OKUL ÖNCESİ ÖĞRETMENİ ADAYLARININ DİJİTAL OKURYAZARLIK ÖZ YETERLİK İLE TEKNOLOJİYE YÖNELİK TUTUMLARI ARASINDAKİ İLİŞKİNİN İNCELENMESİ

Yıl 2023, Cilt: 9 Sayı: 2, 195 - 224, 31.10.2023

Hülya Gülay Ogelman , Fatma Demirci , Hande Güngör

https://doi.org/10.31463/aicusbed.1302926

Cited By: 1

Öz

Bu araştırmanın amacı, okul öncesi öğretmen adaylarının dijital okuryazarlık öz yeterliklerinin teknolojiye yönelik tutumları üzerindeki yordayıcı rolünün incelenmesidir. Araştırmanın çalışma grubunu bir devlet üniversitesinde Okul Öncesi Öğretmenliği Programına kayıtlı olan 142 lisans öğrencisi oluşturmaktadır. Araştırmada, Kişisel Bilgi Formu, Öğretmen Adaylarının Dijital Okuryazarlık Öz-yeterliliği Ölçeği ve Öğretmen Adayları için Teknolojiye Yönelik Tutum Ölçeği olmak üzere üç ölçme aracı kullanılmıştır. Verilerin toplanması sürecinde Google Form uygulaması kullanılmıştır. Çalışmanın verileri SPSS 21.0 paket programında analiz edilmiştir. Bulgulara göre dijital okuryazarlık öz yeterliğinin üretim, kaynak kullanabilme, uygulama kullanabilme ve destek alt boyutları ile teknolojiye yönelik tutumlar arasında olumlu yönde orta düzeyde anlamlı ilişki bulunmaktadır. Bu sonuca göre dijital okuryazarlık öz yeterliğinin üretim, kaynak kullanabilme, uygulama kullanabilme ve destek alt boyutları arttıkça/azaldıkça teknolojiye yönelik tutumlar artmaktadır/azalmaktadır. Ayrıca dijital okuryazarlık öz yeterliğinin üretim, kaynak kullanabilme, uygulama kullanabilme ve destek alt boyutları, teknolojiye yönelik tutumları anlamlı biçimde yordayabilmektedir. Teknolojiye yönelik tutumun %11’inin üretim, %24’ünün kaynak kullanabilme, %18’inin uygulama kullanabilme, %17’inin destek alt boyutuyla açıklanabileceği söylenebilir.

Anahtar Kelimeler

Dijital okuryazarlık, teknoloji, teknolojiye yönelik tutum, öğretmen adayları, dijitalleşme

Investigation of the Relationship Between Preservice Preschool Teachers' Digital Literacy Self-Efficacy and Attitudes Towards Technology

Öz

The aim of this study is to examine the predictive role of preservice preschool teachers' digital literacy self-efficacy on their attitudes towards technology. The study group of the research consists of 142 undergraduate students enrolled in the Preschool Teacher Education Program of a state university. In the study, three measurement tools were used: Personal Information Form, Digital Literacy Self-Efficacy Scale for Prospective Teachers and Attitude Towards Technology Scale for Prospective Teachers. Google Form application was used in the data collection process. The data of the study were analyzed in SPSS 21.0 package program. According to the findings, there is a positive and moderately significant relationship between the production, resource utilization, application utilization and support sub-dimensions of digital literacy self-efficacy and attitudes towards technology. According to this result, as the production, resource utilization, application utilization and support sub-dimensions of digital literacy self-efficacy increase/decrease, attitudes towards technology increase/decrease. In addition, production, resource utilization, application utilization and support sub-dimensions of digital literacy self-efficacy can significantly predict attitudes towards technology. It can be said that 11% of the attitude towards technology can be explained by production, 24% by using resources, 18% by using applications and 17% by support sub-dimensions.

Anahtar Kelimeler

Digital literacy, technology, attitude towards technology, pre-service teachers, digitalization

Kaynakça

• Abbitt, J. T., & Klett, M. D. (2007). Identifying influences on attitudes and self-efficacy beliefs towards technology integration among pre-service educators. Electronic Journal for The Integration of Technology in Education, 6(1), 28-42. https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=d1d2625c826a098034aff9e730231f0e505a70f4
• Admiraal, W., Van Vuget, F., Kranenburg, F., Koster, B., Smit, B., Weijers, S., et al. (2016). Preparing preservice teachers to integrate technology into K-12 instruction: Evaluation of a technology-infused approach. Technology, Pedagogy and Education, 26(1), 105–120. https://doi.org/10.1080/1475939X.2016.1163283
• Akram, H., Abdelrady, A. H., Al-Adwan, A. S., & Ramzan, M. (2022). Teachers' perceptions of technology integration in teaching-learning practices: A systematic review. Frontiers in Psychology, 13, Article 920317. https://doi:10.3389/fpsyg. 2022.920317
• Aksoğan, M., & Bulut Özek, M. (2020). Öğretmen adaylarının teknoloji yeterlilikleri ile teknolojiye bakış açısı arasındaki ilişki. Gümüşhane Üniversitesi Sosyal Bilimler Dergisi, 11(2), 301-311. https://dergipark.org.tr/en/pub/gumus/issue/55299/661961
• Alismail, H. A., & McGuire, P. (2015). 21st century standards and curriculum: Current research and practice. Journal of Education and Practice, 6(6), 150-154. https://eric.ed.gov/?id=EJ1083656
• Alsmari, N. A. (2021). The relationship between language proficiency level and l2 digital literacy self-efficacy: A study of EFL university students. International Journal of Arabic-English Studies, 21(2), 183-198. https://doi.org/10.33806/ijaes2000.21.2.10
• Anisimova, E. (2020). Digital literacy of future preschool teachers. Journal of Social Studies Education Research, 11(1), 230-253. https://www.learntechlib.org/p/216438/.
• Arslan, S. (2019). İlkokullarda ve ortaokullarda görev yapan öğretmenlerin dijital okuryazarlık düzeylerinin çeşitli değişkenler açısından incelenmesi. Yayınlanmamış yüksek lisans tezi, Sakarya Üniversitesi, Sakarya. https://www.proquest.com/docview/2700374925?pqorigsite=gscholar&fromopenview=true
• Aslan, S. (2021). Analysis of digital literacy self-efficacy levels of pre-service teachers. International Journal of Technology in Education (IJTE), 4(1), 57-67. https://doi.org/10.46328/ijte.47
• Awofala, A. O., Olabiyi, O. S., Awofala, A. A., Arigbabu, A. A., Fatade, A. O., & Udeani, U. N. (2019). Attitudes toward computer, computer anxiety and gender as determinants of pre-service science, technology, and mathematics teachers' computer self-efficacy. Digital Education Review, 36, 51-67. https://eric.ed.gov/?id=EJ1238929
• Aydın, F., & Karaa, F. N. (2013). Öğretmen adaylarının teknolojiye yönelik tutumları: Ölçek geliştirme çalışması. Türk Fen Eğitimi Dergisi, 10(4), 103-118. http://acikerisim.ibu.edu.tr/xmlui/handle/20.500.12491/2157
• Bay, D. N. (2021). Okul öncesi öğretmen adaylarinin dijital okuryazarlik düzeyleri. Mustafa Kemal Üniversitesi Eğitim Fakültesi Dergisi, 5(7), 172-187. https://dergipark.org.tr/en/pub/mkuefder/issue/63331/937574
• Berson, I., & Berson, M. (2010). High-tech tots: Childhood in a digital world. Charlotte, NC: Information Age Publishing.
• Billington, C. (2016). How digital technology can support early language and literacy outcomes in early years settings: A review of the literature. London: National Literacy Trust. https://cdn.literacytrust.org.uk/media/documents/2016_06_16_free_research_-_digital_technology_early_literacy_review_2016_oWCanmt.pdf
