Akademisyenlerin Dijital Okuryazarlik Düzeyi ve Kariyer Tatmini

Year 2023, , 2363 - 2387, 31.10.2023

Şayan Berber , Meri Taksi Deveciyan , Hazal Koray Alay

https://doi.org/10.15869/itobiad.1343893

Cited By: 2

Abstract

Teknoloji, her alan gibi eğitim kurumlarını da etkilemektedir. Yeni bilgi yaratımının ve yayımının temel kaynağı olan yükseköğretim kurumları artık dijital teknolojilerin hakimiyetindedir. 21. yüzyıl yetkinlikleri arasında yer alan dijital okuryazarlık becerisinin bireylere kazandırılması ise öncelikle yükseköğretim kurumlarında eğitmen olan akademisyenlerin dijital teknolojilerin kullanımına yönelik tutum ve becerilerinin olumlu olması ile mümkündür. Dijital okuryazarlığın güçlendirilmesinde rol model olarak akademisyenler, dijital çağın unsurlarını içeren ve daha aktif öğrenmeyi barındıran stratejiler doğrultusunda kendini geliştirmeli ve bu stratejileri eğitim uygulamalarına aktarabilmelidir. Aksi halde eğitim kalitesinin artması mümkün olamayacağı gibi akademisyenlerin başarısızlık hissi ile kariyer tatminsizliği yaşamaları da kaçınılmazdır. Konunun önemine rağmen, alan yazında akademisyenlerin dijital okuryazarlığı yeterince ele alınmamış ve akademisyenlerin dijital okur yazarlık düzeyleri ile kariyer tatminleri arasındaki ilişkiye odaklanılmamıştır. Bu boşluktan yola çıkılarak bu çalışma ile “dijital okuryazarlık” kavramı, Türkiye’nin İstanbul ilinde faaliyet gösteren üniversitelerde görev yapan akademisyenler özelinde ele alınmakta, akademisyenlerin dijital okuryazarlıkları ile kariyer tatminleri arasındaki ilişki ortaya konularak literatüre katkı sağlamak amaçlanmaktadır. Araştırmada veri toplama ve analiz yöntemi olarak nicel araştırma tekniklerinden kesitsel tarama yöntemi kullanılmıştır. Bu amaçla, basit tesadüfi örneklem belirleme yöntemi ile 304 akademisyenden anketler aracılığıyla toplanan veriler analiz edilmiştir. Analiz sonucunda, akademisyenlerin dijital okuryazarlığının kariyer tatmini değişkenini % 28,1 oranında açıkladığı 0.01 anlamlılık seviyesinde bulunmuştur. Akademisyenlerin dijital okuryazarlığı ve kariyer tatmini arasında bulunan pozitif yönlü anlamlı ilişki, dijital okuryazarlık becerisini geliştiremeyen ve bu becerileri öğretim ortamlarına aktaramayan akademisyenlerin, dijital çağın beklentileri doğrultusunda bir eğitim sunamadıkları için başarısızlık hissi yaşayarak kariyer tatminine ulaşamayacakları şeklinde yorumlanmaktadır. Ayrıca araştırma bulgularına göre, akademisyenlerin dijital okuryazarlık ve kariyer tatmin düzeyi yaşa, çalışma süresine, akademik ünvana ve kişisel web sayfasının olma durumuna göre farklılaştığı da bulgulanmıştır.

Keywords

Dijital okuryazarlık, Akademisyenler, Akademide Dijital Okuryazarlık, Kariyer Tatmini, Akademisyenlerin Dijital Okuryazarlık Düzeyi

Digital Literacy Level and Career Satisfaction of Academics

Abstract

Technology affects educational institutions like every other field. Higher education institutions, which are the main source of new knowledge creation and dissemination, are now dominated by digital technologies. The acquisition of digital literacy skills, which is among the 21st-century competencies, is possible with the positive attitudes and skills of academics, who are instructors in higher education institutions, towards the use of digital technologies. As role models in strengthening digital literacy, academics should develop themselves in line with strategies that include elements of the digital age and more active learning, and be able to transfer these strategies to educational practices. Otherwise, it will not be possible to increase the quality of education and it is inevitable for academicians to experience career dissatisfaction with the feeling of failure. Despite the importance of the subject, digital literacy of academicians has not been adequately addressed in the literature and the relationship between academics' digital literacy levels and career satisfaction has not been focused. Based on this gap, in this study, the concept of "digital literacy" is handled specifically for academics working in universities operating in Istanbul, Turkey, and it is aimed to contribute to the literature by revealing the relationship between academics' digital literacy and career satisfaction. The cross-sectional survey method, a quantitative research technique, was utilized in the research as a data collection and analysis tool. For this purpose, the data collected through questionnaires from 304 academics with a simple random sampling method were analyzed. As a result of the analysis, it was found that academics' digital literacy explained the career satisfaction variable by 28.1% at a 0.01 significance level. Finally, the significant positive relationship between academics' digital literacy and career satisfaction can be interpreted as that academics who cannot develop digital literacy skills and transfer these skills to teaching environments will not be able to achieve career satisfaction by experiencing a sense of failure because they cannot provide an education in line with the expectations of the digital age. In addition, according to the research findings, it was found that the digital literacy and career satisfaction levels of the academicians differ according to age, working time, academic title, and having a personal web page.

Keywords

Digital Literacy, Academics, Digital Literacy in Academia, Career Satisfaction, Digital Literacy Level of Academics

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