A TRAINING ACTIVITY FOR IMPROVING THE DIGITAL COMPETENCES OF PRE-SERVICE TEACHERS: THE VIEWS OF PRE-SERVICE TEACHER IN CEIT AND OTHER DISCIPLINES

Abstract

In this study, based on the DigComp framework, a training activity was designed to develop and support the pre-service teachers' digital competences. The aim of the study is to determine whether the digital competencies training has changed the Computer Education and Instructional Technology (CEIT) knowledge and skills of pre-service teachers, compare the pre-training and post-training status of the CEIT and other disciplines pre-service teachers. In this context, Turkey's 30 pre-service teachers from 28 universities are given a total of 51 hours training about “Information and data literacy”, “Communication and collaboration”, “Digital content creation”, “Safety” and “Problem-solving”. A 33-item questionnaire developed by the researchers was used to determine pre-service teachers' opinions on their digital competencies before and after the training.  The data were analyzed by nonparametric tests. As a result of the study, it has been concluded that pre-service teachers in both the CEIT and other disciplines have developed digital competencies in terms of “Information and data literacy”, “Communication and collaboration”, “Digital content creation”, “Safety” and “Problem-solving”. In addition, when the pre-training and post-training status of the CEIT and other pre-service teachers were compared, there were significant differences in favor of the CEIT pre-service teachers in all the fields except “Information and data literacy” before the training. At the end of the training, it was determined that there was no difference in many opinions about the digital competencies among the CEIT pre-service teachers and other disciplines. It is thought that the study will contribute to the literature about determining the deficiencies in the digital competence areas of the pre-service teachers who will work in the schools of the future and what issues should be focused on the digital competence training.

Keywords

• digital competence training,pre-service teachers

ÖĞRETMEN ADAYLARININ DİJİTAL YETERLİKLERİNİN GELİŞTİRİLMESİNE YÖNELİK BİR EĞİTİM ETKİNLİĞİ: BÖTE VE DİĞER BRANŞLARDAKİ ÖĞRETMEN ADAYLARININ GÖRÜŞLERİ

Öz

Bu çalışmada, DigComp çerçevesi temel alınarak, öğretmen adaylarının dijital yeterliklerini geliştirmeye ve desteklemeye yönelik bir eğitim etkinliği tasarlanmıştır. Çalışmanın amacı, verilen dijital yeterlik eğitiminin öğretmen adaylarının eğitimden önceki bilgi ve becerilerinde değişim meydana getirip getirmediği belirlemek; Bilgisayar ve Öğretim Teknolojileri Eğitimi (BÖTE) ve diğer branşlardaki öğretmen adaylarında eğitim öncesi ve eğitim sonrası durumlarının karşılaştırmaktır. Bu bağlamda, Türkiye’nin 28 farklı üniversitelerinden 30 öğretmen adayına, 6 gün boyunca toplam 51 saat, “bilgi ve veri okuryazarlığı”,  “iletişim ve işbirliği”, “dijital içerik oluşturma”, “güvenlik” ve “problem çözme” konularında dijital yeterlik eğitimi verilmiştir. Eğitimin öncesinde ve sonrasında öğretmen adaylarının dijital yeterliklerine ilişkin görüşlerini belirlemek amacıyla araştırmacılar tarafından geliştirilen 33 maddelik bir anket kullanılmıştır. Elde edilen veriler non-parametrik testler ile analiz edilmiştir. Çalışmanın sonucunda gerek BÖTE gerekse de diğer branşlardaki öğretmen adaylarının “bilgi ve veri okuryazarlığı”, “iletişim ve işbirliği”, “dijital içerik oluşturma”, “güvenlik” ve “problem çözme” alanlarıyla ilgili gelişim gösterdiği sonucuna ulaşılmıştır. Ayrıca BÖTE ve diğer öğretmen adaylarının eğitim öncesi ve eğitim sonrası durumları karşılaştırıldığında, eğitim öncesinde “bilgi ve veri okuryazarlığı” hariç diğer tüm alanlarda BÖTE öğretmen adayları lehine anlamlı farklar elde edilirken, eğitim sonunda BÖTE öğretmen adayları ve diğer branşlardaki öğretmen adayları arasında dijital yeterliklerine ilişkin birçok görüşte farkın olmadığı tespit edilmiştir. Gerçekleştirilen çalışmanın geleceğin okullarında görev yapacak öğretmen adaylarının dijital yeterlik alanlarındaki eksikliklerin belirlenmesi ve verilecek dijital yeterlik eğitimlerinde hangi konulara odaklanılması gerektiğine ilişkin alanyazına katkı sağlayacağı düşünülmektedir.  

