İngilizce Öğretmen Adaylarının Dijital Okuryazarlık Düzeyi

Yıl 2024, Sayı: 62, 3641 - 3655, 30.12.2024

Leyla Harputlu , Berna Güryay

https://doi.org/10.53444/deubefd.1527279

Öz

Bu çalışmanın amacı, Türkiye’deki bir üniversitede İngilizce öğretmenliği eğitimi alan öğrencilerin dijital okuryazarlık düzeylerini ölçmektir. Bu araştırmada tarama modeli kullanılarak nicel bir araştırma yöntemi uygulanmıştır. Dijital Okuryazarlık Ölçeği (DOYÖ) basit tesadüfi örnekleme yöntemi kullanılarak seçilen 255 katılımcıya uygulanmıştır. Çalışmada üniversite öğrencilerinin ve mezunlarının dijital okuryazarlık puanlarının katılımcıların cinsiyetine ve sınıflara göre farklılaşıp farklılaşmadığı incelenmiştir. Çalışmada ayrıca bu değişkenler ile DOYÖ puanları arasında anlamlı bir ilişki olup olmadığı araştırılmıştır. Veriler, tanımlayıcı istatistikler, bağımsız örneklem t-testi ve tek yönlü ANOVA gibi çeşitli istatistiksel testler kullanılarak analiz edilmiştir. Sonuçlar, cinsiyetler arasında belirli dijital okuryazarlık becerilerinde bazı farklılıklar olsa da, çoğu farkın istatistiksel olarak anlamlı olmadığını göstermiştir. Bunun istisnası, erkeklerin önemli ölçüde daha yüksek puan aldığı genel bilgi ve bilgi becerileridir. Ayrıca, erkek katılımcıların dijital okuryazarlık puanları kadın katılımcılardan, mezunların puanları ise öğrencilerden daha yüksektir. ANOVA sonuçları, günlük kullanım ve sosyal becerilerin sınıflar arasında önemli ölçüde farklılık gösterdiğini, etik sorumluluk, genel bilgi, mesleki beceriler ve mahremiyetin ise önemli farklılıklar göstermediğini ortaya koymaktadır.

Anahtar Kelimeler

Dijital Okuryazarlık, İngilizce Öğretmen Adayları, Öğretmen Eğitimi

Destekleyen Kurum

Deü BAP

Level of Digital Literacy Among Pre-service English Teachers

Öz

The aim of this study is to measure the digital literacy levels of pre-service English teachers at a Turkish University. A quantitative research method using a survey model was applied in this research. The Digital Literacy Scale (DOYÖ) was administered to 255 participants selected using a simple random sampling method. The study examined whether the digital literacy scores of university students and graduates differed according to participants’ gender and year. Additionally, the study investigated whether there was a significant relationship between these variables and the DOYÖ scores. The data were analyzed using various statistical tests, including descriptive statistics, independent samples t-test, and one-way ANOVA. The results indicated that while there are some differences in certain digital literacy skills between genders, most differences are not statistically significant. The ANOVA results reveal that daily use and social skills differ significantly across years, while ethical responsibility, general knowledge, professional skills, and privacy do not show significant differences.

Anahtar Kelimeler

Digital Literacy, Pre-service English Teachers, Teacher Training

Kaynakça

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