Öğretmen Adaylarının Dijital Okuryazarlık Öz-yeterlilik Becerilerinin Farklı Değişkenler Açısından İncelenmesi

Year 2019, Volume: 21 Issue: 1, 129 - 147, 20.03.2019

Gülçin Karakuş , Gürbüz Ocak

https://doi.org/10.32709/akusosbil.466549

Cited By: 45

Abstract

Bu çalışmanın amacı öğretmen adaylarının dijital
okur-yazarlık öz-yeterlilik becerilerini cinsiyet, öğrenim görmekte oldukları
bölüm, anne ve baba eğitim durumu, mezun oldukları okul türü, bilgisayar erişim
olanakları açısından incelemektir. Çalışmada Ocak ve Karakuş (2018) tarafından
geliştirilen  “Öğretmen Adaylarının
Dijital Okuryazarlık Öz-yeterliliği Ölçeği (ÖADOÖÖ)” olarak adlandırılan
Cronbach-Alpha iç tutarlık sayısı 0. 961 olan likert tipi ölçek kullanılmıştır.
Çalışmanın örneklemini Ege Bölgesinde bir üniversitede öğrenim gören 284
öğrenci oluşturmaktadır. Çalışmanın verileri 2018-2019 eğitim öğretim yılı güz
döneminde elde edilmiştir. Çalışma sonucunda öğretmen adaylarının dijital
okuryazarlık öz-yeterliklerinin yüksek olduğu, cinsiyetin bir alt boyutta
etkili olduğu, anne baba eğitim durumunun etkili olmadığı, bilgisayar
öğretmenliği bölümünün dijital okuryazarlık öz-yeterlik düzeyinin yüksek olduğu
ve meslek liselerinden mezun olan öğretmen adaylarının dijital okuryazarlık
öz-yeterlik düzeylerinin düşük olduğu sonucuna ulaşılmıştır.

Keywords

Öğretmen adayları, dijital okuryazarlık, öz-yeterlik

An Investigation of Digital Literacy Self-efficacy Skills of Pre-Service Teachers In Terms of Different Variables

Abstract

The aim of this
study is to examine the digital literacy self-efficacy skills of pre-service
teachers in terms of gender, the department they study, the educational status
of their parents, the type of school they graduate, and having computer or not.
In this study, Digital Literacy Self-Efficacy Scale of Pre-service Teachers
(ÖADOÖÖ) was used. Scale was developed by the Ocak and Karakuş (2018). The
scale’s Cronbach-Alpha co-efficiency was 0.961. The sample of the study consists of 284 students
studying at a university in the Aegean Region. The data of the study were obtained in the fall semester of 2018-2019
academic year. According to the results it is concluded that the pre-service
teachers have high levels of digital literacy self-efficacy, gender is
effective in one sub-dimension, pre-service teachers’ parents’ education status
is not effective, the level of digital literacy self-efficacy of the computer
teaching department is high and that the digital literacy self-efficacy levels
of vocational high schools are low.

