Akademisyenlerin Dijital Okuryazarlik Düzeyi ve Kariyer Tatmini

Year 2023, Volume: 12 Issue: 4, 2363 - 2387, 31.10.2023

Şayan Berber , Meri Taksi Deveciyan , Hazal Koray Alay

https://doi.org/10.15869/itobiad.1343893

Abstract

Teknoloji, her alan gibi eğitim kurumlarını da etkilemektedir. Yeni bilgi yaratımının ve yayımının temel kaynağı olan yükseköğretim kurumları artık dijital teknolojilerin hakimiyetindedir. 21. yüzyıl yetkinlikleri arasında yer alan dijital okuryazarlık becerisinin bireylere kazandırılması ise öncelikle yükseköğretim kurumlarında eğitmen olan akademisyenlerin dijital teknolojilerin kullanımına yönelik tutum ve becerilerinin olumlu olması ile mümkündür. Dijital okuryazarlığın güçlendirilmesinde rol model olarak akademisyenler, dijital çağın unsurlarını içeren ve daha aktif öğrenmeyi barındıran stratejiler doğrultusunda kendini geliştirmeli ve bu stratejileri eğitim uygulamalarına aktarabilmelidir. Aksi halde eğitim kalitesinin artması mümkün olamayacağı gibi akademisyenlerin başarısızlık hissi ile kariyer tatminsizliği yaşamaları da kaçınılmazdır. Konunun önemine rağmen, alan yazında akademisyenlerin dijital okuryazarlığı yeterince ele alınmamış ve akademisyenlerin dijital okur yazarlık düzeyleri ile kariyer tatminleri arasındaki ilişkiye odaklanılmamıştır. Bu boşluktan yola çıkılarak bu çalışma ile “dijital okuryazarlık” kavramı, Türkiye’nin İstanbul ilinde faaliyet gösteren üniversitelerde görev yapan akademisyenler özelinde ele alınmakta, akademisyenlerin dijital okuryazarlıkları ile kariyer tatminleri arasındaki ilişki ortaya konularak literatüre katkı sağlamak amaçlanmaktadır. Araştırmada veri toplama ve analiz yöntemi olarak nicel araştırma tekniklerinden kesitsel tarama yöntemi kullanılmıştır. Bu amaçla, basit tesadüfi örneklem belirleme yöntemi ile 304 akademisyenden anketler aracılığıyla toplanan veriler analiz edilmiştir. Analiz sonucunda, akademisyenlerin dijital okuryazarlığının kariyer tatmini değişkenini % 28,1 oranında açıkladığı 0.01 anlamlılık seviyesinde bulunmuştur. Akademisyenlerin dijital okuryazarlığı ve kariyer tatmini arasında bulunan pozitif yönlü anlamlı ilişki, dijital okuryazarlık becerisini geliştiremeyen ve bu becerileri öğretim ortamlarına aktaramayan akademisyenlerin, dijital çağın beklentileri doğrultusunda bir eğitim sunamadıkları için başarısızlık hissi yaşayarak kariyer tatminine ulaşamayacakları şeklinde yorumlanmaktadır. Ayrıca araştırma bulgularına göre, akademisyenlerin dijital okuryazarlık ve kariyer tatmin düzeyi yaşa, çalışma süresine, akademik ünvana ve kişisel web sayfasının olma durumuna göre farklılaştığı da bulgulanmıştır.

Keywords

Dijital okuryazarlık, Akademisyenler, Akademide Dijital Okuryazarlık, Kariyer Tatmini, Akademisyenlerin Dijital Okuryazarlık Düzeyi

Digital Literacy Level and Career Satisfaction of Academics

Abstract

Technology affects educational institutions like every other field. Higher education institutions, which are the main source of new knowledge creation and dissemination, are now dominated by digital technologies. The acquisition of digital literacy skills, which is among the 21st-century competencies, is possible with the positive attitudes and skills of academics, who are instructors in higher education institutions, towards the use of digital technologies. As role models in strengthening digital literacy, academics should develop themselves in line with strategies that include elements of the digital age and more active learning, and be able to transfer these strategies to educational practices. Otherwise, it will not be possible to increase the quality of education and it is inevitable for academicians to experience career dissatisfaction with the feeling of failure. Despite the importance of the subject, digital literacy of academicians has not been adequately addressed in the literature and the relationship between academics' digital literacy levels and career satisfaction has not been focused. Based on this gap, in this study, the concept of "digital literacy" is handled specifically for academics working in universities operating in Istanbul, Turkey, and it is aimed to contribute to the literature by revealing the relationship between academics' digital literacy and career satisfaction. The cross-sectional survey method, a quantitative research technique, was utilized in the research as a data collection and analysis tool. For this purpose, the data collected through questionnaires from 304 academics with a simple random sampling method were analyzed. As a result of the analysis, it was found that academics' digital literacy explained the career satisfaction variable by 28.1% at a 0.01 significance level. Finally, the significant positive relationship between academics' digital literacy and career satisfaction can be interpreted as that academics who cannot develop digital literacy skills and transfer these skills to teaching environments will not be able to achieve career satisfaction by experiencing a sense of failure because they cannot provide an education in line with the expectations of the digital age. In addition, according to the research findings, it was found that the digital literacy and career satisfaction levels of the academicians differ according to age, working time, academic title, and having a personal web page.

