Increasing Digital Awareness of Pre-service Teachers (An Experimental Research)

Yıl 2024, , 318 - 339, 15.07.2024

İbrahim Halil Yurdakal

https://doi.org/10.29250/sead.1476799

Öz

The skills expected from people have changed in the 21st century. These changing expectations have also influenced the concept of the ideal human profile. Creative thinking, critical thinking, and digital skills are among the skills expected from an ideal person during this period. This transformation is evident in many areas. There is no doubt that education systems that can adapt to digital transformation, especially in the field of education, will be the education systems of the future. Increasing teachers' awareness of digital transformation is essential in this process. Therefore, this study aimed to increase pre-service teachers' awareness of digital transformation. The research utilized a single-group pretest-posttest model from experimental designs. In this context, 30 randomly selected 3rd and 4th grade pre-service teachers studying in the Department of Primary Education were included in the sample. Within the scope of the research, the awareness scale for digital transformation in education developed by Yurdakal (2023b) was used. The scale, consisting of 50 items and 3 dimensions, has an alpha value of 0.957. Within the scope of the research, an 8-week curriculum was prepared. The curriculum was implemented for 8 weeks, with 4 weeks online and 4 weeks face-to-face. Pre-test and post-test data were collected before and after the implementation. During the process, diaries were distributed to the participants, and they were asked to write their thoughts about the entire process. The collected data were analyzed with SPSS 22, and dependent groups were analyzed with the T-test. The qualitative data obtained within the scope of the research were analyzed by content analysis, and codes were obtained and themes were identified by grouping the related codes. The themes were presented with supporting quotations. Looking at the results of the research, it was determined that the participants' post-test awareness of digital transformation (134.96) scores were significantly higher than the pre-test (99.56) scores. In this context, the training process on digital transformation awareness was successful.

Anahtar Kelimeler

Digital learning, Digital awareness, Experimental research

Etik Beyan

This research was conducted with the approval of Pamukkale University Social and Human Sciences Research and Publication Ethics Board dated 11.03.2024 and numbered E-93803232-622.02-506654.

Destekleyen Kurum

PauPAB

Proje Numarası

The research was produced from the project titled "Increasing pre-service teachers' awareness of digital transformation" with the number 2023BSP009, conducted by the researcher and supported by PauPAB.

