Sosyal Bi̇lgi̇ler Öğretmen Adaylarinin Di̇ji̇tal Okuryazarlik Kavramina İli̇şki̇n Görüşleri̇

Kuru, Esma

doi:10.29228/turkishstudies.22563

Cited by 11 publications

(6 citation statements)

References 5 publications

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“…With the penetration of technology into all areas of life, and in particular educational institutions, the necessity for students to use technology effectively and consciously and be educated as individuals with digital literacy skills has made it necessary to reorganize learning environments. It is very important that teachers who educate future generations and play an active role in acquiring these skills to individuals are digitally literate individuals (Akkoyunlu & Yılmaz Soylu, 2010;Kuru, 2019).…”

Section: Discussionmentioning

confidence: 99%

Examining the relationship between teachers’ lifelong learning tendencies and digital literacy levels

Demir

Aslan

Demır

2022

Journal of Educational Technology and Online Learning

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The purpose of the study is to reveal the relationship between teachers’ lifelong learning tendencies and digital literacy levels. In the study, the single and correlational survey model, one of the quantitative research models, were used. To determine the study group, convenience case sampling was used by considering the Covid-19 pandemic and a total of 322 teachers on social media participated in the study. The data were collected in the second semester of the 2020-2021 Academic Year. “Lifelong Learning Scale” and “Pre-service Teachers’ Digital Literacy Self-efficacy Scale” were used for data collection tools. As a result of the study, it was determined that lifelong learning tendencies of teachers were at a high level. Besides, teachers find themselves sufficient in terms of digital literacy. It was observed that there was a positive and significant relationship between teachers’ lifelong learning tendencies and digital literacy levels. Ultimately, it was among the obtained results that teachers’ digital literacy levels also predicted their lifelong learning skills.

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Section: Discussionmentioning

confidence: 99%

Examining the relationship between teachers’ lifelong learning tendencies and digital literacy levels

Demir

Aslan

Demır

2022

Journal of Educational Technology and Online Learning

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“…In the related literature, there are some study results in which the digital literacy levels of university students are found to be 'high' (Can et al, 2020;İşioğlu & Kocakuşak, 2012;Khalid et al, 2015;Kozan, 2018;Kozan & Özek, 2019;Üstündağ et al, 2017;Ocak & Karakuş, 2019;Özoğlu, 2019;Öztürk & Budak, 2019;Svensson & Baelo, 2015); 'low' (Campbell, 2016;Coşkun et al, 2013;Cote & Milliner, 2016;Kuru, 2019;Rambousek et al, 2016) and 'moderate' (Çetin, 2016;Çukurbaşı & İşman, 2014;Tyger, 2011). There are many studies in which there is a significant difference between the digital literacy levels of students in terms of the gender variable (Çam & Kyici, 2017;Çetin, 2016;Deryakulu, 2007;Gökçearslan & Bayır, 2011;Göldağ & Kanat, 2018;Gui & Argentin, 2011;Gürtekin, 2019;Hamutoğlu et al, 2017a;Horne, 2007;Korkut & Akkoyunlu, 2008;Kozan, 2018;Markauskaite, 2005;Nasah et al, 2010;Ocak & Karakuş, 2019 ;Özden, 2018;Özerbaş & Kuralbayeva, 2018;Özoğlu, 2019;Öztürk & Budak, 2019;Sakal, 2019Sakal, ,2020Sarıkaya, 2019;Sulak, 2019;Tsai et al, 200...…”

Section: Digital Literacymentioning

confidence: 99%

Examining online learning motivations of university students studying via distance education in the Covid-19 pandemic by digital literacy variable

Karakış

2022

Kastamonu Eğitim Dergisi

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Purpose: A total of 422 university students participates in this study where the digital literacy of university students studying via distance education in the Covid-19 pandemic by online learning motivation variable is examined. Methodology: In the study, Personal Information Form, Digital Literacy Scale (DLS) and Online Learning Motivation Scale (OLMS) are used. The research is structured in descriptive and relational scanning models. Findings: According to the data obtained, it is stated that the digital literacy and online learning motivation of the students within the scope of the research is at medium level; digital literacy levels do not differ by gender and grade level; there is a statistically significant difference in online learning motivation level of students in favor of female students; on the other hand, in the score of the whole online learning motivation scale, there is a significant difference between 2nd and 4th grade students in favor of 2nd grade students and between 3rd and 4th grade students in favor of 3rd grade students; there is a moderately positive and statistically significant relationship between students’ digital literacy and online learning motivation levels and their online learning motivation and digital literacy predict each other by 21.8 %. Highlights: Given that 21.8 % of students’ online learning motivation is interpreted by their digital literacy or vice versa, increasing the development of students’ both digital literacy and online learning motivation levels with in-school and out-of-school trainings is suggested.

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“…When literature is examined, it is seen that there are studies which are aimed at determining digital literacy, digital competence and digital profiles of teachers and teacher candidates (Aksakal et al, 2021;Aksoy et al, 2021;Alarcón et al, 2020;Çukurbaşı & Kıyıcı, 2018;Esteve-Mon et al, 2020;Geçgel et al, 2020;Göksu & Koçak, 2020;Gündüz, 2021;Händel et al, 2020;Karaoğlan Yılmaz & Binay Eyuboğlu, 2018;Kormos, 2018;Kurniawati et al, 2018;Kuru, 2019;Li et al, 2019;Pischetola, 2020;Quaicoe & Pata, 2018;Singh, 2021;Yalçın, 2017;Wilson et al, 2020;Yazıcıoğlu et al, 2020). The results of some of the researches that served as a source for the research were analysed.…”

Section: Introductionmentioning

confidence: 99%

Digital Profiles of Classroom Teachers Working in Private School̇

Aydemir,

Kisak,

Palancioglu

2023

IOJES

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In the study, it was aimed to determine the digital profiles of classroom teachers working in private primary schools according to their digital culture perceptions. For this purpose, the effects of gender, age, professional seniority, and educational status variables on the digital profiles of classroom teachers were examined. In this study, a general survey model was employed as the quantitative research approach. The population of research includes 112 classroom teachers who work at private schools affiliated with the Ministry of Education in Battalgazi and Yeşilyurt district of Malatya during the 2020-2021 academic year. No sample was taken because the study's goal was to reach the entire population. Data were collected from 112 classroom teachers who participated in the study voluntarily. "Digital Native, Digital Immigrant and Digital Hybrid Teacher Scale" were used as data collection tools. The single sample chi-square test and the chi-square test for two variables were both employed in the data analysis. According to the study's findings, the majority of classroom teachers use digital resources and environments, and they also exhibit a hybrid digital feature that cannot depart from conventional teaching techniques.

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Sosyal Bi̇lgi̇ler Öğretmen Adaylarinin Di̇ji̇tal Okuryazarlik Kavramina İli̇şki̇n Görüşleri̇

Abstract: gerekenlerin belirlenmesini gerektirmektedir. Sonuçlar ışığında alt problemlere yönelik olarak önerilerde bulunulmuştur.

Cited by 11 publications

References 5 publications

Examining the relationship between teachers’ lifelong learning tendencies and digital literacy levels

Examining the relationship between teachers’ lifelong learning tendencies and digital literacy levels

Examining online learning motivations of university students studying via distance education in the Covid-19 pandemic by digital literacy variable

Digital Profiles of Classroom Teachers Working in Private School̇

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