Examination of the Activities in the 5th Grade Turkish Textbook in Terms of Digital Competence

Yıl 2024, , 51 - 91, 29.05.2024

Durmuş Barış Kır

https://doi.org/10.53047/josse.1441755

Öz

In this study, the activities in 5th grade Turkish textbook were examined in terms of digital competence. The case study design, one of the qualitative research designs, was used in the research. In this context, an attempt was made to reveal the adequacy of the activities in the textbook in terms of digital competence. For this purpose, a list of criteria was created by the researcher. The data was obtained through document analysis using the criteria list from the activities in this textbook. Descriptive analysis technique was used to interpret the data. As a result of the findings obtained from the analysis of the data, it was determined that examined only 12 of the 329 activities and 41 of the 128 preparatory studies were capable of measuring digital competence. Although thirty-two percent of the preparatory studies fill the gap of activities in terms of directing students to internet resources, it has been determined that they mostly measure the "access to information" item, while other items are measured very little or not at all. Since access to information alone will not be sufficient to gain digital competence, it has been concluded that the activities in this textbook are not sufficient in terms of digital competence

Anahtar Kelimeler

Digital competence, activity, Turkish textbook, Turkish Qualifications Framework, textbook

Kaynakça

• Ala-Mutka, K., Punie, Y., & Redecker, C. (2008). Digital competence for Lifelong Learning. Office for Official Publications of the European Communities.
• BMBF (Bundesministerium für Bildung und Forschung) (2017, May 30). Digitale Kompetenz ist eine Kulturtechnik. Retrieved from https://www.bmbf.de/bmbf/shareddocs/kurzmeldungen/de/digitale-kompetenz-isteine-kulturtechnik.html
• Cao, J., Bhuvaneswari, G., Arumugam, T., & Aravind, B. R. (2023). The digital edge: Examining the relationship between digital competency and language learning outcomes. Frontiers in psychology, 14, 1187909. https://doi.org/10.3389%2Ffpsyg.2023.1187909
• Çapraz Baran, Ş., & Diren, E. (2019). Secondary School and Imam Hatip Secondary School Turkish 5th Grade Textbook. Anıttepe Publishing.
• Çelikoğlu, M., Taş, E., Ayyıldız, H., & Yeşiltaş, H. M. (2022). Evaluation of science and mathematics textbooks in context of digital competence. Journal of Computer and Education Research, 10(19), 259-286. https://doi.org/10.18009/jcer.1072034
• DQ Institute. (2019). What is DQ (Digital intelligence). Retrieved February 23, 2024, from https://www.dqinstitute.org/global-standards/
• European Commission (2017). DigComp 2.1 The Digital Competence Framework for Citizens. Publications Office of the European Union.
• Geçgel, H., Kana, F., & Eren, D. (2020). Türkçe eğitiminde dijital yetkinlik kavramının farklı değişkenler açısından incelenmesi. Ana Dili Eğitimi Dergisi, 8(3), 886-904. https://doi.org/10.16916/aded.742352
• Ilomäki, L., Kantosalo, A., & Lakkala, M. (2011). What is digital competence? In Linked portal. European Schoolnet.
• Kana, F., & Kiler, B. (2021). Ortaokul Türkçe ders kitaplarının öğretim programındaki anahtar yetkinlikler açısından incelenmesi. Uluslararası Türkçe Edebiyat Kültür Eğitim Dergisi, 10(2), 741-755. http://dx.doi.org/10.7884/teke.5284
• Maden, S., Maden, A., & Banaz, E. (2018). Ortaokul 5. sınıf Türkçe ders kitaplarının dijital okuryazarlık bağlamında değerlendirilmesi. Uluslararası Sosyal Araştırmalar Dergisi, 11(55), 685-698. http://dx.doi.org/10.17719/jisr.20185537239
• MEB (2007). Ders kitapları ile eğitim araçlarının incelenmesi ve değerlendirilmesine ilişkin yönerge. Tebliğler Dergisi. https://mevzuat.meb.gov.tr/dosyalar/410.pdf
• MEB (2019). T.C. Millî Eğitim Bakanlığı Türkçe Dersi Öğretim Programı (İlkokul ve Ortaokul 1, 2, 3, 4, 5, 6, 7 ve 8. Sınıflar). MEB Yayınları.
• Pérez-Escoda, A., & Rodríguez-Conde, M. J. (2015, October). Digital literacy and digital competences in the educational evaluation: USA and IEA contexts. In Proceedings of the 3rd international conference on technological ecosystems for enhancing multiculturality (pp. 355-360).
• Semerci, N. (2000). Kritik düşünme ölçeği. Eğitim ve Bilim, 25(16), 23-26. https://egitimvebilim.ted.org.tr/index.php/EB/article/view/5275/1438
• Sternberg, R. (1999). Nature of cognition. M. I. T. Press.
• Şimşek, Ş. (2022). Türkçe ders kitaplarında dijital yetkinlik. Turkish Studies-Educational Sciences, 17(3), 469-484. http://dx.doi.org/10.7827/TurkishStudies.57919
• TQF (2015). Turkish Qualifications Framework. Mesleki Yeterlilik Kurumu.
• Turkcell (2019). Turkcell çocukları dijital dünyaya ‘Dijital Zeka DQ’ ile hazırlayacak. Retrieved February 23, 2024, from https://medya.turkcell.com.tr/bulletins/turkcell cocuklari-dijital-dunyaya-dijital-zeka-dq-ile-hazirlayacak/
• UNICEF (2017). Children in a digital world. Communication 3 United Nations Plaza.
• Yıldırım, A., & Şimşek, H. (2016). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayıncılık.