Examining the relationship between teachers’ lifelong learning tendencies and digital literacy levels

Year 2022, Volume: 5 Issue: 2, 379 - 392, 31.05.2022

Okay Demir , Seda Aktı Aslan , Mustafa Demir

https://doi.org/10.31681/jetol.1034697

Cited By: 7

Abstract

The purpose of the study is to reveal the relationship between teachers’ lifelong learning tendencies and digital literacy levels. Both single and correlational survey designs from the quantitative research models were employed. To determine the study group, convenience case sampling was used by considering the Covid-19 pandemic and a total of 322 teachers on social media participated in the study. The data were collected in the second semester of the 2020-2021 academic year. In the current study, two scales, namely, “Lifelong Learning Scale” and “Digital Literacy Self-efficacy Scale of Teacher Candidates” were used for data collection tools. As a result of the study, it was determined that lifelong learning tendencies of teachers were at a high level. Besides, teachers find themselves sufficient in terms of digital literacy. It was observed that there was a positive and significant relationship between teachers’ lifelong learning tendencies and digital literacy levels. Ultimately, it was among the obtained results that teachers’ digital literacy levels also predicted their lifelong learning skills.

Keywords

Digital Literacy, Lifelong Learning, Teachers

References

• Acar, Ç. (2015). Parent opinions about the their own digital literacy and their primary, secondary and high school children. (Unpublished master's thesis), Ankara University Institute of Educational Sciences, Ankara.
• Akçay, P. (2021). Lifelong learning center teachers lifelong learning competencies and tendencies (Ismek Sample). Journal of Kazım Karabekir Education Faculty, 42, 246-266. https://doi.org/10.33418/ataunikkefd.828696
• Akgün, İ. H. & Akgün, M. (2020). Examining the digital literacy levels of social studies candidates. Journal of Ahi Evran University Kirsehir Education Faculty, 21(2), 1006-1024.
• Akkoyunlu, B. & Yılmaz Soylu, M. (2010). A study on teachers' digital empowerment., Turkish Librarianship, 24(4), 748-768.
• Aksoy, N. C., Karabay, E. & Aksoy, E. (2021). The investigation of the digital literacy levels of classroom teachers, Journal of Selcuk Communication, 14 (2), 859-894. https://doi.org/10.18094 /josc.871290
• Anisimova, E. (2020). Digital literacy of future preschool teachers. Journal of Social Studies Education Research, 11(1), 230-253.
• Arslan, S. (2019). Examining the digital literacy levels of teachers working in primary and secondary schools in terms of various variables. (Unpublished master's thesis). Sakarya University Institute of Educational Sciences, Sakarya.
• Ata, R., & Yıldırım, K. (2019). Exploring Turkish teacher candidates’ perceptions and views of digital literacy. Education Sciences, 9(1), 40. https://doi.org/10.3390/educsci9010040
• Aydın, Ş. & İflazoğlu Saban, A. (2021). Investigation of teachers’ lifelong learning tendencies and cultural capital in terms of some variables, Ihlara Journal of Educational Research, 6(1), 27–42. https://doi.org/10.47479/ihead.891620
• Ayra, M. & Köstereli̇oğlu, İ. (2015). The relationship between teachers’ lifelong learning tendencies and their perceptions of professional self-efficacy. Education Sciences, 10(1), 17-28.
• Bay, D. N. (2021). Digital literacy levels of preschool teacher candidates, Mustafa Kemal University Journal of the Faculty of Education, 5 (7), 172-187.
• Bayrakcı, S. & Narmanlıoğlu, H. (2021). Investigation of digital literacy levels of undergraduate students and graduates in Turkey, Academic Journal of Information Tecnology, 12 (46), 46-67. https://doi.org/10.5824/ajite.2021.03.003.x
