Exploring Digital Literacy Levels and Technology Integration Competence of Turkish Academics

Abstract

<p style="text-align:justify">Today’s individuals are expected to have skills in many areas as a natural consequence of the advances that have been taking place in society and technology. Particularly in developed countries, these skills are also called 21<sup>st</sup> century skills. Critical, creative and reflective thinking, problem solving and keeping up with the digital age (digital literacy) are some of these skills. Universities play a significant role in raising qualified individuals in our country. Updating the training programs, keeping up with the era and having a say in the digital world makes it a necessity for people who give education in these areas to be competent. From this point of view, this study aimed to explore the digital literacy levels of Turkish academics working in faculties of education and the perceptions of students towards technology integration competence of the academics. In this study, quantitative cross-sectional design was preferred. While selecting the participants, purposeful sampling method was used, and two different participant groups (academics and prospective teachers) were included in the process. Two scales with validity and reliability in the literature were used as data collection tools in the research. In the data collection process, firstly, a survey was administered to academics working in faculties of education, and then another one was conducted with prospective teachers. The results obtained were subjected to quantitative data analysis via SPSS 24 and AMOS 24 software, and descriptive and inferential statistics were generated. The results revealed that the variables of department, age and grade level created a significant difference in the digitalization of academics, whereas the gender variable significantly contributed only to the perceptions of prospective teachers.</p>

The Effect of Self-Directed Learning on Students' Digital Literacy Levels in Online Learning

“…With good digital literacy skills, students will easily read and access features contained in digital technology that make them feel like they receive a reward, for example, when playing games, getting information as expected or communicating via online with other people (Feinstein, 2011). The results showed that age and grade level variables created significant differences in academic digitization (Ayyildiz et al, 2021). It is necessary to identify digital readiness in teachers so that learning can be maximized (Peled, 2021).…”

Pelatihan Pembuatan Website Desa Wisata Di Desa Wisata Meler, Kabupaten Manggarai, NTT

“…Akan tetapi suatu keniscayaan bagi pengelola untuk terus memeroleh keuntungan jika kompetensi yang melekat padanya mampu menempatkan suatu reaksi adaptif selaras tuntutan perkembangan pariwisata. Esensi dari reaksi tersebut tentu bermuara pada eksistensi kompetensi yang terus mendukungnya mempertahankan atau meraih prestasi gemilang dalam bidang yang digeluti, termasuk kompetensi literasi digital (Ayyildiz, Yilmaz, & Baltaci, 2021;Radovanović et al, 2020).…”

Students’ Digital Literacy Competence and English Study Habits

“…However, every student can survive and prosper if the skill aligned with it can elicit an adaptive response that is compatible with the demands of the working world. The essence of this reaction is undoubtedly the presence of competencies that continue to assist him/her in achieving brilliant accomplishments in his/her career, including digital literacy competencies [35], [36].…”