Evaluation of information technology certificate programs in terms of 21st century skills
Bilgi teknolojileri sertifika eğitim programlarının 21. yüzyıl becerileri açısından değerlendirilmesi
DOI:
https://doi.org/10.14687/jhs.v16i4.5704Keywords:
Certificate Programs, 21st Century Skills, Computer Networks, Information Technologies, Sertifika Programları, 21. Yüzyıl Becerileri, Bilgisayar Ağları, Bilgi TeknolojileriAbstract
The purpose of this study is to determine the effectiveness of an IT certificate program that contributes to the career development of individuals in terms of gaining 21st century skills, given the increasing competitive conditions of globalization process and developments in Information Technologies (IT). This study covers the Cisco Certified Network Associate (CCNA) Certificate Program in Vocational and Technical High Schools in collaboration with Cisco Networking Academy, one of the important institutions among IT certification programs. This certificate program provides training to students in the department of information technologies and electrical-electronics technologies in vocational high schools in order to meet the labor demands in the field of computer networks technology in Turkey. This certificate program is a comprehensive study starting in 2011-2012 academic year and completed in two years. However, the scope of this study is limited to the comparison of demographic characteristics and 21st century skill levels of students participating and non-participating in the certificate program. The study was conducted with 1453 students and the majority of these students were male. According to the findings of the study, it was concluded that the students who participated in the certificate program had a high level of skills in terms of 21st century skills. In addition, there was no effect of gender among students participating in technology-based certificate programs.
Extended English summary is in the end of Full Text PDF (TURKISH) file.
Özet
Küreselleşme sürecinin artan rekabetçi koşulları ve Bilgi Teknolojilerinde (BT) yaşanan gelişmeler göz önüne alındığında, bireylerin kariyer gelişimlerine katkı sağlayan sertifika eğitim programlarının 21. yüzyıl becerilerinin kazandırılması bakımından ne derece etkili olduğunun ortaya konması bu çalışmanın amacını oluşturmaktadır. Bu çalışmada, BT sertifika eğitim programları arasında önemli kuruluşlardan biri olan Cisco Networking Academy işbirliği ile Mesleki ve Teknik Liselerde gerçekleştirilen Cisco Certified Network Associate (CCNA) Sertifika Programı ele alınmıştır. Bu sertifika programı, Türkiye’deki bilgisayar ağları teknolojisi alanındaki işgücü taleplerini karşılamak maksadıyla meslek liselerinin bilişim ve elektrik-elektronik teknolojileri alanlarındaki öğrenciler için eğitimler düzenlemektedir. Bu sertifika eğitim programının değerlendirilmesi 2011-2012 eğitim-öğretim yılında başlayan ve iki yılda tamamlanan kapsamlı bir çalışmadır. Ancak mevcut çalışmanın kapsamı, eğitim programının birinci yılında sertifika programına katılan öğrenciler ile katılmayan öğrencilerin demografik özellikler ve 21. yüzyıl beceri düzeyleri bakımından karşılaştırılması ile sınırlıdır. Araştırma toplamda 1453 öğrenci ile gerçekleştirilmiş olup bu öğrencilerin çoğunluğu erkeklerden oluşmaktadır. Çalışmanın bulgularına göre, sertifika programına katılan öğrencilerin katılmayan öğrencilere göre 21. yüzyıl becerileri bakımından birçok düzeyde yüksek becerilere sahip oldukları ve teknoloji ağırlıklı sertifika eğitim programlarına katılan öğrenciler arasında cinsiyete bağlı dezavantajlı grupların oluşmadığı sonucuna ulaşılmıştır.
Downloads
Metrics
References
Adelman, C. (2000). A parallel universe: Certification in the information technology guild. Change, 32(3), 20-29.
Andersson, D., & Reimers, K. (2009). CIS and Information Technology Certifications: Education Program Trends and Implications. Journal of Educational Technology, 6(3), 34-41.
Bird, D. (2001). Certified paths to success. Certification Magazine.
Birleşik Devletler Çalışma Bakanlığı (2017). United States Department of Labor, Bureau of Labor Statistics. http://www.bls.gov/emp/ep_table_102.htm. adresinden 20.12.2018 tarihinde erişilmiştir.