• Boyacı, Z. (2019). The relationship between lifelong learning tendencies and digital literacy levels of teacher candidates (A Düzce University Sample). (Unpublished master's thesis), Sakarya University Institute of Educational Sciences, Sakarya.
• Bozkan, E. (2018). The relationship between factors affecting teachers’ lifelong learning and their attitudes towards mobile learning (The Example of Sakarya Province). (Unpublished master's thesis), Sakarya University Institute of Educational Sciences, Sakarya.
• Boztepe, Ö. (2017). Investigation of candidate teacher’s lifelong learning and communication satisfaction levels. (Unpublished master's thesis), Sakarya University Institute of Educational Sciences, Sakarya.
• Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2011). Scientific research methods. Ankara: PegemA Publishing.
• Büyüköztürk, Ş. (2014). Manual of data analysis for social sciences. Ankara: PegemA Publishing.
• Carrington, V. & Robinson, M. (2009). Digital Literacies: Social Learning and Classroom Practices. Sage: Thousand Oaks, CA, USA.
• Çetin, S. & Çetin, F. (2017). Lifelong learning tendencies of prospective teachers. Journal of Education and Practice, 8(12), 1-8.
• Demir, Ö. & Doganay, A. (2019). An investigation of metacognition, self-regulation and social Intelligence scales' level of predicting teacher candidates' lifelong learning trends. International Journal of Progressive Education, 15(5), 131- 148. https://doi.org/10.29329 /ijpe.2019.212.10
• Duggan, F. (2013). Why universities should acquire and teach digital literacy. The Guardian.
• Durak, H. Y. & Tekin, S. (2020). Investigation of teachers’ lifelong learning competencies according to personal and professional variables. Abant İzzet Baysal University Journal of the Faculty of Education, 20(1), 221-235. https://doi.org/10.33418/ataunikkefd.828696
• Erdamar, G., Demirkan, Ö., Saraçoğlu, G. & Alpan, G. (2017). The relationship between high school teachers’ life-long learning tendencies and their educational internet use self-effıcacy beliefs, Abant İzzet Baysal University Journal of the Faculty of Education, 17 (2), 636-657. https://doi.org/10.17240/aibuefd.2017.17.30227-326590
• Ellez, A.M., Teker, D., Oruç, N. & Şafak, Ş. (2021). Educational science theory, current research and new trends. (Eds. M.Eraslan, A.Döngel). The relationship between teachers' lifelong learning tendencies and the learning strategies they use. 1-14. IVPE Cetinje, Montenegro.
• Eshet-Alkalai, Y., & Soffer, O. (2012). Guest editorial--Navigating in the digital era: Digital literacy: Socio-cultural and educational aspects. Educational Technology & Society, 15(2), 1-2.
• European Commission (2018). Proposal for a council recommendation on key competences for lifelong learning. Retrieved from (https://eur-lex.europa.eu/legalcon tent/EN/TXT/PDF/?uri =CELEX:5201 8SC0014&from=EN), on (14.06.2021)
• European Commission (2019). Key compedences for lifelong learning. Retrieved from (https://op.europa.eu/en/publication-detail/-/publication/297a33c8-a1f3-11e99d0101aa75ed71a1/la nguage-en), on (14.06.2021)
• Falloon, G. From digital literacy to digital competence: the teacher digital competency (TDC) framework. Education Tech Research Dev 68, 2449–2472 (2020). https://doi.org/10.1007/s11423-020-09767-4
• Framework for 21st Century Learning (2019). P21 Partnership for 21st Century Learning. A Network of Battelle for Kids. Retrieved from (http://www.battelleforkids.org/networks/p21/frameworks-resources), on (13.07.2021)
• Göldağ, B. (2021). Investigation of the relationship between digital literacy levels and digital data security awareness levels of university students, E-International Journal of Educational Research, 12(3) 82-100. DOI: https://doi.org/10.19160/e-ijer.950635
