Exploring Turkish Pre-Service Teachers’ Perceptions and Views of Digital Literacy

Ata, Rıdvan; Yıldırım, Kasım

doi:10.3390/educsci9010040

Cited by 49 publications

(67 citation statements)

References 30 publications

(28 reference statements)

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“…Their good knowledge about the devices, applications, terminologies, and technical things related to digital technologies was caused by their high enthusiasm to digital technologies. It was proven by their high frequency in using internet, computer, multimedia and social ISSN: 2089-9823  Digital literacy scale of English pre-service teachers and their perceived readiness toward … (Khaira Liza) 77 networks in a week to read articles, news, and books.The result is in line with the study of Ata and Yildirim [52], in which they found pre-service teachers had high and positive perception about digital literacy. They articulated their enthusiasm in digital literacy by keeping update with innovation, processing information, using technological tools, finding, verifying and sharing information, using digital media effectively, using the internet effectively, writing and reading language programming, and using the technology in the right place and time.…”

Section: Total 5813supporting

confidence: 89%

Digital literacy scale of English pre-service teachers and their perceived readiness toward the application of digital technologies

Liza

Andriyanti

2020

EduLearn

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High digital literacy is significantly needed by English teachers in the trend of industrial revolution 4.0 to promote a better quality of English teaching and learning. However, a significant number of English teachers, as well as pre-service teachers, still had low digital literacy scale and they were not ready to implement digital technologies into English teaching and learning process. This study was aimed to describe the digital literacy scale of graduate school students of English Education Department in a state university in Yogyakarta as pre-service teachers and their readiness toward the application of digital technologies in teaching and learning contexts. The research used mix-methods to collect both quantitative and qualitative data through Likert-scale questionnaires and interviews. The study revealed that the research participants had high digital literacy scales and readiness toward the application of digital technologies. Thus, those graduate school students as pre-service teachers could fulfill the requirements of professional English teachers in terms of digital literacy and improve the quality of English teaching and learning output by integrating digital technologies.

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Section: Total 5813supporting

confidence: 89%

Digital literacy scale of English pre-service teachers and their perceived readiness toward the application of digital technologies

Liza

Andriyanti

2020

EduLearn

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“…Lack of understanding regarding the conception of digital literacy might limit preservice teachers' digital literacy development. The finding related to the basic conception of digital literacy is also in line with the study by Ata & Yildirim (2019) showing that despite pre-service teachers had high positive perceptions of digital literacy, they still encountered insufficient understanding of cognitive skills. Therefore, the projection of digital literacy education to pre-service teachers included in the curricula is necessary as they will be teacher in the future, and the use of technology is inevitable.…”

Section: The Conceptions Of Digital Literacy In Efl Academic Writingsupporting

confidence: 86%

Pre-Service Teachers’ Conceptions and Competences on Digital Literacy in an Efl Academic Writing Setting

Nabhan

2021

Indonesian J. Appl. Linguist.

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This case study seeks to examine pre-service teachers’ digital literacy conceptions in an EFL academic writing context. Despite the recent growth of research regarding general conceptions of digital literacy, little attention has been given to its conception focusing on EFL digital writing environment. To bridge the gap, this research offers a new perspective of the conception of digital literacy from the perspective of pre-service teachers in their academic writing setting. Also, the study aims to identify pre-service teachers’ competences concerning the predominant dimensions of digital literacy encompassing critical thinking, online safety skills, digital culture, collaboration and creativity, finding information, communication, and functional skills. This case study involved both quantitative and qualitative data taken from 107 pre-service teachers’ online questionnaires and one 5-member focus group discussion delivered to pre-service teachers taking Academic Writing subjects in English Language Education Department in an urban university in Indonesia. While thematic analysis was involved for qualitative data, the quantitative ones were analyzed using descriptive analyses. Emergent themes related to the conception of digital literacy in academic writing context included basic conception of digital literacy, competences related to digital literacy, awarness of the importance of digital literacy, and challenges of digital literacy. In general, the result of the study revealed that the pre-service teachers’ conceptions of digital literacy were principally associated with the narrow proficiency of utilizing online tools and technological devices and set aside a critical mindset. Further, in spite of the fact that most participating students were found to have lack of understanding of critical thinking and digital culture towards digital literacy, they appeared to possess the competencies of finding information, communication, and functional skills. Additionally, quantitative result of the pre-service teachers’ competences demonstrated that communication dimension was the highest of all with the mean value of 3.95, followed by online safety skills (3.87), finding information (3.79), critical thinking (3.77), functional skills (3.75), as well as collaboration and creativity (3.43). The lowest mean (3.40) belonged to digital culture dimension. The findings have important implications for developing digital literacy framework in an EFL academic writing.

