Dijital Okuryazarlık Ölçeği: Türkçe ’ye Uyarlama Çalışması

Hamutoğlu, Nazire Burçin; Güngören, Özlem Canan; Uyanık, Gülden Kaya; Erdoğan, Duygu Gür

doi:10.12984/egeefd.329432

Cited by 24 publications

(23 citation statements)

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“…As these two are the main areas of concern during online education, in this study DL was preferred. Having a high level of DL allows users to reach, produce and share reliable information and make use of technological tools in the process of education [19]. Digitally literate individuals are regarded as more productive, innovative, and cooperative with their better skills of critical thinking, problemsolving and decision-making concerning using technology [20].…”

Section: Introductionmentioning

confidence: 99%

Investigating Students’ Digital Literacy Levels during Online Education Due to COVID-19 Pandemic

2021

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COVID-19 has brought serious challenges to education and many other sectors. Within the educational context, the main difficulties experienced have been reported as challenges related to not only mechanical impediments—such as technology or infrastructure—but also to methodological and personal features, such as lack of motivation or online learning/teaching experiences. The abrupt transition from face-to-face to online education has created the need for some specific abilities, such as digital literacy on the side of the learners at all educational levels. In this context, this mixed-method study aims to determine the digital literacy levels of learners belonging to different school levels and whether age, gender and school degree were significant variables. This study also investigates the technology-related challenges students experienced during COVID-19 pandemic. The sample consisted of 510 participants representing different school levels, age groups, and genders; in addition, a smaller representative group (n = 30) revealed their own evaluations related to their levels of digital literacy and the technology-related challenges they had about online learning. The findings suggest that there is a statistically significant relationship between students’ digital literacy and their gender and school degree, while age was not found to be a statistically significant variable. The qualitative self-reported data suggested that learners have sufficient levels of digital literacy, and that the major technology-related challenges were reported to be lack of the necessary technologies and difficulties in adapting to a new approach to learning.

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Section: Introductionmentioning

confidence: 99%

Investigating Students’ Digital Literacy Levels during Online Education Due to COVID-19 Pandemic

2021

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“…The data of the study were collected via the "Digital Literacy Scale" which was developed by Ng (2012) and adapted to Turkish by Hamutoğlu, Güngören, Uyanık and Erdoğan (2017). The scale consists of 17 items and has four sub-dimensions: "attitude, technical, cognitive and social".…”

Section: Data Gathering Toolmentioning

confidence: 99%

Digital Literacy Status of Turkish Teachers

Erol¹,

Aydın²

2021

IOJES

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The aim of this study is to determine the digital literacy status of Turkish teachers and to examine them in terms of various variables. In line with this purpose, the digital literacy status of Turkish teachers was determined and examined whether these situations differ according to variables such as gender, age, years of service in the profession, technology usage level, daily time of internet usage, using distance education platforms and social media. Scanning model was used in the research. The "Digital Literacy Scale" which was developed by Ng (2012) and adapted by Hamutoğlu, Güngören, Uyanık and Erdoğan (2017) was used as the data collection tool. Study group of the research consist of 188 Turkish language teachers who work actively in public schools in Turkey. The data obtained from the Digital Literacy Scale in the research were analyzed with the SPSS 21 package program. Asa result of the research, it was found that Turkish teachers' digital literacy levels are high; it was determined that digital literacy levels indicate significant differences according to variables of age, years of service in the profession, technology usage level, daily internet usage time, using distance education platforms and social media. The fact that digital literacy levels decline as participants' age and years of service increase and also those who have high digital literacy levels use distance education platforms and social media more effectively are important results of the research.

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“…Accessing appropriate and secure content and communicating through media are defined as digital literacy by understanding information from different sources using a computer, knowing how to use new technologies, creative thinking, sorting, evaluating, criticizing information and creating digital contents (Hague and Payton, 2010;Gilster, 1997). Correct use of different technologies in this literacy is defined as awareness, attitude and ability to access the correct information, produce and share information, benefit from technology in learning-teaching process, and manage and integrate achievements (Hamutoğlu, Güngören, Uyanık and Erdoğan, 2017;Martin, 2006). Considering the definitions, the minimal technical skills that users should have to use technology effectively and fulfill their main tasks are defined as digital literacy (Buckingham, 2010).…”

Section: Figure 1 P21 Classification Of the 21st Century Skillsmentioning

confidence: 99%

A Review of Social Studies Course Books Regarding Digital Literacy and Media Literacy

Erol¹

2021

IJHE

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This study investigated the extent to which digital literacy and media literacy among the 21st century skills are included in the social studies curriculum of the 4th, 5th, 6th and 7th grades in Turkey. Among qualitative research methods, the document analysis was used in the study. Since the data were collected from printed and digital materials, this method was believed to be appropriate. The study is limited to social studies course books that re taught to the 4th, 5th, 6th and 7th grade students in Adıyaman province of Turkey in the 2020-2021 academic year. The study found that among the skills included in the social studies curriculum, digital literacy and media literacy skills are included. Four learning outcomes in the curriculum (no: 5.4.1, 5.4.2, 5.4.3. and 7.5.6.) are associated with digital literacy and 3 learning outcomes (no: 5.4.2, 6.7.4, 7.1.3.) are associated with media literacy. Among all learning outcomes in the curriculum (127 learning outcomes), the digital literacy and media literacy are included at a rate of 5.51%. The contents on digital literacy and media literacy were not distributed balancedly in the social studies course books and the contents that could be associated with digital literacy and media literacy in the social studies course books of the 5th and 7th grades were included. Of the contents in the 5th and 7th grade social studies course books, 6.6% were related to digital literacy and 6.24% were related to media literacy. However, there were no content in the 4th and 6th grade social studies course books that could be associated with digital literacy or media literacy. On the other hand, the contents related to digital literacy and media literacy in the social studies course books were consistent with the learning outcomes in the curriculum. The number of learning outcomes regarding these two literacy types can be increased in the curriculum. The number of contents about digital literacy and media literacy can be increased in the social studies course books to be published. The contents on digital literacy and media literacy at every class level (4th, 5th, 6th and 7th grade) provided with social studies course can be distributed equally.

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Dijital Okuryazarlık Ölçeği: Türkçe ’ye Uyarlama Çalışması

Cited by 24 publications

References 0 publications

Investigating Students’ Digital Literacy Levels during Online Education Due to COVID-19 Pandemic

Investigating Students’ Digital Literacy Levels during Online Education Due to COVID-19 Pandemic

Digital Literacy Status of Turkish Teachers

A Review of Social Studies Course Books Regarding Digital Literacy and Media Literacy

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