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Examining of the Digital Literacy Level of Teacher Candidates

Yıl 2022, Cilt 23, Sayı 2, 2027 - 2064, 31.08.2022

Öz

Information and information technologies progress quite rapidly, and influence social, economic, and daily life these days. Although information technologies accelerate access to information, they also reveal new areas of skills that must be acquired in order to reach the right information and use it effectively. In this context, the concept of Digital Literacy involves using different technologies correctly to access the right information, as well as to produce and share it. There is an obvious need for teachers who can design more systematic and flexible classroom environments to meet the educational needs of students from Z generation who are capable of using digital technologies effectively for their learning activities and social communication. Therefore, the objective of this study is to determine the digital literacy levels of teacher candidates and to investigate whether their digital literacy levels differ depending on variables such as gender, training program, housing and family income level. A survey design was used for this study. The research was carried out with 400 senior teacher candidates attending Faculty of Education at Erciyes University based in Kayseri, Turkey and 847 teacher candidates having their pedagogical formation training in the same school in the 2017-2018 academic year. Personal information forms and “Digital Literacy Scale” (DLS) were used as data collection tools. Data analysis was performed using Mann Whitney-U and Kruskal-Wallis nonparametric statistical methods. The results of the research indicate that teacher candidates' digital literacy level is low. Furthermore, digital literacy levels differ significantly in terms of gender and family income whereas this is not the case for program and housing status.

Kaynakça

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  • Avcu, D. Ü., & Gökdaş, İ. (2012). İlköğretim ikinci kademe öğretmenlerinin bilgi ve iletişim teknolojilerine ilişkin kabul ve kullanım niyetleri [Acceptance and usage intentions related to information and communication technologies of second cycle primary school teachers]. Adnan Menderes University Journal of Educational Sciences, 3(1), 42-59.
  • Bahar, E., & Kaya, F. (2013). Meslek yüksekokulu sosyal programlar öğrencilerinin bilgi teknolojileri kullanımlarına yönelik tutumları [The attitudes of social programs students in vocational high schools towards the use of information technologies]. Journal of Higher Education and Science, 3(1), 70-79.
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  • Bilgiç, H.G., Duman, D., & Seferoğlu, S.S. (2011). Dijital yerlilerin özellikleri ve çevrim içi ortamların tasarlanmasındaki etkileri [The characteristics of digital natives’ and their effects of on the design of online environments]. In Proceedings of the Academic Informatics Conference 2-4 February 2011 (pp.257-263), Inonu University, Malatya, Türkiye.
  • Buckingham, D. (2015). Defining digital literacy: What do young people need to know about digital media?. Nordic Journal of Digital Literacy, 4, 21-34.
  • Clark, J. A. (2007). The role of practice in learning computer literacy skills. Doctoral Dissertation, University of Nebraska, Lincoln.
  • Combe, C., Colley, A., Hargreaves, D.J., & Dorn, L. (1997) The effects of age, gender and computer experience upon computer attitudes. Educational Research, 39(2), 123-133.
  • Çam, E., & Kıyıcı, M. (2017). Perceptions of prospective teachers on digital literacy. Malaysian Online Journal of Educational Technology, 5(4), 29-44.
  • Çetin, M., & Özgiden, H. (2013). Dijital kültür sürecinde dijital yerliler ve dijital göçmenlerin twitter kullanım davranışları üzerine bir araştırma [A research on digital natives and digital immigrants twitter user behaviour in the process of digital culture]. Gumushane University E-Journal of Faculty of Communication, 2(1), 172-189.
  • Çetin, O., Çalışkan, E., & Menzi, N. (2012). Öğretmen adaylarının teknoloji yeterlilikleri ile teknolojiye yönelik tutumları arasındaki ilişki [The relationship between technological competencies and attitudes of pre-service teachers towards technology]. Elementary Education Online, 11(2), 273-291.
  • Çetin, O. (2016). Pedagojik formasyon programı ile lisans eğitimi fen bilimleri öğretmen adaylarının dijital okuryazarlık düzeylerinin incelenmesi [Examining the digital literacy levels of undergraduate science education and pedagogical formation programme preservice teachers]. Erzincan University Journal of Education Faculty, 18(2), 658-685.
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Öğretmen Adaylarının Dijital Okuryazarlık Düzeylerinin İncelenmesi

Yıl 2022, Cilt 23, Sayı 2, 2027 - 2064, 31.08.2022

Öz

Günümüzde bilgi ve bilişim teknolojileri oldukça hızlı ilerlemekte ve toplumsal, ekonomik ve günlük yaşamı etkilemektedir. Bilişim teknolojileri bilgiye ulaşmayı hızlandırsa da doğru bilgiye ulaşmak ve bilgiyi etkili kullanabilmek için kazanılması gereken yeni beceri alanlarını da ortaya çıkarmaktadır. Bu bağlamda ele alınan Dijital Okuryazarlık kavramı, farklı teknolojilerin doğru kullanarak doğru bilgiye ulaşmayı, bilgi üretmeyi ve paylaşmayı kapsamaktadır. Dijital teknolojiyi öğrenme etkinliklerinde ve sosyal çevreleri ile iletişim kurmada etkili biçimde kullanan Z kuşağı öğrencilerinin eğitim ihtiyaçlarına cevap verebilecek, daha sistematik ve esnek sınıf ortamları tasarlayabilecek öğretmenlere gereksinim duyulduğu açıktır. Bu doğrultuda bu araştırmanın amacı öğretmen adaylarının dijital okuryazarlık düzeylerini belirleyerek dijital okuryazarlık düzeylerinin cinsiyet, program, barınma ve aile gelir durumu değişkenlerine göre değişip değişmediğini incelemektir. Bu araştırma tarama modelinde bir çalışmadır. Araştırma, 2017-2018 eğitim öğretim yılında Kayseri ili Erciyes Üniversitesi Eğitim Fakültesi’nde öğrenim gören 400 4. Sınıf öğretmen adayı ve aynı fakültede pedagojik formasyon eğitimi alan 847 öğretmen adayıyla gerçekleştirilmiştir. Veri toplama aracı olarak kişisel bilgi formu ve “Dijital Okuryazarlık Ölçeği (DOYÖ)” kullanılmıştır. Veri analizi, Mann Whitney–U ve Kruskall Wallis nonparametrik istatistiksel yöntemleri kullanılarak gerçekleştirilmiştir. Araştırma sonuçları, öğretmen adaylarının dijital okuryazarlık düzeyinin düşük olduğunu göstermektedir. Ayrıca, dijital okuryazarlık düzeyi cinsiyete, aile gelir durumuna göre anlamlı düzeyde farklılaşırken, programa ve barınma durumuna göre farklılaşmamaktadır.

Kaynakça

  • Acar, Ç. (2015). Anne ve babaların ilkokul ortaokul lise öğrencisi çocukları ile kendilerinin dijital okuryazarlıklarına ilişkin görüşleri [Parent opinions about the their own digital literacy and their primary, secondary and high school children]. Master Thesis, Ankara University Educational Science Institute, Ankara, Turkey.
  • Akkoyunlu, B., & Orhan, F. (2003). Bilgisayar ve öğretim teknolojileri eğitimi bölümü öğrencilerinin bilgisayar kullanma öz yeterlik inancı ile demografik özellikleri arasındaki ilişki [The relationship between computer and learning technologies education students' computer use self-efficacy belief and demographic characteristics]. The Turkish Online Journal of Educational Technology, 2(3), 86-93.
  • Avcu, D. Ü., & Gökdaş, İ. (2012). İlköğretim ikinci kademe öğretmenlerinin bilgi ve iletişim teknolojilerine ilişkin kabul ve kullanım niyetleri [Acceptance and usage intentions related to information and communication technologies of second cycle primary school teachers]. Adnan Menderes University Journal of Educational Sciences, 3(1), 42-59.
  • Bahar, E., & Kaya, F. (2013). Meslek yüksekokulu sosyal programlar öğrencilerinin bilgi teknolojileri kullanımlarına yönelik tutumları [The attitudes of social programs students in vocational high schools towards the use of information technologies]. Journal of Higher Education and Science, 3(1), 70-79.
  • Bennett, S., Maton, K., & Kervin, L. (2008). The digital natives debate: A critical review of the evidence. British Journal of Educational Technology, 38(5), 775-786.
  • Bilgiç, H.G., Duman, D., & Seferoğlu, S.S. (2011). Dijital yerlilerin özellikleri ve çevrim içi ortamların tasarlanmasındaki etkileri [The characteristics of digital natives’ and their effects of on the design of online environments]. In Proceedings of the Academic Informatics Conference 2-4 February 2011 (pp.257-263), Inonu University, Malatya, Türkiye.
  • Buckingham, D. (2015). Defining digital literacy: What do young people need to know about digital media?. Nordic Journal of Digital Literacy, 4, 21-34.
  • Clark, J. A. (2007). The role of practice in learning computer literacy skills. Doctoral Dissertation, University of Nebraska, Lincoln.
  • Combe, C., Colley, A., Hargreaves, D.J., & Dorn, L. (1997) The effects of age, gender and computer experience upon computer attitudes. Educational Research, 39(2), 123-133.
  • Çam, E., & Kıyıcı, M. (2017). Perceptions of prospective teachers on digital literacy. Malaysian Online Journal of Educational Technology, 5(4), 29-44.
  • Çetin, M., & Özgiden, H. (2013). Dijital kültür sürecinde dijital yerliler ve dijital göçmenlerin twitter kullanım davranışları üzerine bir araştırma [A research on digital natives and digital immigrants twitter user behaviour in the process of digital culture]. Gumushane University E-Journal of Faculty of Communication, 2(1), 172-189.
  • Çetin, O., Çalışkan, E., & Menzi, N. (2012). Öğretmen adaylarının teknoloji yeterlilikleri ile teknolojiye yönelik tutumları arasındaki ilişki [The relationship between technological competencies and attitudes of pre-service teachers towards technology]. Elementary Education Online, 11(2), 273-291.
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Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim, Eğitim Araştırmaları
Bölüm Araştırma Makaleleri
Yazarlar

Dürdane TOR> (Sorumlu Yazar)
ERCİYES ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ, EĞİTİM BİLİMLERİ BÖLÜMÜ
0000-0003-2373-1247
Türkiye


Semra DEMİR BAŞARAN>
ERCİYES ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ, EĞİTİM BİLİMLERİ BÖLÜMÜ
0000-0002-5245-7657
Türkiye


Ergün ARIK>
ÇUKUROVA ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ, EĞİTİM BİLİMLERİ BÖLÜMÜ
0000-0001-5152-4187
Türkiye

Yayımlanma Tarihi 31 Ağustos 2022
Başvuru Tarihi 26 Aralık 2021
Kabul Tarihi 26 Temmuz 2022
Yayınlandığı Sayı Yıl 2022, Cilt 23, Sayı 2

Kaynak Göster

APA Tor, D. , Demir Başaran, S. & Arık, E. (2022). Examining of the Digital Literacy Level of Teacher Candidates . Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi , 23 (2) , 2027-2064 . Retrieved from https://dergipark.org.tr/tr/pub/kefad/issue/72605/1047590

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