• Blackwell, C. K., Lauricella, A. R., Wartella, E., Robb, M., & Schomburg, R. (2013). Adoption and use of technology in early education: The interplay of extrinsic barriers and teacher attitudes. Computers & Education, 69, 310-319. https://doi.org/10.1016/j.compedu.2013.07.024
• Blair, S. L., Claster, P. N., & Claster, S. M. (Eds.). (2015). Technology and youth: Growing up in a digital world. Emerald Group Publishing.
• Borthwick, A., & Hansen, R. (2017). Digital literacy in teacher education. Are teacher educators competent? Journal of Digital Learning in Teacher Education, 33(2), 46–48. https://doi.org/10.1080/21532974.2017.1291249
• Bratianu, C., Neştian, A. Ş., Tiţã, S. M., Voda, A. I., & Guţã, A. L. (2020). The impact of knowledge risk on sustainability of firms. Amfiteatru Economic, 22(55), 639-652. https://www.ceeol.com/search/article-detail?id=888533
• Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2012). Eğitimde bilimsel araştırma yöntemleri (13. basım). Ankara: Pegem Akademi.
• Byun, J., Sung, T. E., & Park, H. W. (2018). Technological innovation strategy: How do technology life cycles change by technological area. Technology Analysis & Strategic Management, 30(1), 98-112. https://doi.org/10.1080/09537325.2017.1297397
• Celik, V., & Yesilyurt, E. (2013). Attitudes to technology, perceived computer self-efficacy and computer anxiety as predictors of computer supported education. Computers & Education, 60(1), 148-158. https://doi.org/10.1016/j.compedu.2012.06.008
• Çelikkaya, T., & Köşker, C. (2023). Sosyal bilgiler öğretmenlerinin dijital okuryazarlık beceri yeterlilik düzeyleri (Kırşehir örneği). Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 36 (1), 1-28. DOI: 10.19171/uefad.1202223
• Çetin, M., & İşçi, T. G. (2022). Relationship between social studies teacher candidates’ digital literacy self-efficacy levels and information and communication technology competencies. International Journal of Education and Literacy Studies, 10(2), 71-80. http://dx.doi.org/10.7575/aiac.ijels.v.10n.2p.71
• Çetin, O., Çalışkan, E., & Menzi, N. (2012). Öğretmen adaylarının teknoloji yeterlilikleri ile teknolojiye yönelik tutumları arasındaki ilişki. İlköğretim Online, 11(2), 273-291. https://dergipark.org.tr/en/pub/ilkonline/issue/8589/106733
• Chang, C. K., Reisman, S., & Tovar, E. (2017). Advances in learning technologies. Computer, 14, 14-17. DOI: 10.1109/MC.2017.149.
• Cho, C. H., & Cheon, H. J. (2005). Children's exposure to negative Internet content: Effects of family context. Journal of Broadcasting & Electronic Media, 49(4), 488-509. https://doi.org/10.1207/s15506878jobem4904_8
• Churiyah, M., Sholikhan, S., Filianti, F., & Sakdiyyah, D. A. (2020). Indonesia education readiness conducting distance learning in Covid-19 pandemic situation. International Journal of Multicultural and Multireligious Understanding, 7(6), 491-507. http://dx.doi.org/10.18415/ijmmu.v7i6.1833
• Coban, O., & Atasoy, R. (2019). An Examination of relationship between teachers' self-efficacy perception on ICT and their attitude towards ICT usage in the classroom. Cypriot Journal of Educational Sciences, 14(1), 136-145. https://eric.ed.gov/?id=EJ1252927
• Darling, N. (2007). Ecological systems theory: The person in the center of the circles. Research in human development, 4(3-4), 203-217. https://doi.org/10.1080/15427600701663023
