Do teachers’ educational philosophies affect their digital literacy? The mediating effect of resistance to change

Alanoğlu, Müslim; Aslan, Serkan; Karabatak, Songül

doi:10.1007/s10639-021-10753-3

Cited by 24 publications

(17 citation statements)

References 40 publications

(32 reference statements)

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“…Progressivism aims to urge the student to establish a link between the knowledge s/he has learned and to ask questions and seek their answers (Aktan, 2019: 108). In this philosophy, the teaching-learning process is organized by considering the interests and needs of the students (Aslan, 2017;Alanoğlu, Aslan & Karabatak, 2021).…”

Section: Educational Beliefsmentioning

confidence: 99%

The Predictive Role Of The Primary School Teachers’ Educational Beliefs On Their Curriculum Design Orientation Preferences

Aslan

2022

IJPES

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Educational beliefs influence teachers' designing teaching environment, teaching methods and techniques they apply in the classroom, the strategies they use in classroom management and the measurement-evaluation tools they prefer. In this regard, teachers' educational beliefs can be said to affect their curriculum design orientations. Curricula play a significant role in raising individuals within a country. Hence, teachers' educational beliefs also have an impact on raising students. This study sheds light on whether there is a relationship between primary school teachers' educational beliefs and their curriculum design orientation preferences and whether their education beliefs predict curriculum design orientation preferences. One of the survey models used in this study was the correlational survey model. The stratified sampling approach was used to select 515 primary school teachers for the study. The "Educational Beliefs Scale" and the "Curriculum Design Orientation Preference Scale" were used to collect data for the study.Correlation analysis and multiple linear regression analysis were used during data analysis. The findings revealed a medium and low level relationship between the primary school teachers’ education beliefs and their curriculum design orientation preferences.

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Section: Educational Beliefsmentioning

confidence: 99%

The Predictive Role Of The Primary School Teachers’ Educational Beliefs On Their Curriculum Design Orientation Preferences

Aslan

2022

IJPES

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“…Digital literacy is a person's ability to understand and use information in various forms from various sources that are accessed through computer devices. Bawden argues that digital literacy is the root of computer and information literacy which emphasizes a person's technical skills in accessing, compiling, understanding, and disseminating information [30,31].…”

Section: Accreditation Assessment System (Sispena) Literacymentioning

confidence: 99%

Analysis of the Impact of SISPENA-Based Technology Literacy and Assessor Competence Assessment on Accreditation Quality

Ahmad¹,

Sari²,

Ishaq³

et al. 2022

Advances in Social Science, Education and Humanities Research

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This explanatory quantitative study aims to analyze the effect of SIS-PENA literacy and Assessor Assessment Competency on the quality of PKBM accreditation either partially or simultaneously. Specifically, the purpose of this study is to analyze: (1) The effect of SISPENA literacy and Assessor Competence on the quality of PKBM accreditation in East Java. (2) The Effect of SISPENA Literacy on the Quality of PKBM Accreditation in East Java. (3) The influence of the KPKA assessment on the quality of PKBM accreditation in East Java, and (4) The effect of the visitation assessment on the quality of PKBM accreditation in East Java. This study involved 51 people from 60 PKBM cluster assessors in East Java. The sample selection was carried out by Proportional Random Sampling. The research data was collected by distributing questionnaires to all assessors, but 51 questionnaire packages were returned and filled in completely, while the other 9 questionnaire packages did not return. The research questionnaire used a Likert scale. The data that has been collected is then analyzed using the Multiple Regression technique using Jeffrey's Amazing Statistics Program (JASP) application version 15.00. The results of the study include: (1) There is a significant effect of SISPENA literacy and Assessor Assessment Competency on the quality of PKBM accreditation in East Java. (2) There is a significant influence of SIS-PENA Literacy on the Quality of PKBM Accreditation in East Java. (3) There is a significant effect of the KPKA assessment on the quality of PKBM accreditation in East Java., and (4) There is a significant effect of the visitation assessment on the quality of PKBM accreditation in East Java. This study concludes that partially or simultaneously assessor SISPENA literacy and assessor competence greatly affect the quality of PKBM accreditation results in East Java.

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“…If digital resources and devices are an inescapable part of current and future teaching practice, digital competency training for future teachers becomes extremely relevant, given that teachers need to acquire these competencies in their initial training to integrate them into their practices as future teachers. That is, the digital competence (DC) acquired during their initial training significantly predicts the integration of technologies in future teaching practice (Nikou and Aavakare, 2021 ), which could range from basic digital literacy to the integration of technologies in their daily teaching practice (Gisbert et al, 2016 ; Alanoglu et al, 2022 ). Several studies have defined the different indicators that make up DC (Siddiq et al, 2017 ; González et al, 2018 ; Rodríguez-García et al, 2019 ; Cabero-Almenara and Palacios-Rodríguez, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

Digital literacy in the university setting: A literature review of empirical studies between 2010 and 2021

et al. 2022

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The impact of digital devices and the Internet has generated various changes at social, political, and economic levels, the repercussion of which is a great challenge characterized by the changing and globalized nature of today's society. This demands the development of new skills and new learning models in relation to information and communication technologies. Universities must respond to these social demands in the training of their future professionals. This paper aims to analyze the empirical evidence provided by international studies in the last seven years, related to the digital literacy of university students, including those pursuing degrees related to the field of education. Our findings highlight the fact that the digital literacy that is offered in universities to graduate/postgraduate students, in addition to treating digital literacy as a central theme, also focuses on perceived and developed self-efficacy. This is done by strengthening competencies related to digital writing and reading, the use of databases, the digital design of content and materials, and the skills to edit, publish or share them on the web, or applications aimed at treating digital literacy as emerging pedagogies and educational innovation. Secondly, we found studies related to digital competencies and use of the Internet, social networks, web 2.0, or the treatment of digital risks and their relationship with digital literacy. Thirdly, we found works that, in addition to focusing on digital literacy, also focused on different psychological constructs such as motivation, commitment, attitudes, or satisfaction.Systematic review registration:https://www.scopus.com/home.uri; https://www.recursoscientificos.fecyt.es/.

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Do teachers’ educational philosophies affect their digital literacy? The mediating effect of resistance to change

Cited by 24 publications

References 40 publications

The Predictive Role Of The Primary School Teachers’ Educational Beliefs On Their Curriculum Design Orientation Preferences

The Predictive Role Of The Primary School Teachers’ Educational Beliefs On Their Curriculum Design Orientation Preferences

Analysis of the Impact of SISPENA-Based Technology Literacy and Assessor Competence Assessment on Accreditation Quality

Digital literacy in the university setting: A literature review of empirical studies between 2010 and 2021

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