Analysis of Digital Literacy and Metaphoric Perceptions of Teacher Candidate

Dedebali, Nurhak Cem

doi:10.12973/ijem.6.1.135

Cited by 12 publications

(5 citation statements)

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“…There is also an urgent need for curricular revisions to increase contact and familiarity in signature pedagogies. New findings on perceptions of digital literacy highlight that despite strong belief in its vitality for their teacher development, many prospective teachers still continue to associate digital literacy with complexity (Dedebali, 2020). In today's world, where the focus has recently shifted in higher education from digital literacy to digital fluency (a much more sophisticated competence to use digital tools for content co-creation, creative design, and adaptive problemsolving), the teacher is no longer conceived as knowledge-transmitter but rather facilitator and curator, and the overwhelming necessity of redesigning instruction accordingly (i.e.…”

Section: Conclusion and Suggestionsmentioning

confidence: 99%

Towards Emancipatory L2 Instruction: Exploring Significant Learning Outcomes from Collaborative Digital Storytelling

Şimşek¹

2020

INT J EDUC METHODOL

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Digital storytelling has undergone extensive study in different content-areas, but its naturally-combined use with collaborative writing for skills development, and reflective practice remains underresearched in pre-service EFL teacher education. This study undertook joint tech-enhanced retelling of L2 texts by 56 Turkish EFL teacher candidates, rubric-based peer and teacher assessment of final products, comparative analysis of complexity, accuracy, and fluency (CAF) between outliers, and process evaluation using the significant learning taxonomy to explore impacts on L2 writing performance, academic learning, and personal growth. Despite assigning lower scores than the teacher-assessors, especially to the top-performers, the majority of peers successfully fulfilled the job, effectively performed the future reviewer role, and positively reacted to co-construction, and technology integration. CAF and reflection analyses indicated that the biggest difference between the highest-and lowest-scoring groups lay in grammatical accuracy, and lack of mutual interaction could account for the less cooperative group's poorer performance. The classification of their post-task responses into six kinds of learning gains (foundational knowledge, application, integration, human dimension, caring, and learning how to learn) also revealed that their collaborative digital storytelling experience (CDS) elicited more procedural, critical, creative and practical thinking on the academic learning front, while disciplinary and integrative thinking may have declined due to more immediate preoccupation with task achievement. Their critical thinking was mainly organised around consensus-reaching, fluctuating membership, and logistical challenges, and most demonstrated a clear understanding of the role of positive group dynamics in group outcomes. Despite heightened awareness of the performanceboosting, character-forming, and motivational benefits of collective scaffolding and multimodal meaning-making, a minority could also discern the instrumentality of innovative teaching techniques in their future classroom practices.

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Section: Conclusion and Suggestionsmentioning

confidence: 99%

Towards Emancipatory L2 Instruction: Exploring Significant Learning Outcomes from Collaborative Digital Storytelling

Şimşek¹

2020

INT J EDUC METHODOL

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“…That means Innovation and technology are changing the world and our daily lives. (Dedebali, 2020) In addition, if viewed from the awareness of the development of teachers in schools under the local administrative organization of Thailand, it was found that there was a policy to develop outstanding leadership for teachers based on the main components, sub-elements, and the indicators used in this research are also. year National Strategy and the Thailand 4.0 Strategy, where teachers of all levels and types of education were developed in accordance with professional standards for quality assurance and teacher professional competency standards and the educational quality assurance system (Office of the Education Council Secretariat, 2018).…”

Section: Discussionmentioning

confidence: 88%

The Structural Relationship Model of Indicators of Outstanding Leadership for Teachers under the Local Administrative Organizations

Nonthing¹

2021

INT J EDUC METHODOL

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<p style="text-align: justify;">The objectives of this research were to: 1) Study the suitability of the indicators to be included in the model, 2) Test the consistency of the model developed from the theories and research studies’ empirical data, 3) Evaluate reliability value of the main components, the sub-components and other related indicators. The population used in the research were the teachers in the schools under the local administrative organization of Thailand. The multistage random sampling was used for the selection of 660 samples from a total population of 30,359 teachers across the country. The following results were observed: 1) All of the 52 indicators used in the research were appropriate according to the specified criteria, 2) The theoretical model was found to have been consistent with the empirical data. All of the statistical figures including; Relative Chi-Square, Root Mean Square Error of Approximation, Goodness-of-Fit Index, Adjusted Goodness-of-Fit Index, Comparative Fit Index, and Normed Fit Index: NFI, were found to have met with the specified criteria in both the first and the second confirmation factor analyzes, and 3) The primary element’s factor loading was between 0.73 to 1.48, which is higher than the criteria of 0.70, the sub-element’s factor loading was between 0.67 to 1.72 and the indicators weight was between 0.68 to 1.37, which is higher than the criteria of 0.30. These results indicate that the theoretical model developed in this research can be effectively used with construct validity for the development of the targeted samples in a research study.</p>

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“…Digital media literacy in students of prospective teacher is crucial and urgent to consider. It requires unlimited tutoring guidance [28]. The learning constructs of students of prospective teacher offer constructive pedagogy, freedom, and courage to learn and foster meaning in digital literacy.…”

Section: Students Learning Constructions Based On Digital Media Literacymentioning

confidence: 99%

Learning Construction of Students of Prospective Teacher Based on Digital Literacy in the Era of Pandemic Covid-19

Umar¹,

Ismail²

2021

Proceedings of the 2nd Borobudur International Symposium on Humanities and Social Sciences, BIS-HSS 2020, 18 November 2020, Mag

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This article aims at building literacy-based learning for students of prospective teacher. Empirical problems sound that the effect of Covid-19 pandemic has affected education in various countries, including Indonesia. As a result, learning interactions are reduced due to a limited movement and access to learning, parental support, and significant changes in the new normal era, while conditions require life skills. This requires students of prospective teacher to have digital literacy skill as the competence of 21st century. It is very important to pay attention to them through integrative and adaptive learning constructs. There are various suggestions for studying in the era of pandemics. Qualitative methods focus on learning case strategies, students of prospective teacher, and lecturer to participate in this study. The data were collected and analyzed. Students of prospective teacher are digital media users in learning activities, while digital literacy skills demonstrate personal and social competencies and interventions from internal and external circumstances. Learning construction should pay attention to adaptive, participatory, integrative action, guidance, example, friendliness, and control of humanist movements. It is expected to improve professionalism and encourage the success of future prospective teachers in their profession.

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Analysis of Digital Literacy and Metaphoric Perceptions of Teacher Candidate

Cited by 12 publications

References 13 publications

Towards Emancipatory L2 Instruction: Exploring Significant Learning Outcomes from Collaborative Digital Storytelling

Towards Emancipatory L2 Instruction: Exploring Significant Learning Outcomes from Collaborative Digital Storytelling

The Structural Relationship Model of Indicators of Outstanding Leadership for Teachers under the Local Administrative Organizations

Learning Construction of Students of Prospective Teacher Based on Digital Literacy in the Era of Pandemic Covid-19

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