Relationship between Social Studies Teacher Candidates’ Digital Literacy Self-Efficacy Levels and Information and Communication Technology Competencies

Çetin, Mehmet Turan; İŞÇİ, Tuğçe Gamze

doi:10.7575/aiac.ijels.v.10n.2p.71

Cited by 5 publications

(3 citation statements)

References 12 publications

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“…Hubungan antara informasi dan literasi kritis dalam pendidikan dan literasi digital telah dieksplorasi dalam berbagai penelitian. Literasi digital didefinisikan sebagai kemampuan untuk memahami, menafsirkan, dan menganalisis informasi yang disajikan dalam berbagai format dari berbagai sumber di lingkungan computer (Çetin & İŞÇİ, 2022;Fernando & Jain, n.d.). Terdapat hubungan yang positif dan cukup signifikan antara kompetensi teknologi informasi dan komunikasi calon guru IPS dengan tingkat efikasi diri literasi digital (Çetin & İŞÇİ, 2022).…”

Section: Pendahuluanunclassified

Peran Kurikulum Pendidikan dalam Meningkatkan Literasi Informasi dan Kritis Pada Era Digital di Indonesia

Muhtadi,

Amertawengrum,

Prastica

2023

JPDWS

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Di era digital, pengembangan keterampilan literasi informasi dan kritis sangat penting untuk menavigasi lanskap kompleks informasi dan komunikasi digital yang melimpah. Analisis kuantitatif ini menggali peran kurikulum pendidikan dalam meningkatkan literasi informasi dan literasi kritis di Indonesia. Studi yang melibatkan pendidik, siswa, dan pemangku kepentingan ini menilai perspektif, kemahiran, dan analisis kurikulum yang terkait dengan literasi ini. Temuan-temuan yang ada menunjukkan bahwa keterampilan-keterampilan tersebut diakui sangat penting, namun masih terdapat kesenjangan yang mencolok dalam hal pelatihan dan penyelarasan kurikulum. Tingkat kemahiran siswa dalam literasi informasi dan literasi kritis menimbulkan kekhawatiran, sementara dokumen kurikulum menunjukkan keragaman cakupan. Rekomendasi yang diberikan mencakup pelatihan guru yang komprehensif, peningkatan kurikulum, akses yang setara, integrasi pemikiran kritis, dan evaluasi yang berkelanjutan. Penelitian ini berkontribusi pada wacana pendidikan di era digital dan menjadi dasar bagi pengembangan kebijakan dan peningkatan kurikulum di Indonesia.

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Section: Pendahuluanunclassified

Peran Kurikulum Pendidikan dalam Meningkatkan Literasi Informasi dan Kritis Pada Era Digital di Indonesia

Muhtadi,

Amertawengrum,

Prastica

2023

JPDWS

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“…Within the literature, diverse research endeavors have explored the realm of digital literacy. These investigations have delved into areas such as digital storytelling and the utilization of technology by Turkish language teachers (Kurudayıoğlu & Bal, 2014), the digital literacy of prospective teachers (Çetin, 2016;Kıyıcı, 2008;Ocak & Karakuş, 2019;Özerbaş & Kuralbayeva, 2018;Üstündağ et al, 2017), media literacy concerning both students and educators (Karaman & Karataş, 2009;Tan, 2015), and the imparting of media literacy skills to students through game programming (Morgan, 2015;Gregg, 2014). Moreover, investigations have delved into the information literacy of teachers and prospective educators (Akkoyunlu & Yılmaz, 2005;Jorden, 2011;Özel, 2013), as well as the technological literacy of teacher candidates and instructors (Bölükbaşı, 2012).…”

Section: Significance Of the Studymentioning

confidence: 99%

Analysis of language teachers digital literacy levels in terms of various variables