• Delcourt, M. A., & Kinzie, M. B. (1993). Computer technologies in teacher education: The measurement of attitudes and self-efficacy. Journal of Research and Development in Education, 27(1), 35-41. https://eric.ed.gov/?id=EJ478568
• Dogru, O. (2020). An investigation of pre-service visual arts teachers' perceptions of computer self-efficacy and attitudes towards web-based instruction. International Journal of Research in Education and Science, 6(4), 629-637. https://eric.ed.gov/?id=EJ1271344
• Drigas, A., Kokkalia, G., & Lytras, M. D. (2015). ICT and collaborative co-learning in preschool children who face memory difficulties. Computers in Human Behavior, 51, 645-651. https://doi.org/10.1016/j.chb.2015.01.019
• European Commission. (2020). Digital Economy and Society Index (DESI) Available online: https://digital-strategy.ec.europa.eu/ en/library/digital-economy-and-society-index-desi-2020
• Fenty, N. S., & Anderson, E. M. (2014). Examining educators’ knowledge, beliefs, and practices about using technology with young children. Journal of Early Childhood Teacher Education, 35(2), 114-134. https://doi.org/10.1080/10901027.2014.905808
• Flewitt, R., Messer, D., & Kucirkova, N. (2015). New directions for early literacy in a digital age: The iPad. Journal of Early Childhood Literacy, 15(3), 289-310. DOI: 10.1177/1468798414533560
• Giles, R. M., & Kent, A. M. (2016). An investigation of preservice teachers’ self-efficacy for teaching with technology. Asian Education Studies, 1(1), 32. https://doi.org/10.20849/aes.v1i1.19
• Gilster, P.(1998).Digital literacy. New York: John Wiley & Sons.
• Goldie, J. G. S. (2016). Connectivism: A knowledge learning theory for the digital age?. Medical Teacher, 38(10), 1064-1069. https://doi.org/10.3109/0142159X.2016.1173661
• Gomathy, C. K. (2018). A study on the effect of digital literacy and information management. Journal of Scientific Research and Review, 7(3), 51-57.
• Gülay Ogelman, H., Demirci, F., & Güngör, H. (2022). Okul öncesi eğitimi öğretmenlerinin dijital okuryazarlik düzeylerinin incelenmesi. Trakya Eğitim Dergisi, 12(1), 235-247. https://doi.org/10.24315/tred.887072
• Hatzigianni, M., & Kalaitzidis, I. (2018). Early childhood educators’ attitudes and beliefs around the use of touchscreen technologies by children under three years of age. British Journal of Educational Technology, 49(5), 883-895. https://doi.org/10.1111/bjet.12649
• Heitin, L. (2016). What is digital literacy. Education Week, 36(12), 5-6. Holden, H., & Rada, R. (2011). Understanding the influence of perceived usability and technology self-efficacy on teachers’ technology acceptance. Journal of Research on Technology in Education, 43(4), 343–367. https://doi.org/10.1080/15391523.2011.10782576
• Hsu, P. S. (2016). Examining current beliefs, practices and barriers about technology integration: A case study. Tech Trends, 60, 30-40. DOI: 10.1007/s11528-015-0014-3
• Hughes, J. (2005). The role of teacher knowledge and learning experiences in forming technology-integrated pedagogy. Journal of Technology and Teacher Education, 13(2), 277-302. https://www.learntechlib.org/primary/p/26105/.
• Hwa, S. P. (2018). Pedagogical change in mathematics learning: Harnessing the power of digital game-based learning. Journal of Educational Technology & Society, 21(4), 259-276. https://www.jstor.org/stable/26511553
• Ibrahim, M., Younes, H., & Hafeth, W. (2017). Child culture. Amman: Dar Al-Feker.
• Ihmeideh, F.M. (2010). The role of computer technology in teaching reading and writing: preschool teachers’ beliefs and practices, Journal of Research in Childhood Education 24(1), 60-79. https://doi.org/10.1080/02568540903439409