Keywords

Preservice teachers, digital literacy, self efficacy

References

• Acar, Ç. (2015). Anne ve babaların ilkokul ortaokul ve lise öğrencisi çocukları ile kendilerinin dijital okuryazarlıklarına ilişkin görüşleri (Yayımlanmamış yüksek lisans tezi). Ankara Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
• Atif, Y., & Chou, C. (2018). Digital Citizenship: Innovations in Education, Practice, and Pedagogy. Journal of Educational Technology & Society, 21(1), 152-154.
• Andrade, B. (2004). Analfabetismo tecnológico: efecto de las tecnologías de información. Actualidad contable FACES, 7(8).
• Campbell, E. (2016). Pre-service teachers' perceptions and practices: integrating digital literacy into English education(Unpublished Doctoral dissertation). University of Cape Town.
• Carrizo, M. (2012). Las redes sociales como factor determinante de transgresión en la comunicación entre adolescentes El fenómeno de Facebook y su influencia (Tesis Pregrado). Facultad de Ciencias de la Educación y de la Comunicación Social. Universidad del Salvador. Buenos Aires. Recuperado de http://www.usal.edu.ar/archivos/di/carrizo_ mercedes.pdf
• Cohen, L. M., & Manion, L. & Morrison, K.(2007). Research methods in education, 6.Comber, C., Colley, A., Hargreaves, D. J., & Dorn, L. (1997). The effects of age, gender and computer experience upon computer attitudes. Educational Research, 39(2), 123-133
• Çetin, O., Çalışkan, E., & Menzi, N. (2012). Öğretmen adaylarının teknoloji yeterlilikleri ile teknolojiye yönelik tutumları arasındaki ilişki. İlköğretim Online, 11(2).
• Dincer, S. (2012). A study of the relationship between pupils and parents’ computer literacy level and use. Procedia-Social and Behavioral Sciences, 46, 484-489.
• Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1-4.
• Ferrari, A. (2012). Digital competence in practice: An analysis of frameworks. Luxembourg: Publications Office of the European Union http://dx.doi.org/10.2791/82116 JRC IPTS.
• Gasaymeh, A. M. M., Al-Tawel, A. M., Al-Moghrabi, K. G., & Al-Ghonmein, A. M. (2017). University students’ perceptions of the use of digital technologies in their formal learning: a developing country perspective. International Journal of Learning and Development, 7(3), 149-164.
• Güneş, E., & Bahçivan, E. (2018). A mixed research-based model for pre-service science teachers' digital literacy: Responses to “which beliefs” and “how and why they interact” questions. Computers & Education, 118, 96-106.
• International Society for Technology in Education. (2007). National educational technology standards for students. ISTE (Interntl Soc Tech Educ).Jackson, S.L. (2015). Research methods and statistics: A critical thinking approach. Cengage Learning.Karasu, M. ve Arıkan, D. (2016). Öğretmen adaylarının sosyal medya kullanım durumları ve medya okuryazarlık düzeyleri arasındaki ilişkinin incelenmesi.Ege Eğitim Dergisi ,17 (2), 549–566.
• Khalid, S., Slættalíð, T. , Parveen, M. & Hossain, M.S. (2015). A systematic review and meta-analysis of teachers’ development of digital literacy. Kasım 2015 Innovations in Digital Learning for Inclusion 1st D4|Learning International Conference Paper. DOI: 10.13140/RG.2.1.2421.5120.
• Korkmaz, Ö., Mahiroğlu, A. (2009). Üniversiteyi Yeni Kazanmış Öğrencilerin Bilgisayar Okuryazarlık Düzeyleri. Kastamonu Eğitim Dergisi, 17 (3), 983-1000.
• Kubiatko, M., Uşak, M., Yılmaz, K. ve Tasar, M. F. (2010). A cross-national study of Czech and Turkish university students’ attitudes towards ict used in science subjects. Journal of Baltic Science Education, 9(2), 119-134.
• Kumpulainen, K., & Gillen, J. (2017). Young children’s digital literacy practices in the home: a review of the literature. COST ACTION ISI1410 DigiLitEY.
• Leffler, M. E. (2015). Digitally divided in Jackson: Are students getting the digital literacy skills they need to succeed? (Unpublished Doctoral dissertation). Jackson State University.
• Lewis, T. E., & Alirezabeigi, S. (2018). Studying with the Internet: Giorgio Agamben, education, and new digital technologies. Studies in Philosophy and Education, 1-14.
• López, N. M. M., Robles, A. C. G., Gómez, A. C. T., & Hernández, J. A. (2017). Digital literacy to parents in the use of social networks. Alteridad: Revista de Educación, 12(1), 8-19.
• Maden, S., Banaz, E., Maden, A. (2018). Türkçe öğretmeni adaylarının dijital ortamlardaki yazma alışkanlıkları. Eğitim ve Öğretim Araştırmaları Dergisi Journal of Research in Education and Teaching, 7 (1).
• Maxwell, C. E., & Maxwell, E. M. (2014). Gender differences in digital literacy among undergraduate students of faculty of education, Kogi State university: implications for e-resources & library use. Advances in Social Sciences Research Journal, 1(7), 96-108.
• McDougall, J., Readman, M., & Wilkinson, P. (2018). The uses of (digital) literacy. Learning, Media and Technology, 1-17.
• Mikelic Preradovic, N., Lešin, G., & Šagud, M. (2016). Investigating parents' attitudes towards digital technology use in early childhood: a case study from Croatia. Informatics in Education, 15(1), 127-146.
• Murray, J. (2013). How to teach your students digital citizenship. Retrieved October 6, 2014 from:http://www.aplatformforgood.org/blog/entry/how-to-teach-yourstudents-Digital citizenship.
• Ocak, G., & Karakuş, G. (2018). Pre-Service teachers’ digital literacy self-efficacy scale development. Kastamonu Education Journal, 26(5), 1427-1436.
• Porat, E., Blau, I., & Barak, A. (2018). Measuring digital literacies: Junior high-school students' perceived competencies versus actual performance. Computers & Education, 126, 23-36.
• Ragnedda, M., Muschert, G.W. (2013). The digital divide: the ınternet and social inequality in international perspective. New York: RoutledgeSchartman, S. (2012). K-12 parents digital literacy survey. 28.09.2018 tarihinde https://www.researchgate.net/publication/313152281_ adresinden alınmıştır.
• Smith, B.N. & Necessary, J.R. 1996. Assessing the computer literacy of undergraduatecollege students. Education, 117(2), 188-194.
• Starr, L. (2012, March 31). Encouraging teacher technology use. Education World. 138 Retrieved from: http://www.educationworld.com/a_tech/tech159.shtml
• Svensson, M., & Baelo, R. (2015). Teacher students’ perceptions of their digital competence. Procedia-Social and Behavioral Sciences, 180, 1527-1534.Techataweewan,
• Tyger, R. L. (2011). Teacher candidates' digital literacy and their technology integration efficacy. (Unpublished Doctoral dissertation, Georgia Southern University). Retrieved from http://digitalcommons.georgiaso uthern.edu/cgi/viewcontent.cgi?article=1557&context=etd.
• W., & Prasertsin, U. (2018). Development of digital literacy indicators for Thai undergraduate students using mixed method research. Kasetsart Journal of Social Sciences, 39(2), 215-221.
• Volman, M. (1997). Gender-related effects of computer and information literacy education. Journal of Curriculum Studies, 29(3), 315-328.
• Zin, N. A. M., Zaman, H. B., Judi, H. M., Mukti, N. A., Amin, H. M., Sahran, S., ... & Abdullah, Z. (2000). Gender differences in computer literacy level among undergraduate students in Universiti Kebangsaan Malaysia (UKM). The Electronic Journal of Information Systems in Developing Countries, 1(1), 1-8.