• Gür Erdoğan, D. & Arsal, Z. (2016). The development of lifelong learning trends scale (LLLTS). Sakarya University Journal of Education, 6(1), 114-122.
• Gürbüz, O. & Karakuş, G. (2018). Teacher candidates’ digital literacy self-efficacy scale development. Kastamonu Journal of Education, 26(5), 1427-1436.
• Hamutoglu, N. B., Gemikonakli, O., De Raffaele, C., & Gezgin, D. M. (2020). Comparative Cross-Cultural Study in Digital Literacy. Eurasian Journal of Educational Research, 88, 121-147. https://doi.org/10.14689/ejer.2020.88.6
• Instefjord, E. & Munthe, E. (2016). Preparing teacher candidates to integrate technology: An analysis of the emphasis on digital competence in teacher education curricula. European Journal of Teacher Education, 39(1), 77-93.
• İzci, E. & Özden, S. (2021). Investigation of the secondary school teachers' tendencies towards lifelong learning and critical thinking. Journal of History School, 50, 465-492. http://dx.doi.org/10.29228/Joh.48186
• Julian McDougall, Mark Readman & Philip Wilkinson (2018). The uses of (digital) literacy. Learning, Media and Technology, 43(3), 263-279, https://doi.org/10.1080/17439884.2018.1462206
• Kanmaz, A. (2021). The relationship between teacher candidates' lifelong learning tendencies and teacher self-efficacy beliefs. INSAC International Congress on Scientific Developments for Social and Education Sciences (p. 9-29). March 27-28, 2021 Konya, Turkey.
• Kara, S. (2021). Examining the relationship between teacher candidates' digital literacy levels and their strategies for searching and interpreting information on the web. (Unpublished Master's Thesis). Necmettin Erbakan University, Institute of Educational Sciences, Department of Computer Education and Instructional Technologies, Konya.
• Karasar, N. (2010). Scientific research method. Ankara: Nobel Publishing.
• Kozan, M. (2018). Examination of department of computer education and instructional technology teacher candidates' digital literacy levels and cyberbullying sensitivities. (Unpublished master's thesis). Fırat University, Institute of Educational Sciences, Department of Computer Education and Instructional Technologies, Elazığ.
• Kurbanoğlu, S.S. (2010). Information literacy: A conceptual analysis. Turkish Librarianship, 24 (4), 723-747.
• Kuru, E. (2019). The views of social studies teacher candidates on the concept of digital literacy. Turkish Studies 14(3), 1629-1648. https://doi.org/10.29228/TurkishStudies.22563
• McDougall, J., Readman, M. & Wilkinson, P. (2018). The uses of (digital) literacy. Learning, Media and Technology, 43(3), 263-279. https://doi.org/10.1080/17439884.2018.1462206
• MONE (2014). Turkey lifelong learning strategy document and action plan. Retrieved from (http://hbogm.meb.gov.tr/meb_iys_dosyalar/2015_04/20025555_hbostratejibelgesi_2014_2018.pdf), on (24.01.2022)
• MONE (2016). General directorate of lifelong learning. Retrieved from (http://hbogm.meb.gov.tr/), on (24.01.2022)
• Meyers, E.M., Erickson, I. & Small, RV. (2013). Digital literacy and informal learning environments: an introduction. Learning, Media and Technology, 38(4), 355-367. https://doi.org/10.1080/17439884.2013.783597
• Morrison, R. & Garcia, L. (2011). From embedded to integrated: digital information literacy and new teaching models for academic librarians. Faculty Publications.
• Ng, W. (2012). Can we teach digital natives digital literacy?. Computers & Education, 59(1), 1065–1078. https://doi.org/10.1016/j.compedu.2012.04.016
• Ocak, G. & Karakuş, D. Ö. G. (2019). An investigation of digital literacy self-efficacy skills of teacher candidates ın terms of different variables. Afyon Kocatepe University Journal of Social Sciences, 21(1), 129-147.
• Óhidy, A. (2008). Lifelong learning: interpretations of an education policy in europe. (Trans. E. Györffy, C. KoberTomasek, M. Eickhoff & K. Wedekamper). Germany: Springer Science & Business Media.