Teşekkür

PauBAP

Kaynakça

• Aksoğan, M., & Özek, M. B. (2020). The relationship between pre-service teachers' technology competencies and technology perspectives. Gümüşhane University Journal of Social Sciences (GUSBID), 11(2), 301-311. https://doi.org/10.36362/gumus.661961
• Aristotle. (1997). Nikomahova etika. EKSMO Press.
• Arnon, S., & Reichel, N. (2009). Closed and open-ended question tools in a telephone survey about “the good teacher:” An example of a mixed method study. Journal of Mixed Method Research, 3(2), 172-196, https://doi.org/10.1177/1558689808331036
• Battelle for Kids (BfK) (2023). Framework for 21st Century Learning. Retrived from https://www.battelleforkids.org/networks/p21 on 21.08.2023.
• Bennett, S., Maton, K., & Kervin, L. (2008). The ‘digital natives’ debate: A critical review of the evidence. British Journal of Educational Technology, 39(5), 775–786. https://doi.org/10.1111/j.1467‐8535.2007.00793.x
• Bull, A., & Gilbert, J. (2012). Swimming out of our depth? Leading learning in 21st century schools. New Zealand Council for Educational Research.
• Burns N., & Grove S. K. (1993). The practice of nursing research. Conduct Critique Util. W. B. Saunders Company.
• Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2012). Scientific research methods (13. Ed.). Pegem Publishing.
• Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. & Demirel, F. (2013). Scientific research methods (14. Ed.). Pegem Publishing.
• Can, A. (2014). Quantitative data analysis in the scientific research process with SPSS (3. Ed.). Pegem Publishing.
• Carpenter, B., & Tait, G. (2001). The rhetoric and reality of good teaching: A case study across three faculties at the Queensland University of Technology. Higher Education, 42, 191-203. https://doi.org/10.1023/A:1017514502456
• Çebi, A., & Reisoğlu, İ. (2020). Digital competence: a study from the perspective of preservice teachers in Turkey. Journal of New Approaches in Educational Research (NAER Journal), 9(2), 294-308. https://doi.org/10.7821/naer.2020.7.583
• Combi, M. (2016). Culture and technology: An analysis of some of the changes in progress-digital, global, and local culture. In K. J. Borowiecki, N. Forbes, & A. Fresa, (Ed.), Cultural heritage in a changing world (pp. 3-15), Springer Open. https://doi.org/10.1007/978-3-319-29544-2_1
• Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of Teacher Education, 57(3) 300–314. https://doi.org/10.1177/0022487105285962
• Green, A. (2006). Education globalisation and the nation state. In H. Lauder, P. Brown, J A. Dillabough & A. H. Halsey, (Ed.), Education, globalisation and social change (pp. 1-6), Oxford University Press.
• Gopika, J. S., & Rekha, R. V. (2023). Awareness and use of digital learning before and during COVID-19. International Journal of Educational Reform, 1-13, https://doi.org/10.1177/10567879231173389
• Göldağ, B. (2021). Investigation of the relationship between digital literacy levels and digital data security awareness levels of university students, E-International Journal of Educational Research, 12(3), 82-100. https://doi.org/10.19160/e-ijer.950635
• Gündoğan, M. (2017). Technology competency levels of social studies teachers (Bursa province example) [Unpublished master’s thesis]. Adnan Menderes University.
• Güriş, S., & Astar, M. (2014). Statistics with SPSS in Scientific Research. Der Publishing.
• Harris, D., & Sass, T. (2009). What Makes for a Good Teacher and Who Can Tell? Calder.
• Jan, H. (2017). Teacher of 21st-century: characteristics and development. Research on Humanities and Social Sciences, 7(9), 50-54.
• Juliantine, T. (2019). Pengembangan kreativitas siswa melalui implementasi model pembelajaran inkuiri dalam pendidikan jasmani [Unpublished doctoral dissertation]. Universitas Pendidikan Indonesia.
• Lauder, H., Young, M., Daniels, H., Balarin, M., & Lowe, J. (2012). Educating for the knowledge economy? Critical perspectives. Routledge.
• Karagül, S. (2020). Investigation of Turkish teacher candidates' perceptions of basic technology competence level (Burdur sample): Theoretical and Applied Studies in Turkish Language Teaching and Learning. Ankara University TOMER Publising.
• Karakuş, İ. (2022). A "digital" look at the profiles of prospective teachers: digital awareness, competence and fluency [Unpublished doctoral dissertation]. Mersin University.
• Khanal, B, Belbase, S., & Joshi, D. R. (2020). Effect of digital awareness on mathematics achievements at school to university levels in Nepal. Mathematics Teaching Research Journal, 12(4), 47-68.
• Kozan, M., & Bulut Özek, M. (2019). Examining the digital literacy levels of pre-service teachers in the department of ITET and their sensitivity towards cyberbullying. Fırat University Journal of Social Sciences, 29(1), 107-120. https://doi.org/10.18069/firatsbed.538657
• Lafcı-Tor, D., Demir Başaran, S., & Arık, E. (2022). Examining the digital literacy level of teacher candidates. Kırşehir Education Faculty Journal (KEFAD), 23(2), 2027-2064. https://doi.org/10.29299/kefad.1047590
• Mardiah, M., Pahamzah, J., & Baihaqi, A. (2021). EFL students’ awareness on digital literacy. Journal of English Language Teaching and Cultural Studies, 4(2), 67-77. http://dx.doi.org/10.48181/jelts.v4i2.12854
• McEwan, E. K. (2001). 10 traits of highly effective teachers. Corwin Press.
• MoNE, (2018). 2023 education vision. Retrieved from https://www.gmka.gov.tr/dokumanlar/yayinlar/2023_E%C4%9Fitim%20Vizyonu.pdf
• MoNE, (2019). Turkish curriculum (primary and secondary school grades 1, 2, 3, 4, 5, 6, 7 and 8), Ankara. Retrieved from https://mufredat.meb.gov.tr/Programlar.aspx
• Nikolopoulou, K. (2023). What is snowball sampling? | definition & examples. Scribbr. Retrived 14.11.2023, from https://www.scribbr.com/methodology/snowball-sampling/
• Pokhrel S., & Chhetri R. (2021). A literature review on impact of COVID-19 pandemic on teaching and learning. Higher Education for the Future, 8(1), 133–141. https://doi.org/10.1177/2347631120983481
• Porter, A. C. (1989). External standards and good teaching: The pros and cons of telling teachers what to do. Educational Evaluation and Policy Analysis, 11(4), 343-356. https://doi.org/10.2307/1163988
• Prasetyo, H., & Sutopo, W. (2018). Industri 4.0: Telaah klasifikası aspek dan arah perkembangan riset. Jurnal Teknik Industri, 13(1), 17–26. https://doi.org/10.2307/1782970
• Sellar, S., & Lingard, B. (2013). The OECD and global governance in education. Journal of Education Policy, 28(5), 710–725. https://doi:10.1080/02680939.2013.779791
• Stronge, J. H., Ward, T. J., & Grant, L. (2011). What makes good teachers good? A cross-case analysis of the connection between teacher effectiveness and student achievement, Journal of Teacher Education, 62(4), 339-355.
• Usta, E., Bozdoğan, A. E., & Yıldırım, K. (2007). Evaluating elementary pre-service teachers’ attitudes toward internet use. Ahi Evran University Kırşehir Journal of Education Faculty, 8(1). 209-222.
• Weinstein, C. S. (1989). Teacher education students’ preconceptions of teaching. Journal of Teacher Education, 40(2), 53–60. https://doi.org/10.1177/002248718904000
• Yurdakal, İ. H. (2018a). The effect of creative reading activities on the development of reading and creative thinking skills in primary school 4th grade [Unpublished doctoral dissertation]. Pamukkale University.
• Yurdakal, İ. H. (2018b). School and teachers through the eyes of prospective teachers. International Journal of Human Studies, 1(2), 305-315. https://doi.org/10.35235/uicd.465548
• Yurdakal, İ. H. (2023a). 21st century skills in Turkish teaching. In S. Aslan, (Ed.), Technological approaches based Turkish teaching (pp. 62-97). Pegem Publishing.
• Yurdakal, İ. H. (2023b). Digital awareness in the digital age: Awareness scale regarding digital transformation in education (DAS): validity and reliability study. Sınıf Öğretmenliği Araştırmaları Dergisi (SÖAD), 3(2), 138-157.