Investigating the Relationship between Digital Literacy and TPACK Levels of Pre-Service English Teachers

Yıl 2024, Cilt: 10 Sayı: 1, 87 - 111, 06.05.2024

İpek Pehlevan , Burcu Ünal

https://doi.org/10.31464/jlere.1432879

Öz

This mixed methods study explores the correlation between digital literacy and Technological Pedagogical Content Knowledge (TPACK) among pre-service English teachers at a Turkish state university. With 118 junior and senior participants, the study employs the Digital Literacy Scale and TPACK-Deep Scale for quantitative data, supplemented by focus group interviews for qualitative insights. Overall, pre-service teachers exhibited high TPACK and digital literacy levels, except for a medium proficiency level. Females scored higher in ethics. Significant differences emerged among participants with and without educational technology training, impacting digital literacy, TPACK, exertion, and proficiency. Pearson correlation analysis established a positive relationship between digital literacy and TPACK, with regression analysis identifying digital literacy as a predictor of TPACK. Qualitative findings underscore pre-service EFL teachers' perceptions of digital competence and TPACK.

digital literacy ,TPACK, digital competence , pre-service English teachers

Anahtar Kelimeler

Digital competence, digital literacy, TPACK, pre-service English teachers

İngilizce Öğretmen Adaylarının Dijital Okuryazarlık ve TPACK Seviyeleri Arasındaki İlişkinin İncelenmesi

Öz

Bu karma yöntemler çalışması, Türk devlet üniversitesindeki İngilizce öğretmen adaylarının dijital okuryazarlık ile Teknolojik Pedagojik İçerik Bilgisi (TPACK) seviyeleri arasındaki ilişkiyi araştırır.. Çalışma, 118 son ve 3. sınıf öğrencisi katılımcıyla, nicel veriler için Dijital Okuryazarlık Ölçeği ve TPACK-Derinlik Ölçeği'ni kullanılarak, nitel veriler için odak grup görüşmeleri kullanılarak yapılmıştır. Genel olarak, öğretmen adaylarının TPACK ve dijital okuryazarlık düzeylerinin yüksek olduğu, ancak orta düzeyde bir yetkinlik seviyesi bulunduğu ortaya çıkmıştır. Anketin Etik alt boyutunda kadınlar daha yüksek puan almıştır. Eğitim teknolojisi eğitimi alan ve almayan katılımcılar arasında önemli farklılıklar ortaya çıkmıştır ve bu durum dijital okuryazarlık, TPACK, çaba ve yetkinlik üzerinde etkilidir. Pearson korelasyon analizi, dijital okuryazarlık ile TPACK arasında pozitif bir ilişki olduğunu ve regresyon analizi, dijital okuryazarlığın TPACK'ın bir yordayıcısı olarak tanımlandığını ortaya koymuştur. Nitel bulgular, İngilizce öğretmen adaylarının dijital yeterlilik ve TPACK algılarını sunmaktadır.