Keywords

Digital Literacy, Academics, Digital Literacy in Academia, Career Satisfaction, Digital Literacy Level of Academics

References

• Aarons, G.A., Sommerfeld, D.H. & Walrath-Greene, C.M. (2009). Evidence-based practice implementation: The impact of public versus private sector organization type on organizational support, provide attitudes, and adoption of evidence-based practice. Implementation Science 4 (83) https://doi.org/10.1186/1748-5908-4-83
• Alay, H. K. (2020). Orgütlerde Farklılıkların Farkındalıgı: Bireysel ve Örgütsel Çıktılarının Degerlendirilmesi..(Publication No. 615675) [Doctoral dissertation, Yıldız Teknik University].
• Adekola, B. (2011). Career Planning And Career Management as correlates for career development and job satisfaction. A case study of Nigerian Bank Employees.“. Australian Journal of business and management research, 2.
• Armstrong‐Stassen, M., &Ursel, N. D. (2009). Perceived Organizational Support, career satisfaction, and retention of older workers. Journal of Occupational and Organizational Psychology, 82(1), 201-220.
• Ayyildiz, P., Yilmaz, A., & Baltaci, H. S. (2021). Exploring digital literacy levels and technology integration competence of Turkish academics. International Journal of Educational Methodology, 7(1), 15-31. https://doi.org/10.12973/ijem.7.1.15
• Bawden, D. (2001). Information and digital literacies: a review of concepts. Journal of Documentation, 57(2):218-259.
• Becker, S. A., Brown, M., Dahlstrom, E., Davis, A., DePaul, K., Diaz, V., &Pomerantz, J. (2018). NMC horizon report: 2018 higher education edition. Louisville, CO: Educause.
• Bélisle, C. (2006). Literacy And The Digital Knowledge Revolution. Digital Literacies For Learning, 51-67.
• Belshaw, D.A.J.(2011). What is digital literacy? A pragmatic investigation [Doctoral dissertation, Durham University].
• Brink, H., Packmohr, S., &Vogelsang, K. (2020). The Digitalization of universities from a students’ perspective. In 6th international conference on higher education advances (HEAd’20) (pp. 967-974). Universitat Politècnica de València.http://dx.doi.org/10.4995/HEAd20.2020.11181
• Coiro, J., Knobel, M., Lankshear, C., &Leu, D. J. (Eds.). (2008). Handbook of research on new literacies. Routledge.
• Cote, T., &Milliner, B. (2018). A survey of Efl teachers a digital literacy: A report from aJapanese University. Teaching English withTechnology, 18(4), 71-89.http://www.tewtjournal.org/
• Cummins, M., Becker, S.A., Alexander, B. (2016). NMC horizon Project strategicbrief on digital literacy, Learning andtechnologic Library, Accessed from date of, february 10, 2021, https://www.learntechlib.org/p/173858/
• Dinevski, A. P. D. D., & Kokol, P. (2004). ICT and lifelong learning. European Journal of Open Distance and E-Learning, 7(2).
• Doğan, D. (2022). Üniversite Öğrencilerinin ve Akademisyenlerin Dijital Okuryazarlık Düzeylerinin İncelenmesi[Master's thesis, Gazi University].
• Durmus, S., Sparidans, R. W., Wagenaar, E., Beijnen, J. H., & Schinkel, A. H. (2012). Oral availability and brain penetration of the B-RAFV600E inhibitor vemurafenib can be enhanced by the P-GLYCOprotein (ABCB1) and breast cancer resistance protein (ABCG2) inhibitor elacridar. Molecular pharmaceutics, 9(11), 3236-3245.
• Esteve-Mon, F., Llopis, M., &Adell-Segura, J. (2020). Digital Competence And Computational Thinking of student teachers. International Journal of Emerging Technologies in Learning (iJET), 15(2), 29-41.https://doi.org/10.3991/ijet.v15i02.11588
• Falloon, G. (2020). From Digital Literacy To Digital Competence: the teacher digital competency (TDC) framework. Educational Technology Research and Development, 68, 2449-2472.
• Fauzan, F., Arifin, F., Lubis, M. A., &Firdaus, F. M. (2022). Lecturer's Digital Literacy Ability in the Pandemic. CypriotJournal of Educational Sciences, 17(4), 1130-1142.