Anahtar Kelimeler

• dijital yeterlik eğitimi,öğretmen adayları,digcomp

References

1. Aesaert, K., van Nijlen, D., Vanderlinde, R., & van Braak, J. (2014). Direct measures of digital information processing and communication skills in primary education: Using item response theory for the development and validation of an ICT competence scale. Computers & Education, 76, 168-181. doi:https://doi.org/10.1016/j.compedu.2014.03.013
2. Agyei, D. D., & Voogt, J. M. (2011). Exploring the Potential of the Will, Skill, Tool Model in Ghana: Predicting Prospective and Practicing Teachers’ Use of Technology. Computers & Education, 56 (1), 91–100. doi: https://doi.org/10.1016/j.compedu.2010.08.017
3. Ala-Mutka, K., Punie, Y., & Redecker, C. (2008). Digital competence for lifelong learning. Institute for Prospective Technological Studies (IPTS), European Commission, Joint Research Centre. Technical Note: JRC, 48708, 271-282.
4. Avrupa Komisyonu (2007). Key competences for lifelong learning - A European framework. Luxembourg
5. Boone, H.N. & Boone, D.A. (2012). Analyzing Likert data. Journal of Extension, 50(2).
6. Carretero, S., Vuorikari, R., & Punie, Y. (2017). The Digital Competence Framework for Citizens. Publications Office of the European Union.
7. Caspersen, J., & Raaen, F. D. (2014). Novice teachers and how they cope. Teachers and Teaching: Theory and Practice, 20, 189–211. doi:10.1080/13540602.2013.848570
8. Cohen, J. W. (1988). Statistical power analysis for the behavioral sciences (2. baskı). Hillsdale, NJ: Lawrence Erlbaum Associates.