dijital okuryazarlık, İngilizce öğretmen adayları, TPACK, dijital yetkinlik

Anahtar Kelimeler

Dijital Okuryazarlık, İngilizce Öğretmen Adayları, TPACK, Digital yetkinlik

Kaynakça

• Akayoğlu, S., Satar, H. M., Dikilitas, K., Cirit, N. C., & Korkmazgil, S. (2020). Digital literacy practices of Turkish pre-service EFL teachers. Australasian Journal of Educational Technology, 36(1), 85-97. https://doi.org/10.14742/ajet.4711
• Altun, D. (2019). Investigating Pre-Service Early Childhood Education Teachers' Technological Pedagogical Content Knowledge (TPACK) Competencies Regarding Digital Literacy Skills and Their Technology Attitudes and Usage. Journal of Education and Learning, 8(1), 249-263. https://doi.org/10.5539/jel.v8n1p249
• Aslan, A., & Zhu, C. (2017). Investigating variables predicting Turkish pre‐service teachers’ integration of ICT into teaching practices.British Journal of Educational Technology, 48(2), 552-570. https://doi.org/10.1111/bjet.12437
• Ata, R., & Yıldırım, K. (2019). Exploring Turkish pre-service teachers’ perceptions and views of digital literacy. Education Sciences, 9(1), 40. https://doi.org/10.3390/educsci9010040
• Atar, C., Aydin, S., & Bağcı, H. (2019). An investigation of pre-service English teachers’ level of technopedagogical content knowledge. Journal of Language and Linguistic Studies, 15(3), 794-805. https://doi.org/10.17263/jlls.631517
• Baek, E. O., & Sung, Y. H. (2020). Pre-service teachers’ perception of technology competencies based on the new ISTE technology standards. Journal of Digital Learning in Teacher Education, 37(1), 48-64. https://doi.org/10.1080/21532974.2020.1815108
• Botturi, L. (2019). Digital and media literacy in pre-service teacher education: A case study from Switzerland. Nordic Journal of Digital Literacy, 14(3–04), 147– 163. https://doi.org/10.18261/issn.1891-943x-2019-03-04-05
• Casillas Martín, S., Cabezas Gonzalez, M., & Garcia Penalvo, F. J. (2020). Digital competence of early childhood education teachers: attitude, knowledge and use of ICT. European Journal of Teacher Education, 43(2), 210-223. https://doi.org/10.1080/02619768.2019.1681393
• Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2010). Facilitating preservice teachers' development of technological, pedagogical, and content knowledge (TPACK). Journal of Educational Technology & Society, 13(4), 63-73.
• Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
• Damşa, C., Langford, M., Uehara, D., & Scherer, R. (2021). Teachers’ agency and online education in times of crisis. Computers in Human Behavior, 121, 106793. https://doi.org/10.1016/j.chb.2021.106793
• Dinçer, S. (2018). Are preservice teachers really literate enough to integrate technology in their classroom practice? Determining the technology literacy level of preservice teachers. Education and Information Technologies, 23, 2699-2718. https://doi.org/10.1007/s10639-018-9737-z
• Dudeney, G., & Hockly, N. (2016). Literacies, technology and language teaching. In The Routledge handbook of language learning and technology (pp. 141- 152). Routledge.
• European Commission. (2020). Digital Education Action Plan 2021-2027: Resetting education and training for the digital age. https://education.ec.europa.eu/sites/default/files/document-library-docs/deap- communication-sept2020_en.pdf
• European Education and Culture Executive Agency, Eurydice, Bourgeois, A., Birch, P., Davydovskaia, O. (2019).Digital education at school in Europe, Publications Office. https://data.europa.eu/doi/10.2797/339457
• Guikema, J. P., & Menke, M. R. (2014). Preparing future foreign language teachers: The role of digital literacies. Digital literacies in foreign and second language education, 12, 265-287.
• Hamutoğlu, N. B., Güngören, Ö. C., Uyanık, G. K., & Erdoğan, D. G. (2017). Dijital okuryazarlık ölçeği: Türkçe’ye uyarlama çalışması. Ege Eğitim Dergisi, 18(1), 408-429. https://doi.org/10.12984/egeefd.295306
• Howard, S. K., Tondeur, J., Ma, J., & Yang, J. (2021). What to teach? Strategies for developing digital competency in preservice teacher training. Computers & Education, 165, 104149. https://doi.org/10.1016/j.compedu.2021.104149
• Kabakçı Yurdakul, I. (2011). Öğretmen adaylarının teknopedagojik eğitim yeterliklerinin bilgi ve iletişim teknolojilerini kullanımları açısından incelenmesi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 40(40), 397-408.
• Kabakçı Yurdakul, I., Odabasi, H. F., Kilicer, K., Coklar, A. N., Birinci, G., & Kurt, A. A. (2012). The development, validity and reliability of TPACK-deep: A technological pedagogical content knowledge scale. Computers & Education, 58(3), 964-977.https://doi.org/10.1016/j.compedu.2011.10.012
• Kabakçı Yurdakul, I., & Çoklar, A. N. (2014). Modeling preservice teachers’ TPACK competencies based on ICT usage. Journal of Computer Assisted Learning, 30(4), 363-376. https://doi.org/10.1111/jcal.12049
