying components of the ICT indicators measurement scale: the extended version. Journal of Educational Computing Research, 40(4), 405-427.
  • Akbulut, Y., Odabasi, H. F., & Kuzu, A. (2011). Perceptions of preservice teachers regarding the integration of information and communication technologies in Turkish education faculties. The Turkish Online Journal of Educational Technology (TOJET), 10(3), 175-184.
  • Angeli, C. & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge (TPCK), Computers & Education, 52, 154- 168.
  • Ary, D., Jacobs, L.C., & Razavieh, A. (2002). Introduction to research in education. Belmont, CA: Wadsworth/Thomson Learning.
  • Australia Council for Educational Research (ACER) (2007).National assessment program information and communication technology literacy 2005 years 6 & 10: An assessment domain for ICT literacy. Australia: MCEETYA.
  • BECTA (2003). Impact2 – The impact of information and communication technology on pupil learning and attainment. British Educational Communications and Technology Agency. Retrieved from http://www.becta.org.uk.
  • Bereiter, C. & Scardamalia, M. (2006). Education for the knowledge age. In P. A. Alexander and P. H. Winne (Eds.), Handbook of Educational Psychology (2nd ed.) (pp. 695-713). Mahwah, NJ: Lawrence Erlbaum.
  • Comrey, A. L. & Lee, H.L. (1992). A first course in factor analysis. Hillsdale, NJ: Erlbaum.
  • Educational Testing Service (ETS) (2006). ICT literacy assessment. Retrieved from http://www.ets.org/Media/Tests/Information_and_Communication_Technology_Literac y/0202heapaper.pdf
  • Eisenberg, M.B. & Johnson, D. (2002) Learning and teaching information technology: Computer skills in context. New York: ERIC Digest.
  • Ertmer, P.A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25-39.
  • Field, A. (2005). Discovering statistics using SPSS for windows (2nd ed.). London: Sage.
  • Fox, R. & Henri, J. (2005). Understanding teacher mindsets: IT and change in Hong Kong schools. Educational Technology & Society, 8(2), 161-169.
  • George D. & Mallery, P (2001). SPSS for Windows: Step by step (3 ed.). Boston, MA: Allyn & Bacon.
  • Gorsuch, R. L. (1997). Exploratory factor analysis: Its role in item analysis. Journal of Personality Assessment, 68(3), 532–560.
  • Greenhow, C., Robelia, B., & Hughes, J. E. (2009). Web 2.0 and classroom research: What path should we take now? Educational Researcher, 38(4), 246-259.
  • Goktas, Y., Yildirim, Z., & Yildirim, S. (2008). The keys for ICT integration in K-12 education: Teachers’ perceptions and usage. Hacettepe University Journal of Education, 34, 127- 139.
  • Gulbahar, Y. (2008). ICT usage in higher education: A case study on preservice teachers and instructors. The Turkish Online Journal of Educational Technology, 7(1), 32-37.
  • Gulbahar, Y. & Guven, I. (2008). A Survey on ICT usage and the perceptions of social studies teachers in Turkey. Educational Technology & Society, 11(3), 37-51.
  • Hair, J. F., Anderson, R. E., Tatham, R. L., & Black, W.C., (1998) Multivariate data analysis (5th ed.). New Jersey: Prentice Hall.
  • Hansen, J. W. (2003). To change perceptions of technology programs. Journal of Technology Studies, 29, 16-19.
  • Henson, R. K. & Roberts, J. K. (2006). Use of exploratory factor analysis in published research. Educational and Psychological Measurement, 66, 393-416.
  • Hooper, D., Coughlan, J., & Mullen, M. (2008). Structural equation modeling: Guidelines for determining model fit. The Electronic Journal of Business Research Methods. 6(1), 53-60.
  • Hoyle, R. H. (1995). Structural equation modeling. Thousand Oaks, CA: Sage.
  • Hu, L. T. & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1–55.
  • International Society for Technology in Education (ISTE). (2007). The ISTE National educational technology standards (NETSS) and performance indicators for students. Retrieved from http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS _for_Students_2007_Standards.pdf
  • Jackson, L. A., Von Eye, A., Biocca, F. A., Barbatsis, G., Zhao, Y., & Fitzgerald, H. E. (2006). Does home Internet use influence the academic performance of low income children? Developmental Psychology, 42, 429-435.
  • Jonassen, D., Howland, J., Marra, R., & Crismond, D. (2008). Meaningful learning with technology (3rd ed.). Upper Saddle River, NJ: Pearson.
  • Judson, E., (2009). Improving technology literacy: does it open doors to traditional content? Educational Technology Research and Development, 58, 271-284.
  • Karchmer, R.A., Mallette, M., Kara-Soteriou, J., & Leu, D.J. Jr. (Eds.) (2005). New literacies for new times: Innovative models of literacy education using the Internet. Newark, DE: International Reading Association.
  • Kass, R.A. & Tinsley, H. E.A. (1979). Factor analysis. Journal of Leisure Research, 11, 120-138.
  • Kline, P. (1994). An easy guide to factor analysis. London: Routledge.
  • Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed.). New York: The Guilford Press.
  • Knezek, G., Miyashita, K., & Sakamoto, T. (1993). Cross-cultural similarities in attitudes toward computers and the implications for teacher education. Technology, Pedagogy and Education, 2(2), 193–204
