Adaption of Teachers’ Perceptions of Digital Citizenship (T-PODS) Scale into Turkish

Year 2024, Volume: 7 Issue: 2, 146 - 156, 31.12.2024

Kevser Hava , Özgür Babayiğit

Abstract

This study aims to culturally adapt the Teachers' Perceptions of Digital Citizenship (T-PODS) to the Turkish context, utilizing a 5-point Likert scale. The survey comprises a total of 14 items that encompass sub-dimensions including digital ethics, engagement and participation, informed citizens, and civic know-how. To ensure the survey's validity, experts in both English and Turkish fields meticulously reviewed and edited the items. A total of 366 teachers participated in the administration of the survey. The data were analyzed utilizing Confirmatory Factor Analysis (CFA) in the AMOS program. The reliability of the scale, as well as its sub-dimensions, was calculated using the SPSS program (Cronbach's alpha). A scale consisting of 13 items was developed, encompassing four sub-dimensions: digital ethics, engagement and participation, informed citizen, and civic know-how. The analysis revealed Cronbach's alpha internal consistency coefficient of 0.85 for the entire scale, indicating a high level of reliability.

Keywords

digital citizenship, teachers, adaptation of scale, confirmatory factor analysis.

References

• Aldosari, F. F., Aldaihan, M. A., & Alhassan, R. A. (2020). Availability of ISTE digital citizenship standards among middle and high school students and its relation to internet self-efficacy. Journal of Education and Learning, 9(5), 59-74.
• Ananto, P., & Ningsih, S. K. (2023). An examination of Indonesian teachers’ and students' perception and level of digital citizenship. Heliyon, 9(8), e18987.
• Berson, I. R., & Berson, M. J. (2003). Digital literacy for effective citizenship. Social Education, 67(3), 164-167.
• Berson, M. J., & Balyta, P. (2004). Technological thinking and practice in the social studies: transcending the tumultuous adolescence of reform. Journal of Computing in Teacher Education, 20(4), 141-150.
• Büyüköztürk, Ş. (2004). Veri Analizi El Kitabı. Ankara, Turkey: Pegem Yayıncılık.
• Casa-Todd, J. (2018). Reflections on digital citizenship. Teacher Librarian, 45(3), 15-18.
• Choi, M., Cristol, D., & Gimbert, B. (2018). Teachers as digital citizens: The influence of individual backgrounds, internet use and psychological characteristics on teachers’ levels of digital citizenship. Computers & Education, 121, 143-161.
• Choi, M. (2016). A concept analysis of digital citizenship for democratic citizenship education in the internet age. Theory & Research in Social Education, 44(4), 565-607.
• Choi, M., Glassman, M., & Cristol, D. (2017). What it means to be a citizen in the internet age: Development of a reliable and valid digital citizenship scale. Computers & Education, 107, 100–112.
• Cleofas, J. V., & Labayo, C. C. (2024). Youth netizens as global citizens: digital citizenship and global competence among undergraduate students. Frontiers in Communication, 9, 1398001.
• Coklar, A. N., & Tatli, A. (2020). Evaluation of digital citizenship levels of teachers in the context of information literacy and internet and computer use self-efficacy. Asian Journal of Contemporary Education, 4(2), 80-90.
• Crompton, H. (2023). Evidence of the ISTE Standards for Educators leading to learning gains. Journal of Digital Learning in Teacher Education, 39(4), 201-219.
• Crowe, A. R. (2006). Technology, citizenship, and the social studies classroom: Education for democracy in a technological age. International Journal of Social Education, 21(1), 111-121.
• Erdem, C., & Koçyigit, M. (2019). Exploring Undergraduates' Digital Citizenship Levels: Adaptation of the Digital Citizenship Scale to Turkish. Malaysian Online Journal of Educational Technology, 7(3), 22-38.
• Erdem, C., Oruç, E., Atar, C., & Bağcı, H. (2023). The mediating effect of digital literacy in the relationship between media literacy and digital citizenship. Education and information technologies, 28(5), 4875-4891.
• Dedebali, N. C., & Dasdemir, I. (2019). Social studies teacher candidates’ perception of digital citizenship. International Journal of Educational Methodology, 5(3), 465-477.
• Dotterer, G., Hedges, A., & Parker, H. (2016). Fostering digital citizenship in the classroom. The Education Digest, 82(3), 58-67.
• Durmus Çemçem, G., Korkmaz, Ö., & Cakir, R. (2023). Investigation of Pre-Service Teachers' Levels of Digital Citizenship, Digital Wisdom, and Digital Fluency. International Journal of Technology in Education, 6(3), 364-384.
• Frankel, J. R., & Wallen, N. E. (2003). How to design and evaluate in education. New York: McGraw-Hill Higher Education.