• Johnson, G. (2010). Internet use and child development: The techno-microsystem. Australian Journal of Educational and Developmental Psychology (AJEDP), 10, 32-43. http://hdl.handle.net/20.500.11937/41084
• Johnson, G. M., & Puplampu, K. P. (2008). Internet use during childhood and the ecological techno-subsystem. Canadian Journal of Learning and Technology, 34(1), n1. https://eric.ed.gov/?id=EJ1073829
• Kalemoglu Varol, Y. (2014). The Relationship between attitudes of prospective physical education teachers towards education technologies and computer self-efficacy beliefs. Turkish Online Journal of Educational Technology-TOJET, 13(2), 157-167. https://eric.ed.gov/?id=EJ1022937
• Kalogiannakis, M., & Papadakis, S. (2019). Evaluating pre-service kindergarten teachers' intention to adopt and use tablets into teaching practice for natural sciences. International Journal of Mobile Learning and Organisation, 13(1), 113-127. https://doi.org/10.1504/IJMLO.2019.096479
• Karakuş, G., & Ocak, G. (2019). Öğretmen adaylarının dijital okuryazarlık öz-yeterlilik becerilerinin farklı değişkenler açısından incelenmesi. Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi, 21(1), 129-147. https://doi.org/10.32709/akusosbil.466549
• Karasar, N. (2020). Bilimsel araştırma yöntemi (35. Baskı). Ankara: Nobel Akademik Yayıncılık.
• Kauts, A., & Kaur, B. (2011). A study of children’s behaviour in relation to family environment and technological exposure at preprimary stage. MIER Journal of Educational Studies Trends and Practices, 111-128. https://doi.org/10.52634/mier/2011/v1/i2/1602
• Kinzie, M. B., Delcourt, M. A., & Powers, S. M. (1994). Computer technologies: Attitudes and self-efficacy across undergraduate disciplines. Research in higher education, 35, 745-768. https://doi.org/10.1007/BF02497085
• Kerawalla, L., & Crook, C. (2002). Children's computer use at home and at school: Context and continuity. British Educational Research Journal, 28(6), 751-771. https://doi.org/10.1080/0141192022000019044
• Kim, S., Raza, M., & Seidman, E. (2019). Improving 21st-century teaching skills: The key to effective 21st-century learners. Research in Comparative and International Education, 14(1), 99-117. https://doi.org/10.1177/1745499919829214
• Konca, A.S., Ozel, E., & Zelyurt, H. (2016). Attitudes of preschool teachers towards using information and communication technologies (ICT). International Journal of Research in Education and Science (IJRES), 2(1), 10-15. https://eric.ed.gov/?id=EJ1105132
• Kramarski, B., & Michalsk, T. (2010). Preparing preservice teachers for self-regulated learning in the context of technological pedagogical content knowledge. Learning and Instruction, 20, 434–447. https://doi.org/10.1016/j.learninstruc.2009.05.003
• Kuhlthau, C. C., Maniotes, L. K., & Caspari, A. K. (2015). Guided inquiry: Learning in the 21st century: Learning in the 21st century. Abc-Clio.
• Kuo, Y. C., & Belland, B. R. (2019). Exploring the relationship between African American adult learners’ computer, internet, and academic self-efficacy, and attitude variables in technology-supported environments. Journal of Computing in Higher Education, 31, 626-642. https://doi.org/10.1007/s12528-019-09212-3
• Lara Nieto-Márquez, N., Baldominos, A., & Pérez-Nieto, M. Á. (2020). Digital teaching materials and their relationship with the metacognitive skills of students in primary education. Education Sciences, 10(4), 113. https://doi.org/10.3390/educsci10040113