• Öçal, F. N. (2017). Perceptions of digital literacy competence related to primary school teacher and parents themselves with their children. (Unpublished master's thesis), Gazi University Graduate School Of Educational Sciences, Ankara.
• Öteles, Ü.U. (2020). A study on the examination of the relationship between lifelong learning tendency and digital literacy level. European Journal of Education Studies, 7(8), 57-73. https://doi.org/10.46827/ejes.v7i8.3185
• Özcan, A. (2017). Digital Media Literacy: Problems, Practices and Expectations. AJIT-e: Online Academic Journal of Information Technology, 8(28), 55-66.
• Özçiftçi, M. & Çakır, R. (2015). Teachers’ lifelong learning trends and self-efficiencies about the educational technology standards. Educational Technology Theory and Practice, 5(1), 1-19.
• Özoğlu, C. ve Kaya, E. (2021). Analysis of the relationship between the lifelong learning and digital literacy of generation Z teacher candidates. Anadolu Journal of Educational Sciences International, 11(1), 415-437. https://doi.org/10.18039/ajesi.824040
• Öztürk, Y. & Budak, Y. (2019). Reserach on preservice teachers’ own perception of digital literacy. The Journal of Kesit Academy, 5(21), 156-172.
• Pala, Ş. M. & Başıbüyük, A. (2020). The investigation of digital literacy of fifth grade secondary school students. Cumhuriyet International Journal of Education, 9(3), 897-921.
• Recepoğlu, S. (2021). Investigation of the relationship between social studies teacher candidates' lifelong learning tendencies and self-directed learning skills. Journal of Gazi University Gazi Education Faculty, 41 (1), 551-569.
• Ribble, M. (2011). Digital citizenship in schools. Washington: International Society for Technology in Education.
• Ringsted, M. (1998). Open learning in primary and secondary schools-towards the school of tomorrow in the information society. Educational Media International, 35(4), 278-281.
• Samancı, O. & Ocakcı, E. (2017). Lifelong learning. Journal of Bayburt Education Faculty, 12(24), 711-722.
• Savuran, Y. (2014). Life-long learning competencies of prospective English language teachers in comparison with their mentors. (Unpublished master's thesis), Hacettepe University Graduate School of Educational Sciences, Ankara.
• Seferoğlu, S. S. (2004). Öğretmen yeterlilikleri ve mesleki gelişim. Bilim ve Aklın Aydınlığında Eğitim, 117-125.
• Taylan, G.Ö. (2020). Digital literacy: Tools, methodologies, practices and recommendations. (Eds. Ş. Sağıroğlu, H. B., Bülbül, A. & Kılıç, M. Küçükali). Internet use for educational purposes, s.375-410, Ankara: Nobel Publishing.
• TTKB, (2017). Updating the primary and secondary education programs of the ministry of education. Retrieved from(https://ttkb.meb.gov.tr/meb_iys_dosyalar /2017_01/13152934_basYn_aYklamasY _13012017.pdf ), on (05.04.2021)
• Uyar, A. (2021). Digital literacy of associate degree students. International Journal of Contemporary Educational Studies (IntJCES), 7 (1), 198-211.
• Vega, V. (2011). Digital literacy is the bedrock for lifelong learning. Technology Integration. Retrieved from (https://www.edutopia.org/blog/digital-divide-technology-internet-access-literacy-vanessa-vega), on (23.01.2022)
• Yaman, F. & Yazar, T. (2015). Investigating of life long learning tendency of teachers (The Example Of Diyarbakır). Kastamonu Journal of Education, 23 (4), 1553-1566.
• Yazıcı, M. (2018). Technology and lifelong learning. T. V. Yüzer, G. Kurubacak & M. R. Okur (Ed.), Dijital literacy (p. 117-128). Eskişehir: Anadolu University Publishing.
• Yıldız-Durak, H., Seferoglu, S. S. & Sen, N. (2020). Some personal and professional variables as identifiers of teachers’ lifelong learning tendencies and professional burnout. Cypriot Journal of Educational Science. 15(2), 259–270.