Cantor, J. (2002). Skills certifications and workforce development: Partnering with industry and ourselves. Leadership Abstracts, 15(1).
Cisco Network Academy, (2018). About us. https://www.netacad.com/about-networking-academy
Cisco Systems, Inc. (2004). Company Profile / Offices - Annual Report 2004. https://www.cisco.com/c/en/us/about/annual-reports/annual-report-2004/company-profile/offices.html adresinden 15.12.2018 tarihinde erişilmiştir.
Clarke, B. (2001). Corporate curricula in schools: issues and implementation. Paper presented at the meeting of the Seventh World Conference on Computers in Education, Copenhagen, Denmark.
CompTIA (2017). Unauthorized third-party training sites. https://www.comptia.org/ adresinden 17.12.2018 tarihinde erişilmiştir.
Crombie, G. and Abarbanel, T. (2000). Bridging the Gender Gap in High-Technology Education, NASSP Bulletin, 84(618), 64-73.
Cuban, L. (2001). Oversold and underused: Computers in the classroom. Cambridge, MA: Harvard University Press.
Çakır, H., Delialioğlu, Ö., Dennis, A., & Duffy, T. (2009). Technology enhanced learning environments for closing the gap in student achievement between regions: Does it work? AACE Journal, 17(4), 301-315.
Dağ, F. (2011). Harmanlanmış (Karma) Öğrenme Ortamları ve Tasarımına İlişkin Öneriler. Ahi Evran Üniversitesi Eğitim Fakültesi Dergisi, 12(2),73-97.
Delialioğlu, Ö., Çakır, H. Bichelmeyer, B. A., Dennis, A. R. ve Duffy, T. M. (2010). Factors Impacting Adult Learner Achievement In A Technology Certificate Program On Computer Networks The Turkish Online Journal of Educational Technology (TOJET), 9. 2.
Delialioğlu, Ö., Öncü, S., & Çakır, H. (2008). Comparison of Students’ Success in an International Technology Certificate Program. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35(35), 75-86.
Dennis, A., Duffy, T.M., ve Çakır, H. (2010). IT programs in high schools: Lessons the Cisco Networking Academy program. Communications of the ACM, 52(1-4).
Eisenberg, M. B. (2008). Information literacy: Essential skills for the information age. DESIDOC journal of library & information technology, 28(2), 39.
Evans, B. P., & Gunter, G. A. (2004). A catalyst for change: Influencing preservice teacher technology proficiency. Journal of Educational Media & Library Sciences, 41(3), 325−336.
Gomilion, D.L. (2017). The Role of Industry Certifications in an AACSB-Accredited Institution. Information Systems Education Journal (ISEDJ) 15 (1).
Gray, J. & Jesson, D. (1990). Estimating differences in the examination of performances. Oxford Review of Education, 16(2), 137-158.
Hakkinen, I., Kirjavainen, T., & Uusitalo, R. (2003). School resources and student achievement revisited: New evidence from panel data. Economics of Education Review, 22(3), 329-335.
Hanson-Baldauf, D., & Hassell, S. H. (2009). The information and communication technology competencies of students enrolled in school library media certification programs. Library & Information Science Research, 31(1), 3-11.
Heppner, P.P., Witty, T.E., & Dixon, W. (2004). ProblemSolving Appraisal and Human Adjustment: A Review of 20 Years of Research Using the Problem-solving Inventory, The Counseling Psychologist, 32(3), 344-428.
Hitchcock, L. (2005) Industry certification: Value, validity; and a place for SoDIS®. ACM SIGCSE Bulletin, 37 (4): 59-63.
Hodge, K. A., & Lear, J. L. (2011). Employment Skills for 21st Century Workplace: The Gap Between Faculty and Student Perceptions. Journal of Career and Technical Education, 26(2), 28-41.
Hohlfeld, T. N., Ritzhaupt, A. D., & Barron, A. E. (2013). Are gender differences in perceived and demonstrated technology literacy significant? It depends on the model. Educational Technology Research and Development, 61(4), 639-663.
Lambert, J., & Gong, Y. (2010). 21st Century Paradigms for Pre-Service Teacher Technology Preparation, Computers in the Schools, 27(1), 54-70.