• Fraenkel R.J. & Wallen E.N. (2006) How to Design and Evaluate Research in Education. McGraw-Hill, New York.
• Gilster, P., &Glister, P. (1997). Digital Literacy(p. 1). New York: Wiley Computer Pub.
• Godwin-Jones, R. (2016). Looking back and ahead: 20 years of technologies for language learning. Language Learning &Technology, 20(2), 5–12.
• Greenhaus, J. H., Parasuraman, S., & Wormley, W. M. (1990). Effects of race on organizational experiences, job performance evaluations, and career outcomes. Academy of Management Journal, 33(1), 64-86.
• Guillén-Gámez, F. D., & Mayorga-Fernández, M. J. (2020). Identification of variables that predict teachers’ attitudes toward ICT in higher education for teaching and research: A study with regression. Sustainability, 12(4), 1312.
• Gulay Ogelman, H., Demirci, F., & Güngör, H. (2022). Okul Öncesi Eğitimi Öğretmenlerinin Dijital Okuryazarlık Düzeylerinin İncelenmesi. Trakya Eğitim Dergisi, 12(1), 235-247.https://doi.org/10.24315/tred.887072
• Günay, G., & Özden, M. (2022). Dijital okuryazarlık becerisi ve ana dili eğitimi çerçevesinde dijital okuryazarlığa ilişkin öğrenci ve akademisyen algıları. Rumelide Dil ve Edebiyat Araştırmaları Dergisi, (27), 163-183.https://doi.org/10.29000/rumelide.1104172
• Henderson, M., Selwyn, N., &Aston, R. (2017). What Works And Why? Student Perceptions of ‘useful digital technology in university teaching and learning. Studies in higher education, 42(8), 1567-1579.
• Holum, A. &Gahala, J. (2001). Critical issue: using technology to enhance literacy instruction. North Central Regional Educational Lab rotary. Accessed from date of July 08, 2018,https://files.eric.ed.gov/fulltext/ED480229.pdf
• Işık, B., Özdemir, N. & Kuşlu, S. (2021). Bilgi ve iletişim teknolojilerindeki dönüşümler ışığında öğretim elemanlarının dijital okuryazarlık durumları. International Journal of Human Sciences, 18(3), 374-389.
• Itsekor, Victoria O.&James, Juliana Iwu, (2012) "Influence Of Digital Literacy On Career Progression And Work Motivation Of Academic Library Staff In South-West, Nigeria" (2012). Library PhilosophyandPractice (e-journal). 863.https://digitalcommons.unl.edu/libphilprac/863
• Ivanova, I. A., Pulyaeva, V. N., Vlasenko, L. V., Gibadullin, A. A., & Safarov, B. G. (2020). Collaboration of different generations in the digital environment of the economy. In IOP Conference Series: Earth and Environmental Science (Vol. 421, No. 3, p. 032039). IOP Publishing.http://dx.doi.org/10.1088/1755-1315/421/3/032039
• Judge, T.A., and Higgins, C.A. (1999), ‘The Big Five Personality Traits, General Mental Ability, and Career Success across the Life Span,’ Personnel Psychology, 52, 621– 653.
• Kaeophanuek, S., Na-Songkhla, J., &Nilsook, P. (2018). Arasında dijital okuryazarlık becerileri nasıl geliştirilir. Uluslararası Bilgi ve Eğitim Teknolojileri Dergisi, 8 (4), 292-297.
• Karabacak, Z. İ., & Sezgin, A. A. (2019). Türkiye’de dijital dönüşüm ve dijital okuryazarlık. Türk İdare Dergisi, 1(488), 319-343.
• Karakuş, G., & Gürbüz, O. (2019). Öğretmen adaylarının dijital okuryazarlık öz-yeterlilik becerilerinin farklı değişkenler açısından incelenmesi. Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi, 21(1), 129-147.
• Karasar, N. (2017). Scientific research method: concepts, principles, techniques. Ankara: 3A Ara.
• Khan, N., Sarwar, A., Chen, T. B., &Khan, S. (2022). Connecting Digital Literacy in higher education the 21st century workforce. Knowledge Management & E-Learning, 14(1), 46-61.https://doi.org/10.34105/j.kmel.2022.14.004
• Khuraisah, M. N., Khalid, F., &Husnin, H. (2020). Preparing graduates with digital literacy skills toward fulfilling employabilityneed in 4IR era: A review. International Journal of Advanced Computer Science and Applications, 11(6).
