Teknoloji stresine karşı bir tampon olarak dijital okuryazarlık: Görevdeki müzik öğretmenlerinin bilişim teknolojilerine yönelik tutumlarından elde edilen bulgular

Abstract

Bu çalışma, teknostres, bilgi ve iletişim teknolojilerine (BİT) yönelik tutumlar ve dijital okuryazarlık arasındaki ilişkileri incelemiş; özellikle müzik öğretmenleri bağlamında dijital okuryazarlığın aracılık rolüne odaklanmıştır. Veriler, Türkiye’nin farklı bölgelerinden 202 müzik öğretmeninden toplanmış ve SPSS ile PROCESS Macro kullanılarak analiz edilmiştir. Bulgular, teknostresin BİT tutumlarını olumsuz yönde etkilediğini, buna karşılık dijital okuryazarlığın teknostresi azalttığını ve BİT’e yönelik olumlu tutumları güçlendirdiğini ortaya koymuştur. Ayrıca, dijital okuryazarlığın teknostres ile BİT tutumları arasındaki ilişkide kısmi aracılık rolü üstlendiği belirlenmiştir. İş Talepleri–Kaynaklar (JD-R) Modeli, Stresin İşlemsel Modeli ve Bilişsel Yük Kuramı çerçevesinde yorumlanan bu sonuçlar, dijital okuryazarlığın öğretmenlerin teknolojik taleplerle başa çıkmalarına yardımcı olan, bilişsel yükü azaltan ve teknolojiyi bir tehditten ziyade bir fırsat olarak algılamalarını sağlayan temel bir kişisel kaynak işlevi gördüğünü göstermektedir. Çalışma, müzik eğitiminde teknostresi azaltmak ve BİT entegrasyonuna yönelik olumlu tutumları geliştirmek için dijital okuryazarlığın artırılmasının kritik rolünü vurgulamaktadır. Uygulama açısından bulgular, öğretmen yetiştirme programları ile hizmet içi eğitimlerin dijital pedagojiyi ve müziğe özgü teknolojileri önceliklendirmesi gerektiğine işaret etmektedir. Ayrıca bu bulgular, yerel girişimlerin küresel dijital yeterlik standartlarıyla uyumlaştırılması bağlamında, öğretmen eğitimi ve mesleki gelişim için karşılaştırmalı uluslararası çıkarımlar sunmaktadır. Politika yapıcıların ise ulusal standartları DigCompEdu ve ISTE gibi uluslararası çerçevelerle daha fazla uyumlu hâle getirmesi gerekmektedir. Sonuç olarak bu çalışma, özellikle müzik öğretmenleri bağlamında dijital okuryazarlığın teknostres ile BİT tutumları arasındaki ilişkideki aracılık rolünü ortaya koyarak alanyazına özgün katkı sunmaktadır.

Keywords

• dijital okuryazarlık
• teknostres
• bilgi ve iletişim teknolojileri (BİT)
• teknolojik pedagojik alan bilgisi (TPAB)
• öğretmen eğitimi

Digital literacy as a buffer against technostress: Evidence from the ICT attitudes of in-service music teachers

Abstract

This study examined the relationships among technostress, attitudes toward information and communication technologies (ICT), and digital literacy, focusing on the mediating role of digital literacy among music teachers. Data were collected from 202 music teachers across different regions of Turkey and analyzed using SPSS and PROCESS Macro. The findings revealed that technostress negatively influenced ICT attitudes, while digital literacy reduced technostress and strengthened positive ICT attitudes. Furthermore, digital literacy partially mediated the relationship between technostress and ICT attitudes. Interpreted through the Job Demands–Resources (JD-R) Model, the Transactional Model of Stress, and Cognitive Load Theory, these results suggest that digital literacy functions as a key personal resource that helps teachers manage technological demands, lowers cognitive load, and enables them to perceive technology as an opportunity rather than a threat. The study highlights the critical role of enhancing digital literacy to mitigate technostress and foster positive ICT integration in music education. Practically, the findings imply that teacher education programs and in-service training should prioritize digital pedagogy and music-specific technologies. These findings also offer comparative international implications for teacher education and professional development, especially when aligning local initiatives with global digital competence standards. Policymakers should further align national standards with international frameworks such as DigCompEdu and ISTE. Overall, the study provides novel evidence by demonstrating the mediating role of digital literacy in the technostress–ICT attitude relationship specifically among music teachers.

Keywords

• digital literacy
• technostress
• information and communication technology
• technological pedagogical content knowledge (TPACK)
• teacher education

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