McGill, T., & Dixon, M. (2003). How do IT students stay up to date with employer’ skill requirements. Current Issues in IT Education (144-152). Hershey, PA: IRM Press.
Meares, C. A., & Sargent, J. F. (2003). Education and Training for the Information Technology Workforce. Washington D.C.: U.S. Department of Commerce.
Millî Eğitim Bakanlığı (2012). Millî Eğitim İstatistikleri Örgün Eğitim 2011-2012, http://sgb.meb.gov.tr/meb_iys_dosyalar/2012_12/06021046_meb_istatistikleri_orgun_egitim_2011_2012.pdf adresinden 04.12.2018 tarihinde erişilmiştir.
National Center for Education Statistics, (2000). Teachers' tools for the 21st century: A report on teachers' use of technology. Erişim tarihi: Ocak, 2019, https://nces.ed.gov/pubs2000/2000102.pdf
Oliver, M., Trigwell, K. (2005). Can “Blended Learning” Be Redeemed?. E-learning, 2(1), 17-26.
Osguthorpe, R.T. & Graham, C.R. (2003). Blended learning environments. Quarterly Review of Distance Education, 4(3), 227-233.
Partnership for 21st Century Skills (2008). A Report and Mile Guide for 21st Century Skills. http://www.p21.org/storage/documents/P21_Report.pdf adresinden 20.11.2018 tarihinde erişilmiştir.
Plano Clark, V. L., & Creswell, J. W. (2015). Understanding research: A consumer’s guide. Upper Saddle River, NJ: Pearson Education.
Randall, M. & Zirkle, C. (2005). Information technology student-based certification in formal education settings: Who benefits and what is needed. Journal of Information Technology Education, 4, 287-306.
Ray, C. M. & McCoy, R. (2000). Why certification in information systems? Information Technology, Learning and Performance Journal, 18(1), 1-4.
Rossett, A., Douglis, F., & Frazee, R. V. (2003). Strategies for building blended learning. Learning Circuits. http://facilitateadultlearning.pbworks.com/f/Blended+Learning.doc adresinden 05.01.2019 tarihinde erişilmiştir.
Sandholtz, J. H., Reilly, B., & Haymore, J. (2004). Teachers, not technicians: Rethinking technical expectations of teacher. Teachers College Record, 106(3), 487−512.
Sing, R. R. (1991). Education For The Twenty First Century: Asia-Pacific Perspectives. Unesco Principal Regional Office For Asia and The Pacific. Bangkok.
Sipahi, B., Yurtkoru, E. S. ve Çinko, M. (2008). Sosyal bilimlerde SPSS’le veri analizi. İstanbul: Beta.
Sumner M. & Niederman F. (2004). The Impact of Gender Differences on Job Satisfaction, Job Turnover, and Career Experiences of Information Systems Professionals, Journal of Computer Information Systems, 44(2), 29-39.
Sumner, M., & Werner, K. (2001). The impact of gender differences on the career experiences of information systems professionals. Paper presented at the Proceedings of the 2001 ACM SIGCPR conference on Computer personnel research.
Tabachnick, B.G. & Fidell, L.S.(2013) Using Multivariate Statistics (sixth ed.) Pearson, Boston.
The Global Knowledge (2017). 15 Top-Paying IT Certifications for 2019, https://www.globalknowledge.com/us-en/content/articles/top-paying-certifications/ adresinden 15.01.2019 tarihinde erişilmiştir.
Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times: John Wiley & Sons.
Wood, R. E., & Locke, E. A. (1987). The relation of self-efficacy and grade goals to academic performance. Educational and Psychological Measurement, 47,1013-1024.
Zimmerman, B. J. (1995). Self-efficacy and Educational Development. In A. Bandura (Ed.), New York: Cambridge University Press.
Downloads
Published
How to Cite
Issue
Section
License
Authors can retain copyright, while granting the journal right of first publication. Alternatively, authors can transfer copyright to the journal, which then permits authors non-commercial use of the work, including the right to place it in an open access archive. In addition, Creative Commons can be consulted for flexible copyright licenses.
©1999 Creative Commons Attribution-ShareAlike 4.0 International License.