  • Kozma, R. (Ed.). (2003). Technology, innovation, and educational change: A global perspective Eugene. OR: International Society for Educational Technology.
  • Lee, M. & Gaffney, M. (Eds) (2008). Leading a digital school. Melbourne, Australia: ACER Press.
  • Leu, D. J., Kinzer, C. G., Coiro, J., & Cammack, D. (2004). Toward a theory of new literacies emerging from the Internet and other information and communication technologies. In R. R. Ruddell & N. J. Unrauh (Eds.),Theoretical models and processes of reading (5th edition) (pp. 1570–1613). Newark, DE: International Reading Association.
  • Ministry of National Education (MNE) (2012). Fatih Project. Retrieved from http://fatihprojesi.meb.gov.tr/tr/english.php
  • National Center for Educational Statistics (2000). Internet access in public schools and classrooms: 1994–99. Stats in brief. Washington, DC: Department of Education, Office of Educational Research and Improvement.
  • National School Boards Association. (2007). Creating & connecting: Research and guidelines on online social – and educational – networking. Retrieved from http://socialnetworking. procon.org/sourcefiles/CreateandConnect.pdf
  • Niederhauser, D.S., Lindstrom, D.L. & Strobel, J. (2007). Addressing the NETS*S in K-12 Classrooms: Implications for Teacher Education. Journal of Technology and Teacher Education, 15(4), 483-512.
  • Niederhauser, D. S. & Perkmen, S. (2010). Beyond self-efficacy: Measuring pre-service teachers’ instructional technology outcome expectations. Computers in Human Behavior, 26, 436-442.
  • Organisation for Economic Co-operation and Development (OECD) (2010). Household net- adjusted disposable income. Retrieved from http://www.oecdbetterlifeindex.org/ topics/income
  • Pallant, J. (2001). SPSS survival manual. Maidenhead, PA: Open University Press.
  • Prensky, M. (2006). Listen to the natives. Educational Leadership, 63(4), 8-13.
  • Pulkkinen, J. (2007). Cultural globalization and integration of ICT in education. In K. Kumpulainen (Ed.), Educational technology: Opportunities and challenges (pp. 13–23). Oulu, Finland: University of Oulu.
  • Raykov, T. & Marcoulides, G. A. (2006). A first course in structural equation modeling (2nd ed.). Mahwah, NJ: Lawrence Erlbaum.
  • Reeves, D. B. (2002). The leader’s guide to standards: A blueprint for educational equity and excellence. San Francisco, CA: Jossey- Bass.
  • Schumacker, R. E. & Lomax, R. G. (2004). A Beginner's guide to structural equation modeling. New Jersey: Lawrence Erlbaum.
  • Simsek, O.F. (2007). Yapısal eşitlik modellemesine giriş (Introduction to SEM). Ankara: Ekinoks.
  • Steiger, J. H. (2007). Understanding the limitations of global fit assessment in structural equation modeling. Personality and Individual Differences, 42, 893-898.
  • Tabachnick, B. G. & Fidell, L. S. (2005). Using multivariate statistics (4th ed.). Boston: Allyn and Bacon.
  • Tapscott, D. (1988). Growing up digital: The rise of the Net generation. New York: McGraw-Hill.
  • Taylor, L.M., Casto, D. J., & Walls, R. T., (2007). Learning with versus without technology in elementary and secondary school, Computers in Human Behavior, 23, 798-811.
  • Thomas, L. G. & Knezek, D. G. (2008). Information, communications, and educational technology standards for students, teachers, and school leaders. In J. Vooght & G. Knezek (Eds.), International Handbook of Information Technology in Primary and Secondary Education (pp.333-348). New York: Springer.
  • Yilmaz, V. & Celik, H. E. (2009). Lisrel ile yapısal eşitlik modellemesi I (Structural equation modeling with LISREL-I). Ankara: Pegem Akademi.
  • UNESCO (2002). Information and communication technologies in teacher education: A planning guide. Retrieved from http://unesdoc.unesco.org/images/0012/001295/129533e.pdf
  • UNESCO (2005). Why a summit on the information society. World Summit on the Information Society. Retrieved May 15, 2010, from http://www.itu.int/wsis/basic/why_print.html
  • U.S. Department of Education (2001a). Enhancing Education Through Technology (Ed-Tech) State Program. Retrieved from http://www2.ed.gov/programs/edtech/index.html
  • U.S. Department of Education. (2001b). No child left behind: Enhancing education through Technology Act of 2001. Retrieved from http://www.ed.gov/policy/elsec/leg/esea02/ pg34.html
  • Vanderlinde, R. & van Braak, J. (2010). The e-capacity of primary schools: Development of a conceptual model and scale construction from a school improvement perspective. Computers & Education, 55, 541-553.
  • Watts-Taffe, S. & Gwinn, C. B. (2007). Integrating literacy and technology: effective practice for grades K–6. New York: The Guildford Press.
  • Worthington, R.L. & Whittaker, T. A. (2006). Scale development research: A content analysis and recommendations for best practices. The Counseling Psychologist, 34, 806-838.
  • Correspondence: Zeynel A. Misirli, Research Assistant, Graduate School of Educational
  • Sciences, Anadolu University, Yunus Emre Campus, Eskisehir, Turkey
Toplam 67 adet kaynakça vardır.

