Exploring the digital natives among pre-service teachers in Turkey: a cross-cultural validation of the Digital Native Assessment Scale

Teo, Timothy; Yurdakul, Işıl Kabakçı; Ursavaş, Ömer Faruk

doi:10.1080/10494820.2014.980275

Cited by 49 publications

(39 citation statements)

References 39 publications

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“…Also higher readiness of prospective teachers for mobile learning can also be due to their digital native characteristics. Because in recent research, conducted by Teo et al(2016), Turkish prospective teachers have defined themselves as digital natives.…”

Section: Results Discussion and Conclusionmentioning

confidence: 99%

Can Mobile Learning Be An Opportunity for Undergraduate Teacher Education?

EroÄlu¹,

Kaya²,

Ãzbek³

2017

Eur. j. soc. sci. educ. res.

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The purpose of research is to determine the usability of mobile learning in undergraduate teacher education. In the first part of the study, researches on mobile learning opportunities in undergraduate teacher education and teacher education are examined. In the second part of the study, infrastructure and readiness for mobile learning of prospective teachers are examined in terms of some variables. The research is designed in survey model. The sample of the research is composed of 454 prospective teachers who study in the 1st and 4th grade of Firat University Faculty of Education. Participant demographic form and the readiness scale for mobile learning developed by Lin, Lin, Yeh and Wang (2016) adapted to Turkish by Gökçeaslan, Solmaz and Kukul (2016) is used as data collection tool. Statistical techniques such as mean, frequency, percentage, t test, one way anova are used in the analysis of the data. The research findings revealed by examining the relevant researches show that mobile learning offers important opportunities for undergraduate teacher education. Prospective teachers have mobile tools necessary for mobile learning and have opportunities access to internet. It is determined that prospective teachers frequently use mobile tools and use mobile tools partially for educational purposes. It is determined that the level of prospective teachers' readiness for mobile learning has partially high ( X = 3.60) and the level of prospective teachers' readiness for mobile learning is not differ according to gender, educational level and department variables. But prospective teachers' readiness for mobile learning differs according to the daily average internet usage time. The results of the research show that mobile learning is an approach that should be taken into account for undergraduate teacher education.

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Section: Results Discussion and Conclusionmentioning

confidence: 99%

Can Mobile Learning Be An Opportunity for Undergraduate Teacher Education?

EroÄlu¹,

Kaya²,

Ãzbek³

2017

Eur. j. soc. sci. educ. res.

View full text Add to dashboard Cite

show abstract

“…The related literature is quite rich with digital natives (Palfrey & Gasser, 2013;Prensky, 2001). Also, commonly used scales exist, such as the Digital Natives Assessment Scale (DNAS; Teo, 2013;Teo, Kabakçı Yurdakul, & Ursavaş, 2016). Bennett, Maton, and Kervin's (2008) study provides a critical review of the evidence on the distinction between digital natives and digital immigrants.…”

Section: Related Literaturementioning

confidence: 99%

Relationship between Self-control and Facebook Use: Case of CEIT Students*

2017

EDUC SCI-THEOR PRACT

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“…Main variables confronted in technology acceptance models are "perceived benefit, perceived ease of use and intention" (Avcı-Yücel & Gülbahar, 2014). Generally, prospective teachers can't imagine of a life without technology (Biçen & Arnavut, 2015), and define themselves as "digital natives" using visual communication tools more than written materials and conducting their works via technology (Teo, Kabakçı-Yurdakul, & Ursavaş, 2014).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Teachers’ Technology Acceptance and Usage Situations and the Evaluation of Web Pedagogic Content Knowledge in Terms of Different Variations and the Determination of the Relationship between These

Korucu

2017

IES

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The goal of this study is to analyze the situations of teachers' technology acceptance and usage (TAU) and web pedagogy content knowledge (WPACK) in terms of different variations and to determine of the relationship between these two. The study group of this research consists of 96 teachers in total having different variations such as different branches, different professional seniorities, different ages and different educational levels they work in. Data collection tools comprising of 3 open-ended questions which are developed and structured by researchers and two different scales measuring technology acceptance and usage and web pedagogical content knowledge are utilized in this study. The scales and structured forms are applied through random sampling with screening model. In the results of the research, teachers' technology acceptance and usage situations, web pedagogical content knowledge situations and their sexes and web 2.0 technologies usage situations don't differ in terms of the dimensions and the entirety of the scales. The following are established according to the results; there are differences among teachers' TAU situations, there aren't any differences among their WPACK in terms of their branches; there aren't any differences among their TAU situations and there are differences among their WPACK situations in terms of their ages; TAU and WPACK situations are not reasonable statistically in terms of their professional seniorities and educational levels they work in. Furthermore, it is also determined that web applications usage durations are not reasonable in terms of their TAU situations but they are reasonable in terms of WPACK. The answers which teachers provided towards open-ended questions are established to be categorized as education, technology, interaction, visuality, source and development. Additionally, it is settled that there is a low correlation between TAU and WPACK situations but it is possible to form a model between them. From the point of view of the findings of this study, it is suggested that knowledge and information regarding technology integration is provided experimentally to teachers in in-service seminars.

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Exploring the digital natives among pre-service teachers in Turkey: a cross-cultural validation of the Digital Native Assessment Scale

Cited by 49 publications

References 39 publications

Can Mobile Learning Be An Opportunity for Undergraduate Teacher Education?

Can Mobile Learning Be An Opportunity for Undergraduate Teacher Education?

Relationship between Self-control and Facebook Use: Case of CEIT Students*

Teachers’ Technology Acceptance and Usage Situations and the Evaluation of Web Pedagogic Content Knowledge in Terms of Different Variations and the Determination of the Relationship between These

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