• Kabakçı Yurdakul, I. (2018). Modeling the relationship between pre-service teachers’ TPACK and digital nativity. Educational Technology Research and Development, 66(2), 267-281. https://doi.org/10.1007/s11423-017-9546-x
• Karagözoglu, N., & Gezer, U. (2022). An investigation of the relationship between digital literacy levels of social studies teacher candidates and their attitudes towards distance education. Educational Policy Analysis and Strategic Research. 17(1) 218-235. https://doi.org/10.29329/epasr.2022.248.11
• Kimm, C. H., Kim, J., Baek, E. O., & Chen, P. (2020). Pre-service teachers’ confidence in their ISTE technology-competency. Journal of Digital Learning in Teacher Education, 36(2), 96-110. https://doi.org/10.1080/21532974.2020.1716896
• Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)?.Contemporary issues in technology and teacher education, 9(1), 60-70.
• Koehler, M. J., Mishra, P., & Cain, W. (2013). What is Technological Pedagogical Content Knowledge (TPACK)? Journal of Education, 193(3), 13– 19. https://doi.org/10.1177/002205741319300303
• Koehler, M. J., Mishra, P., Kereluik, K., Shin, T. S., & Graham, C. R. (2014). The technological pedagogical content knowledge framework. In Handbook of Research on Educational Communications and Technology: Fourth Edition (pp. 101-111). Springer New York. https://doi.org/10.1007/978-1- 4614-3185-5_9
• König, J., Jäger-Biela, D. J., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany. European journal of teacher education, 43(4), 608-622. https://doi.org/10.1080/02619768.2020.1809650
• Kurt, G., Mishra, P., & Kocoglu, Z. (2013). Technological pedagogical content knowledge development of Turkish pre-service teachers of English. In Society for Information Technology & Teacher Education International Conference (pp. 5073-5077). Association for the Advancement of Computing in Education (AACE).
• Kurt, G., Akyel, A., Kocoglu, Z., & Mishra, P. (2014). TPACK in practice : A qualitative study on technology integrated lesson planning and implementation of Turkish pre-service teacher of English. ELT Research Journal, 3(3), 153- 166.
• Lachner, A., Fabian, A., Franke, U., Preiß, J., Jacob, L., Führer, C., Küchler, U., Paravicini, W., Randler, T., & Thomas, P. (2021). Fostering pre-service teachers' technological pedagogical content knowledge (TPACK): A quasi- experimental field study. Computers Education, 174, 104304. https://doi.org/10.1016/j.compedu.2021.104304 Lankshear, C., & Knobel, M. (Eds.). (2008). Digital literacies: Concepts, policies and practices (Vol. 30). Peter Lang.
• List, A. (2019). Defining digital literacy development: An examination of pre-service teachers’ beliefs. Computers & Education, 138, 146-158. https://doi.org/10.1016/j.compedu.2019.03.009
• Liza, K., & Andriyanti, E. (2020). Digital Literacy Scale of English Pre-Service Teachers and Their Perceived Readiness Toward the Application of Digital Technologies. Journal of Education and Learning (EduLearn), 14(1), 74–79. https://doi.org/10.11591/edulearn.v14i1.13925
• Lohnes Watulak, S. (2018). Making space for preservice teacher agency through connected learning in preservice educational technology courses. Journal of Digital Learning in Teacher Education, 34(3), 166-178. https://doi.org/10.1080/21532974.2018.1453894
• Luik, P., Taimalu, M., & Suviste, R. (2018). Perceptions of technological, pedagogical and content knowledge (TPACK) among pre-service teachers in Estonia. Education and Information Technologies, 23, 741- 755. https://doi.org/10.1007/s10639-017-9633-y
• Margaryan, A., Littlejohn, A., & Vojt, G. (2011). Are digital natives a myth or reality? University students’ use of digital technologies.Computers & education, 56(2), 429-440. https://doi.org/10.1016/j.compedu.2010.09.004 Martin, A. (2005). DigEuLit–a European framework for digital literacy: a progress report. Journal of eLiteracy, 2(2), 130-136.
• McGarr, O., & McDonagh, A. (2021). Exploring the digital competence of pre- service teachers on entry onto an initial teacher education programme in Ireland. Irish Educational Studies, 40(1), 115-128. https://doi.org/10.1080/03323315.2020.1800501
• Mei, B., Brown, G. T. L., & Teo, T. (2018). Toward an Understanding of Preservice English as a Foreign Language Teachers’ Acceptance of Computer-Assisted Language Learning 2.0 in the People’s Republic of China.Journal of Educational Computing Research, 56(1), 74– 104. https://doi.org/10.1177/0735633117700144
• Miller, C., & Bartlett, J. (2012). 'Digital fluency': towards young people's critical use of the internet. Journal of Information Literacy, 6(2), 35-55. https://doi.org/10.11645/6.2.1714