9. Coşkun, Y. D., Cumaoğlu, G. K. ve Seçkin, H. (2013). Bilgisayar öğretmen adaylarının bilişim alanıyla ilgili okuryazarlık kavramlarına yönelik görüşleri. International Journal of Human Sciences, 10(1), 1259-1272.
10. Ferrari, A. (2012). Digital competence in practice: An analysis of frameworks. Luxembourg: Publications Office of the European Union. doi:10.2791/82116
11. Fraenkel, J.R., Wallen, N.E. & Hyun, H. H. (2012). How to design & evaluate research in education (8th Ed.). London: McGraw Hill.
12. Gudmundsdottir, G. B., & Hatlevik, O. E. (2018). Newly qualified teachers’ professional digital competence: implications for teacher education. European Journal of Teacher Education, 41(2), 214-231.doi: https://doi.org/10.1080/02619768.2017.1416085
13. Gudmundsdottir, G.B. (2010). From digital divide to digital equity: Learners’ ICT competence in four primary schools in Cape Town, South Africa. International Journal of Education and Development using Information & Communication Technology, 6(2), 84-105.
14. Hatlevik, O. E., & Christophersen, K. A. (2013). Digital competence at the beginning of upper secondary school: Identifying factors explaining digital inclusion. Computers & Education, 63, 240-247.doi: https://doi.org/10.1016/j.compedu.2012.11.015
15. Hatlevik, O. E., Ottestad, G., & Throndsen, I. (2015). Predictors of digital competence in 7th grade: a multilevel analysis. Journal of Computer Assisted Learning, 31(3), 220-231. doi: 10.1111/jcal.12065
16. Ilomäki, L., Paavola, S., Lakkala, M., & Kantosalo, A. (2016). Digital competence–an emergent boundary concept for policy and educational research. Education and Information Technologies, 21(3), 655-679. doi: https://doi.org/10.1007/s10639-014-9346-4
17. Instefjord, E. (2014). Appropriation of digital competence in teacher education. Nordic Journal of Digital Literacy, 9(4), 313–329.
18. Instefjord, E. (2015). Appropriation of digital competence in teacher education. Nordic Journal of Digital Literacy, 10, 155-171.
19. Instefjord, E. J., & Munthe, E. (2017). Educating digitally competent teachers: A study of integration of professional digital competence in teacher education. Teaching and Teacher Education, 67, 37-45. doi: https://doi.org/10.1016/j.tate.2017.05.016
20. Janssen, J., Stoyanov, S., Ferrari, A., Punie, Y., Pannekeet, K., & Sloep, P. (2013). Experts' views on digital competence: Commonalities and differences. Computers & Education, 68, 473-481. doi: https://doi.org/10.1016/j.compedu.2013.06.008
21. Keskin, İ. ve Yazar, T. (2015). Öğretmenlerin yirmi birinci yüzyıl beceriler ışığında ve yaşam boyu öğrenme bağlamında dijital yeterliliklerinin incelenmesi [Examining digital competence of teachers within the context of lifelong learning based on of the twenty-first century skills]. Journal of Human Sciences, 12(2), 1691-1711.doi:10.14687/ijhs.v12i2.3503
22. Krumsvik, R. J. (2014). Teacher educators' digital competence. Scandinavian Journal of Educational Research, 58(3), 269-280. doi: 10.1080/00313831.2012.726273
23. Krumsvik, R. J., Jones, L. Ø., Øfstegaard, M., & Eikeland, O. J. (2016). Upper secondary school teachers’ digital competence: Analysed by demographic, personal and professional characteristics. Nordic Journal of Digital Literacy, 11(03), 143-164.
24. Maderick, J. A., Zhang, S., Hartley, K., & Marchand, G. (2016). Preservice teachers and self-assessing digital competence. Journal of Educational Computing Research, 54(3), 326-351. doi: 10.1177/0735633115620432
25. Milli Eğitim Bakanlığı (MEB) (2018). 2023 Eğitim Vizyonu. 1 Nisan 2018 tarihinde http://2023vizyonu.meb.gov.tr/doc/2023_EGITIM_VIZYONU.pdf adresinden erişildi.
26. Napal, M., Peñalva, A., & Mendióroz, A. M. (2018). Development of Digital Competence in Secondary Education Teachers’ Training. Education Sciences, 8(3), 1-12. doi:10.3390/educsci8030104.
27. Ng, W. (2012). Can we teach digital natives digital literacy? Computers & Education, 59, 1065-1078. doi: https://doi.org/10.1016/j.compedu.2012.04.016
28. Pettersson, F. (2018). On the issues of digital competence in educational contexts–a review of literature. Education and Information Technologies, 23(3), 1005-1021. doi: https://doi.org/10.1007/s10639-017-9649-3
29. Ramírez-Montoya, M. S., Mena, J., & Rodríguez-Arroyo, J. A. (2017). In-service teachers’ self-perceptions of digital competence and OER use as determined by a xMOOC training course. Computers in Human Behavior, 77, 356-364. doi:https://doi.org/10.1016/j.chb.2017.09.010
30. Redecker, C. (2017). European Framework for the Digital Competence of Educators: DigCompEdu. In: Punie, Y. (ed). EUR 28775 EN. Publications Office of the European Union, Luxembourg. doi: http://dx.doi.org/10.2760/159770Resnick,L.B.
31. Røkenes, F. M., & Krumsvik, R. J. (2014). Development of Student Teachers’ Digital Competence in Teacher Education-A Literature Review. Nordic Journal of Digital Literacy, 9(04), 250-280.
32. Røkenes, F. M., & Krumsvik, R. J. (2016). Prepared to teach ESL with ICT? A study of digital competence in Norwegian teacher education. Computers & Education, 97, 1-20. doi: https://doi.org/10.1016/j.compedu.2016.02.014
33. Siddiq, F., Hatlevik, O. E., Olsen, R. V., Throndsen, I., & Scherer, R. (2016). Taking a future perspective by learning from the past–A systematic review of assessment instruments that aim to measure primary and secondary school students' ICT literacy. Educational Research Review, 19, 58-84. doi: https://doi.org/10.1016/j.edurev.2016.05.002
34. Şahin, A., Doğan, B., & Çermik, H. (2009). Öğretmen Adaylarının Arama Motoru Kullanırken Karşılaştıkları Temel Sorunlar. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 25, 166-177.
35. Tømte, C. E. (2013). Educating Teachers for the New Millennium?-Teacher training, ICT and digital competence. Nordic Journal of Digital Literacy, 10(Jubileumsnummer), 138-154.
36. Tømte, C. E., Enochsson, A. B., Buskqvist, U., & Kårstein, A. (2015). Educating online student teachers to master professional digital competence: The TPACK-framework goes online. Computers & Education, 84, 26-35. doi:https://doi.org/10.1016/j.compedu.2015.01.005
37. Üstündağ, M. T., Güneş, E., & Bahçivan, E. (2017). Turkish adaptation of digital literacy scale and in-vestigating pre-service science teachers’ digital literacy. Journal of Education and Future,(12), 19-29.
38. Vuorikari, R., Punie, Y., Carretero Gomez, S., & van den Brande, L. (2016). DigComp 2.0: The Digital Competence Framework for Citizens. Update Phase 1: The Conceptual Reference Model. Luxembourg: Publication Office of the European Union.