• Lee, S. J., & Chae, Y. G. (2007). Children's Internet use in a family context: Influence on family relationships and parental mediation. Cyberpsychology & Behavior, 10(5), 640-644. https://doi.org/10.1089/cpb.2007.9975
• Letwinsky, K. M. (2017). Examining the relationship between secondary mathematics teachers' self-efficacy, attitudes, and use of technology to support communication and mathematics literacy. International Journal of Research in Education and Science, 3(1), 56-66. https://eric.ed.gov/?id=EJ1126703
• Lindahl, M. G., & Folkesson, A. M. (2012). Can we let computers change practice? Educators’ interpretations of preschool tradition. Computers in Human Behavior, 28(5), 1728-1737. https://doi.org/10.1016/j.chb.2012.04.012
• List, A., Brante, E. W., & Klee, H. L. (2020). A framework of pre-service teachers’ conceptions about digital literacy: Comparing the United States and Sweden. Computers & Education, 148, 103788. https://doi.org/10.1016/j.compedu.2019.103788
• Mardiani, F., Anis, M. Z. A., & Hermawan, M. D. (2021). Digital literacy in the transformation of historical learning in the time of Covid-19. Jurnal Socius, 10(2), 1-10. DOI:10.20527/jurnalsocius.v10i2.11198
• Marín, V. I., & Castaneda, L. (2023). Developing digital literacy for teaching and learning. Handbook of Open, Distance and Digital Education, 1089. https://link.springer.com/content/pdf/10.1007/978-981-19-2080-6.pdf#page=1082
• McCarrick, K., & Li, X. (2007). Buried treasure: The impact of computer use on young children’s social, cognitive, language development and motivation. Association for the Advancement of Computing in Education Journal, 15, 73-95. https://www.learntechlib.org/primary/p/19982/.
• Mohammadyari, S., & Singh, H. (2015). Understanding the effect of e-learning on individual performance: The role of digital literacy. Computers & Education, 82, 11-25. https://doi.org/10.1016/j.compedu.2014.10.025
• Nash, C. (2020). Report on digital literacy in academic meetings during the 2020 COVID-19 lockdown. Challenges, 11(2), 20. https://doi.org/10.3390/challe11020020
• Nikolopoulou, K., & Gialamas, V. (2015). Barriers to the integration of computers in early childhood settings: Teachers’ perceptions. Education and Information Technologies, 20, 285-301. DOI: 10.1007/s10639-013-9281-9
• Nordlöf, C., Hallström, J., & Höst, G. E. (2019). Self-efficacy or context dependency?: Exploring teachers’ perceptions of and attitudes towards technology education. International Journal of Technology and Design Education, 29(1), 123-141. https://doi.org/10.1007/s10798-017-9431-2
• Ocak, G., & Karakuş, G. (2018). Öğretmen adaylarının dijital okuryazarlık öz-yeterliliği ölçek geliştirme çalışması. Kastamonu Eğitim Dergisi, 26(5), 1427-1436. https://doi.org/10.24106/kefdergi.1931
• OECD (2021). 21st-century readers: Developing literacy skills in a digital world. Available online: https://www.oecd.org/ publications/21st-century-readers-a83d84cb-en.htm
• Oğuz, E., Ellez, A. M., Akamca, G. Ö., Kesercioğlu, T. İ., & Girgin, G. (2011). Okulöncesi öğretmen adaylarının bilgisayar destekli eğitim yapmaya ve bilgisayara yönelik tutumları. İlköğretim Online, 10(3), 934-950. https://dergipark.org.tr/en/pub/ilkonline/issue/8591/106786
• Olur, B., & Ocak, G. (2021). Digital literacy self-efficacy scale: A scale development study. African Educational Research Journal, 9(2), 581-590. https://eric.ed.gov/?id=EJ1301265
