Öğretmen Adaylarının Dijital Okuryazarlık Öz-yeterlilik Becerilerinin Farklı Değişkenler Açısından İncelenmesi

Yıl 2019, , 129 - 147, 20.03.2019

Gülçin Karakuş , Gürbüz Ocak

https://doi.org/10.32709/akusosbil.466549

Cited By: 45

Öz

Bu çalışmanın amacı öğretmen adaylarının dijital
okur-yazarlık öz-yeterlilik becerilerini cinsiyet, öğrenim görmekte oldukları
bölüm, anne ve baba eğitim durumu, mezun oldukları okul türü, bilgisayar erişim
olanakları açısından incelemektir. Çalışmada Ocak ve Karakuş (2018) tarafından
geliştirilen  “Öğretmen Adaylarının
Dijital Okuryazarlık Öz-yeterliliği Ölçeği (ÖADOÖÖ)” olarak adlandırılan
Cronbach-Alpha iç tutarlık sayısı 0. 961 olan likert tipi ölçek kullanılmıştır.
Çalışmanın örneklemini Ege Bölgesinde bir üniversitede öğrenim gören 284
öğrenci oluşturmaktadır. Çalışmanın verileri 2018-2019 eğitim öğretim yılı güz
döneminde elde edilmiştir. Çalışma sonucunda öğretmen adaylarının dijital
okuryazarlık öz-yeterliklerinin yüksek olduğu, cinsiyetin bir alt boyutta
etkili olduğu, anne baba eğitim durumunun etkili olmadığı, bilgisayar
öğretmenliği bölümünün dijital okuryazarlık öz-yeterlik düzeyinin yüksek olduğu
ve meslek liselerinden mezun olan öğretmen adaylarının dijital okuryazarlık
öz-yeterlik düzeylerinin düşük olduğu sonucuna ulaşılmıştır.

Anahtar Kelimeler

Öğretmen adayları, dijital okuryazarlık, öz-yeterlik

An Investigation of Digital Literacy Self-efficacy Skills of Pre-Service Teachers In Terms of Different Variables

Öz

The aim of this
study is to examine the digital literacy self-efficacy skills of pre-service
teachers in terms of gender, the department they study, the educational status
of their parents, the type of school they graduate, and having computer or not.
In this study, Digital Literacy Self-Efficacy Scale of Pre-service Teachers
(ÖADOÖÖ) was used. Scale was developed by the Ocak and Karakuş (2018). The
scale’s Cronbach-Alpha co-efficiency was 0.961. The sample of the study consists of 284 students
studying at a university in the Aegean Region. The data of the study were obtained in the fall semester of 2018-2019
academic year. According to the results it is concluded that the pre-service
teachers have high levels of digital literacy self-efficacy, gender is
effective in one sub-dimension, pre-service teachers’ parents’ education status
is not effective, the level of digital literacy self-efficacy of the computer
teaching department is high and that the digital literacy self-efficacy levels
of vocational high schools are low.

Anahtar Kelimeler

Preservice teachers, digital literacy, self efficacy

Kaynakça

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