Dağaşan

2023

JPSP

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In this research, we conducted an examination of the digital literacy proficiency of educators specializing in Turkish Language, considering several crucial variables. The study aimed to explore the digital literacy competence of teachers in relation to factors such as age, years of experience, computer ownership, duration of computer usage, internet usage time, and participation in social media platforms. We employed a quantitative research approach for this investigation, employing a survey model designed to collect data from a broad sample, thus capturing essential characteristics of this group. The research population encompassed Turkish and Turkish Language and Literature teachers employed in educational institutions under the Ministry of National Education in Turkey. The study's sample consisted of educators working in the Eastern Anatolia Region during the year 2023, selected using a convenience sampling method. To assess the digital literacy levels of these teachers concerning various factors, we employed the Digital Literacy Scale, originally developed by Ng (2012). This scale comprises four dimensions: attitude, cognitive, technical, and social, encompassing a total of 17 items. The scale's validity and reliability were confirmed in a prior study conducted by Hamutoğlu et al. (2017). Participants provided responses on a 5-point Likert scale ranging from 5 (Strongly Agree) to 1 (Strongly Disagree). For the data analysis, we utilized SPSS 26 statistical software. Descriptive statistics (% and f) were used for data presentation, while independent samples t-tests were employed to identify score variations associated with variables such as gender, personal computer ownership, and possession of social media accounts. Additionally, one-way ANOVA tests were conducted to analyze age and years of experience, while another one-way ANOVA analysis was performed to assess score differences based on the duration of computer usage. The findings of the study revealed that Turkish and Turkish Language and Literature teachers generally exhibit effective utilization of information and communication technologies in their professional practices. Gender was found to have no significant impact on digital literacy levels, whereas owning an individual computer and active engagement in social media positively correlated with teachers' digital literacy competencies. Furthermore, the study demonstrated a tendency for digital literacy levels to decrease with increasing years of experience among educators.

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“…On the other hand, it is seen that some research has been conducted on political geography in social studies (Aksoy & Karaçalı, 2014;Çoban & Şahin, 2018;Ersoy & Ayaydın, 2023;Gülüm, 2014;Karakaya & Öner, 2021;Uğurlu & Doğan, 2016;Uğurlu & Akdovan, 2019;Yılmaz & Yiğit, 2010). In addition, many studies have been conducted on the examination of cognitive structures in social studies (Açıkgöz, 2019;Akdoğan, 2022;Aladağ & Yılmaz, 2014;Balcı, 2019;Çelik & Çakmak, 2023;Çelikkaya & Kürümlüoğlu, 2019;Çetin & Yel, 2022;Çetin & Uslu, 2022;Demirer & Şaşmaz Ören, 2020;Demirkaya et al, 2020;Deveci et al, 2014;Durmuş & Sert, 2022;Er Tuna, 2018;Gençoğlu, 2019;Karaca & Yalçınkaya, 2019;Karakuş, 2019;Özkaral and Bozyiğit, 2021;Özyurt & Ercan Yalman, 2020;Şimşek, 2013;Tokcan & Yiter, 2017;Turgut & Kaymakcı, 2019;Ünal & Er, 2017;Yılar & Ünal, 2022;Yılmaz, 2019). However, there is no study examining the cognitive structures of social studies teacher candidates regarding political geography issues.…”

Section: Introductionmentioning

confidence: 99%

Determining the Perceptions of Social Studies Teacher Candidates on the Subject of Political Geography by Word Association Test (WAT)

DEMİRBAŞ

2023

Sosyal Bilimler Ve Eğitim Dergisi

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This research aims to investigate the cognitive structures of social studies teacher candidates regarding political geography with the word association test. The scanning method was used in the research. 4th-grade social studies teacher candidates at a state university in Turkey in the 2022-2023 academic year participated in the research. We conducted the research with 26 teacher candidates, selected using the criterion sampling method, one of the purposeful sampling methods. The Word Association Test (WAT) form obtained the research data. “Political geography, geographical necessity, dominance theory, continental shelf, problematic region, a form of government, international power struggles, conflict zones, geopolitics, and Turkey's neighbors” were keywords in the WAT form. Prospective teachers formed concepts regarding each keyword, and we created a frequency table for these concepts. Then, we prepared concept network maps based on this frequency table. We used the breakpoint technique in the preparation of the concept network maps. As a result of the research, social studies teacher candidates formed 561, a concept about political geography. When the sentences made by social studies teacher candidates about political geography concepts were examined, it was determined that the number of sentences containing scientific information was 161, and the number of sentences containing non-scientific or superficial information was 86. As a result of the research, the word association test is an important tool in determining prospective teachers' perceptions of certain concepts. It is recommended that social studies teacher candidates be given training to improve their cognitive levels on the subject.

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Relationship between Social Studies Teacher Candidates’ Digital Literacy Self-Efficacy Levels and Information and Communication Technology Competencies

Cited by 5 publications

References 12 publications

Peran Kurikulum Pendidikan dalam Meningkatkan Literasi Informasi dan Kritis Pada Era Digital di Indonesia

Peran Kurikulum Pendidikan dalam Meningkatkan Literasi Informasi dan Kritis Pada Era Digital di Indonesia

Analysis of language teachers digital literacy levels in terms of various variables

Determining the Perceptions of Social Studies Teacher Candidates on the Subject of Political Geography by Word Association Test (WAT)

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