• Özerbaş, M. A., & Kuralbayeva, A. (2018). Türkiye ve Kazakistan öğretmen adaylarının dijital okuryazarlık düzeylerinin değerlendirilmesi. Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi, 5(1), 16-25. https://doi.org/10.21666/muefd.314761
• Parette, H. P., Hourcade, J. J., Blum, C., Watts, E. H., Stoner, J. B., Wojcik, B. W., & Chrismore, S. B. (2013). Technology user groups and early childhood education: A preliminary study. Early Childhood Education Journal, 41, 171-179. DOI:10.1007/s10643-012-0548-3
• Puerling, B. (2012). Teaching in the digital age: Smart tools for age 3 to grade 3. St. Paul, MN: Redleaf.
• Roberts, J. K., Henson, R. K., Tharp, B. Z., & Moreno, N. P. (2001). An examination of change in teacher self-efficacy beliefs in science education based on the duration of in-service activities. Journal of Science Teacher Education, 12(3), 199-213. https://doi.org/10.1023/A:1016708016311
• Romero-Tena, R., Barragán-Sánchez, R., Llorente-Cejudo, C., & Palacios-Rodríguez, A. (2020). The challenge of initial training for early childhood teachers. A cross sectional study of their digital competences. Sustainability, 12(11), 4782. https://doi.org/10.3390/su12114782
• Şahin, H., & Kalkan, M. (2022). Okul öncesi öğretmen adaylarının dijital okuryazarlık düzeylerinin incelenmesi. Dijital Teknolojiler ve Eğitim Dergisi, 1(1), 26-38. https://doi.org/10.5281/zenodo.6647617
• Sánchez-Cruzado, C., Santiago Campión, R., & Sánchez-Compaña, M. T. (2021). Teacher digital literacy: The indisputable challenge after COVID-19. Sustainability, 13(4), 1858. https://doi.org/10.3390/su13041858
• Santos, A. I., & Serpa, S. (2017). The importance of promoting digital literacy in higher education. International Journal of Social Sciences Studies, 5(6), 90– 93. https://heinonline.org/HOL/LandingPage?handle=hein.journals/ijsoctu5&div=63&id=&page=
• Sarıca, H. Ç., & Usluel, Y. K. (2016). The effect of digital storytelling on visual memory and writing skills. Computers & Education, 94, 298-309. https://doi.org/10.1016/j.compedu.2015.11.016
• Shonkoff, J. P., & Phillips, D. A. (Eds.). (2000). From neurons to neighborhoods: The science of early childhood development. Washington, DC: National Academies Press.
• Singh, H., & Miah, S. J. (2020). Smart education literature: A theoretical analysis. Education and Information Technologies, 25(4), 3299-3328. https://doi.org/10.1007/s10639-020-10116-4
• Siron, Y., Wibowo, A., & Narmaditya, B. S. (2020). Factors affecting the adoption of e-learning in Indonesia: Lesson from Covid-19. JOTSE: Journal of Technology and Science Education, 10(2), 282-295. DOI: 10.3926/jotse.1025
• Süslü, S. İ. (2022). Dijital okuryazarlık öz-yeterlik ölçeği: Geçerlik ve güvenirlik çalışması. Yayınlanmamış doktora tezi, Necmettin Erbakan Üniversitesi. https://www.proquest.com/docview/2787193803?pq-origsite=gscholar&fromopenview=true
• Szymkowiak, A., Melović, B., Dabić, M., Jeganathan, K., & Kundi, G. S. (2021). Information technology and Gen Z: The role of teachers, the internet, and technology in the education of young people. Technology in Society, 65, 101565. https://doi.org/10.1016/j.techsoc.2021.101565
• Tabachnick, B. G., & Fidell. L. S. (2013). Using multivariate statistics (sixth ed.) Pearson, Boston.
• Taggart, B., Sylva, K., Melhuish, E., Sammons, P., & Siraj, I. (2015). Effective pre-school, primary and secondary education project (EPPSE 3-16þ): How pre-school influences children and young people's attaintment and developmental outcomes over time - research Brief. Department for Education. https://dera.ioe.ac.uk/23344/1/RB455_Effective_pre-school_primary_and_secondary_education_project.pdf.