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“…( ), Yılmaz ve ark. (2015, Ata ve Yıldırım (2019) öğretmen adayları ile yapmış oldukları araştırmalarda, öğretmen adaylarının dijital okuryazarlık durumlarının iyi düzeyde olduğunu saptamıştır (Üstündağ ve ark., 2017;Yılmaz ve ark., 2015;Ata & Yıldırım, 2019). Öztürk (2021)'ün çalışmasında pandemi nedeniyle uzaktan eğitim sistemine geçişle birlikte öğretim elemanlarının dijital ortamda ders verme ve ders materyalleri hazırlama/kullanma konusunda kendilerini yetersiz hissettikleri belirlenmiştir.…”

Section: Discussionunclassified

“…Elçi ve Sarı (2016), öğrenciler ile yaptıkları çalışmada, cinsiyete göre dijital okuryazarlık düzeyi arasında anlamlı bir fark olmadığını belirlemiştir (Elçi & Sarı, 2015). Yontar (2019), Ata ve Yıldırım (2019) öğretmen adayları ile yürüttükleri çalışmalarında, kadınların dijital okuryazarlık yeterliliklerinin orta düzeyde, erkeklerin yüksek düzeyde olduğunu belirlemiştir (Yontar, 2019;Ata & Yıldırım, 2019). Kul (2020) öğrenciler ile yapmış olduğu çalışmada, kız öğrencilerin dijital okuryazarlıklarının daha yüksek olduğunu belirlemiştir (Kul, 2020).…”

Section: Discussionunclassified

Digital literacy status of academic staff in the light of transformation in information and communication technologies

Işık¹,

Özdemir

Kuşlu³

2021

HumanSciences

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Objective: This study was planned to determine the digital literacy levels of faculty members and the factors affecting them in the light of the transformations in information and communication technologies and to create a resource for related studies. Method: This cross-sectional and descriptive study was carried out in 2018 with 272 lecturers working at a state university. Personal Information Form and Digital Literacy Scale were used in data collection. Research data were analyzed in SPSS 22.0 package program. The data were analyzed using frequency, percentage, t test, Kolmogorov Smirnov, Mann-Whitney U and Kruskal Wallis test, and the results were evaluated at 95% confidence interval and p <0.05 significance level. Findings: The research results show that the digital literacy levels of the lecturers are very high, age, gender, academic title, study year affect the digital literacy level, the lecturers use digital technologies such as computers and projectors in educational activities to a large extent. Conclusion: In line with these results, it should be ensured that education activities related to digital literacy skills should be organized within the scope of continuous education activities in higher education institutions, and especially and primarily, it should be ensured that academic staff and female instructors in the advanced age group participate in digital literacy training. Extended English summary is in the end of Full Text PDF (TURKISH) file. Özet Amaç: Bu çalışma, bilgi ve iletişim teknolojilerindeki dönüşümler ışığında öğretim elemanlarının dijital okuryazarlık düzeylerini ve etkileyen faktörleri belirlemek ve ilgili çalışmalara kaynak oluşturmak amacıyla planlanmıştır. Yöntem: Kesitsel ve tanımlayıcı olarak tasarlanmış bu çalışma, 2018’de bir devlet üniversitesinde çalışan 272 öğretim elemanı ile gerçekleştirilmiştir. Veri toplamada, Kişisel Bilgi Formu ve Dijital Okuryazarlık Ölçeği kullanılmıştır. Araştırma verileri SPSS 22.0 paket programında analiz edilmiştir. Veriler, frekans, yüzdelik, t testi, Kolmogorov Smirnov, Mann-Whitney U ve Kruskal Wallis testi kullanılarak analiz edilmiş olup, sonuçlar %95 güven aralığında, anlamlılık p<0.05 düzeyinde değerlendirilmiştir. Bulgular: Araştırma sonuçları, öğretim elemanlarının dijital okuryazarlık düzeylerinin çok yüksek olduğunu, yaş, cinsiyet, akademik ünvan, çalışma yılının dijital okuryazarlık düzeyini etkilediğini, öğretim elemanlarının bilgisayar ve projeksiyon gibi dijital teknolojileri eğitim etkinliklerinde büyük oranda kullandıklarını göstermektedir. Sonuç: Bu sonuçlar doğrultusunda, Yükseköğretim kurumlarında sürekli eğitim etkinlikleri kapsamında dijital okuryazarlık becerilerine ilişkin eğitim etkinlikleri düzenlenmesi, özellikle ve öncelikle, ileri yaş grubunda yer alan öğretim elemanlarının ve kadın öğretim elemanlarının dijital okuryazarlık eğitimlerine öncelikle katılmaları sağlanmalıdır.

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Exploring Turkish Pre-Service Teachers’ Perceptions and Views of Digital Literacy

Cited by 49 publications

References 30 publications

Digital literacy scale of English pre-service teachers and their perceived readiness toward the application of digital technologies

Digital literacy scale of English pre-service teachers and their perceived readiness toward the application of digital technologies

Pre-Service Teachers’ Conceptions and Competences on Digital Literacy in an Efl Academic Writing Setting

Digital literacy status of academic staff in the light of transformation in information and communication technologies

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