• Godfrey, R. V. (2016). Digital citizenship: paving the way for family and consumer sciences. Journal of Family & Consumer Sciences, 108(2), 18-22.
• Heafner, T. L., & Friedman, A. M. (2008). Wikis and constructivism in secondary social studies: Fostering a deeper understanding. Computers in the Schools, 25(3-4), 288-302.
• Hui, B., & Campbell, R. (2018). Discrepancy between learning and practicing digital citizenship. Journal of Academic Ethics, 16(2), 117-131.
• Kim, M., & Choi, D. (2018). Development of youth digital citizenship scale and implication for educational setting. Journal of Educational Technology & Society, 21(1), 155-171.
• Kline, R. B. (2005). Principles and practice of structural equation modeling. New York: Guilford Publications, Inc.
• Lauricella, A. R., Herdzina, J., & Robb, M. (2020). Early childhood educators’ teaching of digital citizenship competencies. Computers & Education, 158, 103989.
• Martin, F., Gezer, T., & Wang, C. (2019). Educators’ perceptions of student digital citizenship practices. Computers in the Schools, 36(4), 238-254.
• Martin, F., Gezer, T., Wang, W. C., Petty, T., & Wang, C. (2022). Examining K-12 educator experiences from digital citizenship professional development. Journal of Research on Technology in Education, 54(1), 143-160.
• Mossberger, K., Tolbert, C. J. & McNeal, R. S. (2007). Digital citizenship: The Internet, society, and participation. MA: MIt Press.
• Nebel, M., Jamison, B., & Bennett, L. (2009). Students as digital citizens on Web 2.0. Social Studies and the Young Learner, 21(4), 5-7.
• Öztürk, G. (2021). Digital citizenship and its teaching: A literature review. Journal of Educational Technology and Online Learning, 4(1), 31-45.
• Pedersen, A. Y., Nørgaard, R. T., & Köppe, C. (2018). Patterns of inclusion: Fostering digital citizenship through hybrid education. Journal of Educational Technology & Society, 21(1), 225-236.
• Preddy, L. (2016). The critical role of the school librarian in digital citizenship education. Knowledge Quest, 44(4), 4-5.
• Mike, R., & Gerald, B. (2007). Digital Citizenship in Schools. Eugene, Oregon, Washington DC., ISTE.
• Richardson, J. W., Martin, F., & Sauers, N. (2021). Systematic review of 15 years of research on digital citizenship: 2004–2019. Learning, Media and technology, 46(4), 498-514.
• Rogers, S. A. (2020). Curation of Your Online Persona Through Self-Care and Responsible Citizenship: Participatory Digital Citizenship for Secondary Education. In Leveraging Technology to Improve School Safety and Student Wellbeing (pp. 65-84). IGI Global.
• Slimani, N., & Aatta, T. (2022). EFL teaching and the ISTE designer and facilitator standards: An exploratory outlook. European Journal of Education Studies, 9(10).
• Soriani, A. (2018). From media education to digital citizenship: origins, perspectives and policy implementations in the school systems across Europe. Journal of Theories and Research in Education, 13(3), 85-122.
• Soykan, F., & Keser, H. (2018). A study on the digital citizenship level of preservice teachers according to diverse variables. Contemporary Educational Researches Journal, 8(4), 158-173.
• Stellmann, E., & Song, L. (2024). Essential Elements of Digital Citizenship: Insights from the Literature. TechTrends, 1-12.
• Tangül, H., & Soykan, E. (2021). Comparison of students’ and teachers’ opinions toward digital citizenship education. Frontiers in Psychology, 12, 752059.
• Thomas, S. N. (2018). Promoting digital citizenship in first-year students: framing information literacy as a tool to help peers. College and Undergraduate Libraries, 25(1), 52-64.
• Tomasello, F. (2023). From industrial to digital citizenship: rethinking social rights in cyberspace. Theory and Society, 52, 463–486.
• Wang, X., & Xing, W. (2018). Exploring the influence of parental involvement and socioeconomic status on teen digital citizenship: A path modeling approach. Journal of Educational Technology & Society, 21(1), 186-199.
• Webster, J. (2024). Updating digital citizenship education for a post digital society. New Zealand Journal of Educational Studies, 59, 109–124.
• Vajen, B., Kenner, S., & Reichert, F (2023). Digital citizenship education – Teachers’ perspectives and practices in Germany and Hong Kong. Teaching and Teacher Education, 122, 103972.
• von Gillern, S., Rose, C., & Hutchison, A. (2024). How students can be effective citizens in the digital age: Establishing the Teachers' Perceptions on Digital Citizenship Scale. British Journal of Educational Technology, 1–17.
• von Gillern, S., Gould, H., Gannon, M. et al. (2024). Digital citizenship and its relevance for literacy education: perspectives of preservice teachers. The Australian Journal of Language and Literacy, 47, 73–90.