Ayrıntılar

Diğer ID JA47EN38CH
Bölüm Makaleler
Yazarlar

Zeynel A. Misirli

Yavuz Akbulut Bu kişi benim

Yayımlanma Tarihi 1 Aralık 2013
Yayımlandığı Sayı Yıl 2013 Cilt: 4 Sayı: 4

Kaynak Göster

APA Misirli, Z. A., & Akbulut, Y. (2013). Development of a Scale to Explore Technology Literacy Skills of Turkish 8th Graders. Contemporary Educational Technology, 4(4), 249-262.
AMA Misirli ZA, Akbulut Y. Development of a Scale to Explore Technology Literacy Skills of Turkish 8th Graders. Contemporary Educational Technology. Aralık 2013;4(4):249-262.
Chicago Misirli, Zeynel A., ve Yavuz Akbulut. “Development of a Scale to Explore Technology Literacy Skills of Turkish 8th Graders”. Contemporary Educational Technology 4, sy. 4 (Aralık 2013): 249-62.
EndNote Misirli ZA, Akbulut Y (01 Aralık 2013) Development of a Scale to Explore Technology Literacy Skills of Turkish 8th Graders. Contemporary Educational Technology 4 4 249–262.
IEEE Z. A. Misirli ve Y. Akbulut, “Development of a Scale to Explore Technology Literacy Skills of Turkish 8th Graders”, Contemporary Educational Technology, c. 4, sy. 4, ss. 249–262, 2013.
ISNAD Misirli, Zeynel A. - Akbulut, Yavuz. “Development of a Scale to Explore Technology Literacy Skills of Turkish 8th Graders”. Contemporary Educational Technology 4/4 (Aralık 2013), 249-262.
JAMA Misirli ZA, Akbulut Y. Development of a Scale to Explore Technology Literacy Skills of Turkish 8th Graders. Contemporary Educational Technology. 2013;4:249–262.
MLA Misirli, Zeynel A. ve Yavuz Akbulut. “Development of a Scale to Explore Technology Literacy Skills of Turkish 8th Graders”. Contemporary Educational Technology, c. 4, sy. 4, 2013, ss. 249-62.
Vancouver Misirli ZA, Akbulut Y. Development of a Scale to Explore Technology Literacy Skills of Turkish 8th Graders. Contemporary Educational Technology. 2013;4(4):249-62.