• Udeogalanya, V. (2022). Aligning digital literacy and student academic success: Lessons learned from COVID-19 pandemic. International Journal of Higher Education Management, 8(2), 274-283. https://www.ijhem.com/cdn/article_file/2022-02-28-21-34-18-PM.pdf
• Uluyol, Ç., & Şahin, S. (2016). Elementary school teachers' ICT use in the classroom and their motivators for using ICT. British Journal of Educational Technology, 47(1), 65-75. https://doi.org/10.1111/bjet.12220
• Üstündağ, M. T., Güneş, E., & Bahçivan, E. (2017). Dijital okuryazarlık ölçeğinin Türkçeye uyarlanması ve fen bilgisi öğretmen adaylarının dijital okuryazarlık durumları. Journal of Education and Future, 12, 19-29. https://dergipark.org.tr/en/pub/jef/issue/30777/332813
• Van Aalderen-Smeets, S. I., Walma van der Molen, J. H., & Asma, L. J. (2012). Primary teachers’ attitudes toward science: A new theoretical framework. Science Education, 96(1), 158–182. https://doi.org/10.1002/sce.20467
• Vodă, A. I., Cautisanu, C., Grădinaru, C., Tănăsescu, C., & de Moraes, G. H. S. M. (2022). Exploring digital literacy skills in social sciences and humanities students. Sustainability, 14(5), 2483. https://doi.org/10.3390/su14052483
• Wake, D., & Whittingham, J. (2013). Teacher candidates’ perceptions of technology supported literacy practices. Contemporary Issues in Technology and Teacher Education, 13(3), 175-206. https://www.learntechlib.org/primary/p/42101/.
• Widana, I. (2020). The effect of digital literacy on the ability of teachers to develop HOTS-based assessment. Journal of Physics: Conference Series. 1503. 012045. 10.1088/1742-6596/1503/1/012045.
• Willermark, S. (2021). Teachers' technology-related knowledge for 21st century teaching. Teaching as a Knowledge Profession. In H. Ulferts (Ed). Studying pedagogical knowledge across education systems (pp.42-64). Educational Research and Innovation, OECD Publishing, Paris, https://doi.org/10.1787/e823ef6e-en.
• Wood, E., Specht, J., Willoughby, T., & Mueller, J. (2008). Integrating computer technology in early childhood education environments: Issues raised by early childhood educators. Alberta Journal of Educational Research, 54(2), 210–228. https://ajer.journalhosting.ucalgary.ca/index.php/ajer/article/view/630/613
• Yazıcıoğlu, A., Yaylak, E., & Genç, G. (2020). Okul öncesi ve sınıf öğretmen adaylarının dijital okuryazarlık düzeyleri. Sosyal Bilimler Arastirmalari Dergisi, 10(2), 274-286.
• Yeşilyurt, E., Ulaş, A. H., & Akan, D. (2016). Teacher self-efficacy, academic self-efficacy, and computer self-efficacy as predictors of attitude toward applying computer-supported education. Computers in Human Behavior, 64, 591-601. https://doi.org/10.1016/j.chb.2016.07.038
• Ying-chen, L. M., & Kinzie, M. B. (2000). Computer technology training for prospective teachers: Computer attitudes and perceived self-efficacy. Journal of Technology and Teacher Education, 8(4), 373-396. https://www.learntechlib.org/primary/p/8044/.
• Yontar, A. (2019). Öğretmen adaylarının dijital okuryazarlık düzeyleri. Ana Dili Eğitimi Dergisi, 7(4), 815-824. https://doi.org/10.16916/aded.593579
• Yukselturk, E., & Altiok, S. (2017). An investigation of the effects of programming with Scratch on the preservice IT teachers’ self‐efficacy perceptions and attitudes towards computer programming. British Journal of Educational Technology, 48(3), 789-801. https://doi.org/10.1111/bjet.12453