• Ministry of National Education (MONE). (2017). General Competencies for the Teaching Profession. Head Office of Teacher Training and Development. Ankara. https://oygm.meb.gov.tr/meb_iys_dosyalar/2018_06/29111119_TeachersGeneralCompetencies.pdf
• Ministry of National Education (MONE). (2018). 2023 Eğitim Vizyonu. Milli Eğitim Bakanlığı. https://www.gmka.gov.tr/dokumanlar/yayinlar/2023_Eğitim%20Vizyonu.pdf
• Ministry of National Education (MONE). (2020). Dijital Okuryazarlık Öğretmen Kılavuzu. http://cdn.eba.gov.tr/kitap/digital/#p=1
• Ng, W. (2012). Can we teach digital natives digital literacy?. Computers & education, 59(3), 1065-1078. https://doi.org/10.1016/j.compedu.2012.04.016
• Özcan, M. (2022). Evaluation of prospective teachers’ digital literacy levels and mobile learning attitudes.Journal of Educational Technology and Online Learning, 5(2), 367-378. https://doi.org/10.31681/jetol.1020586
• Pallant, J. (2020). SPSS survival manual: A step by step guide to data analysis using IBM SPSS. Routledge. https://doi.org/10.4324/9781003117452
• Patton, M. Q. (1990). Qualitative evaluation and research methods. SAGE Publications, inc.
• Pegrum, M., Hockly, N., & Dudeney, G. (2022). Digital literacies. Routledge. https://doi.org/10.4324/9781003262541
• Peled, Y. (2021). Pre-service teacher’s self-perception of digital literacy: The case of Israel. Education and Information Technologies, 26(3), 2879-2896. https://doi.org/10.1007/s10639-020-10387-x
• Perifanou, M., Economides, A. A., & Tzafilkou, K. (2021). Teachers’ Digital Skills Readiness During COVID-19 Pandemic. International Journal of Emerging Technologies in Learning (iJET), 16(08), pp. 238–251. https://doi.org/10.3991/ijet.v16i08.21011
• Petko, D. (2012). Teachers’ pedagogical beliefs and their use of digital media in classrooms: Sharpening the focus of the ‘will, skill, tool’model and integrating teachers’ constructivist orientations. Computers & Education, 58(4), 1351- 1359. https://doi.org/10.1016/j.compedu.2011.12.013
• Qiu, C. A., He, H. X., Chen, G. L., & Xiong, M. X. (2022). Pre-service teachers’ perceptions of technological pedagogical content knowledge in mainland China: A survey of teachers of Chinese as a second language. Education and Information Technologies, 27(5), 6367-6391. https://doi.org/10.1007/s10639- 022-10888-x
• Raygan, A., & Moradkhani, S. (2022). Factors influencing technology integration in an EFL context: investigating EFL teachers’ attitudes, TPACK level, and educational climate. Computer Assisted Language Learning, 35(8), 1789-1810. https://doi.org/10.1080/09588221.2020.1839106
• Redecker, C. (2017). European framework for the digital competence of educators: DigCompEdu (No. JRC107466). Joint Research Centre (Seville site).
• Redmond, P., & Lock, J. (2013). TPACK: Exploring a secondary pre-service teachers’ context. In Society for Information Technology & Teacher Education International Conference (pp. 5084-5091). Association for the Advancement of Computing in Education (AACE).
• Reisoğlu, İ. & Çebi, A. (2020). How can the digital competences of pre-service teachers be developed? Examining a case study through the lens of DigComp and DigCompEdu, Computers & Education, 156, 103940. https://doi.org/10.1016/j.compedu.2020.103940.
• Stokes-Beverley, C., & Simoy, I. (2016). Advancing Educational Technology in Teacher Preparation: Policy Brief. Office of Educational Technology, US Department of Education.
• TEDMEM. (2021). Öğretmen Dijital Yeterlikleri. https://tedmem.org/mem- notlari/degerlendirme/ogretmen-dijital-yeterlikleri
• Tondeur, J., Van Keer, H., Van Braak, J., & Valcke, M. (2008). ICT integration in the classroom: Challenging the potential of a school policy. Computers & education, 51(1), 212-223. https://doi.org/10.1016/j.compedu.2007.05.003
• Tondeur, J., Van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers & Education, 59(1), 134-144. https://doi.org/10.1016/j.compedu.2011.10.009
• Tondeur, J., Aesaert, K., Prestridge, S., & Consuegra, E. (2018). A multilevel analysis of what matters in the training of pre- service teacher's ICT competencies. Computers & Education, 122, 32-42. https://doi.org/10.1016/j.compedu.2018.03.002
• Turgut, Y. (2017). Tracing preservice English language teachers’ perceived TPACK in sophomore, junior, and senior levels. Cogent Education, 4(1), 1368612. https://doi.org/10.1080/2331186X.2017.1368612
• Ustundag, M. T., Gunes, E., & Bahçıvan, E. (2017). Turkish adaptation of digital literacy scale and investigating pre-service science teachers' digital literacy. Journal of Education and Future, 12, 19–29.
• Wang, W., Schmidt-Crawford, D., & Jin, Y. (2018). Preservice teachers' TPACK development: A review of literature. Journal of Digital Learning in Teacher Education, 34(4), 234-258. https://doi.org/10.1080/21532974.2018.1498039