• Kılınç, M., Tortumlu, M., & Uzun, K. (2021). Öğretmenlerin kariyer tatmini düzeylerinin demografik değişkenlere göre incelenmesi. Karadeniz Sosyal Bilimler Dergisi, 13(24), 231-252.
• Kispeter, E. (2018). What Digital Skills do adults need to succeed in the workplace now and in the next 10 years. Digital Skills and Inclusion Research Working Group Evidence Brief. Warwick Institute for Employment Research University of Warwickhttps://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/807831/What_digital_skills_do_adults_need_to_succeed_in_the_workplace_now_and_in_the_next_10_years_.pdf
• Koçoğlu, M. (2012). Çalışanların Örgütlerine Yönelik Girişimcilik Yönelimi Algıları, Örgüt Desteği, Kariyer Tatminleri ve İşten Ayrılma Niyetleri Arasındaki İlişkinin İncelenmesi: Otomotiv Sektöründe Bir Araştırma[Doctoral dissertation, Istanbul University].
• Kozan, M. & Bulut Özek, M. (2019). BÖTE bölümü öğretmen adaylarının dijital okuryazarlık düzeyleri ve siber zorbalığa ilişkin duyarlılıklarının incelenmesi. Fırat Üniversitesi Sosyal Bilimler Dergisi, 29 (1), 107-120. DOI: 10.18069/firatsbed.538657.
• Maden, S., Maden, A., Banaz, E. (2018). Ortaokul 5. sınıf Türkçe ders kitaplarının dijital okuryazarlık bağlamında değerlendirilmesi. Uluslararası Sosyal Araştırmalar Dergisi, 11(55), 685-698.
• Martin, A. (2005). DigEuLit – A European Framework For Digital Literacy: A progress report. Journal of e-Literacy, 2(2) s.130-136.
• Mohd Rasdi, R., Ismail, M., & Garavan, T. N. (2011). Predicting Malaysian managers' objective and subjective career success. The International Journal of Human Resource Management, 22(17), 3528-3549.
• Newbold, B. (2009). The short-term health of Canada's new immigrant arrivals: evidence from LSIC. Ethnicity & health, 14(3), 315-336.
• Ng, R., Levoy, M., Brédif, M., Duval, G., Horowitz, M., & Hanrahan, P. (2005). Light field photography with a hand-held plenoptic camera (Doctoral dissertation, Stanford university).
• Ninaus, K., Diehl, S., &Terlutter, R. (2021). Employee Perceptions of information and communication technologies in work life, perceived burnout, job satisfaction and the role of work-family balance. Journal of Business Research, 136, 652-666.http://dx.doi.org/10.1016/j.jbusres.2021.08.007
• Özden, M. (2018). Digital literacy Perceptions of the students in the department of computer Technologies teaching and Turkish language teaching, International Journal of ProgressiveEducation, 14 (4).
• Payton, S., & Cassie, H. (2010). Digitalliteracy in practice: casestudies of primaryandsecondaryclassrooms.futurelab.Accessed from date of february 8, 2021 https://www.nfer.ac.uk/publications/FUTL06/FUTL06casestudies.pdf
• Payton, S., & Hague, C. (2010). Digital literacy in practice: case studies of primary and secondary classrooms. Futurelab.
• Peluchette, J. V. E. (1993). Subjective career success: The influence of individual difference, family, and organizational variables. Journal of vocational behavior, 43(2), 198-208.
• Punnett, B. J., Greenidge, D., & Ramsey, J. (2007). Job attitudes and absenteeism: A study in the English speaking Caribbean. Journal of World Business, 42(2), 214-227.
• Rizzo, J. R., House, R. J., & Lirtzman, S. I. (1970). Role conflict and ambiguity in complex organizations. Administrative Science Quarterly, 150-163.
• Saeed, H. K., Razak, N. A., &Aladdin, A. (2022). Digital literacy and communicative competence among academic leaders: Post-COVID-19 study. GEMA Online Journal of Language Studies, 22(4).
• Sánchez-Cruzado, C., Santiago Campión, R. &Sánchez-Compaña, M. (2021). Teacher Digital Literacy: The Indisputable Challenge After COVID-19. Sustainability, 13(4), 1858.https://doi.org/10.3390/su13041858
• Selimi, A., & Üseini, A. (2019). Yenilikçi eğitim ile dijital yetkinlik ve girişimcilik becerilerinin geliştirilmesi–Kuzey Makedonya örneği. In ICEB'19-International Congress of Economics And Business (Vol. 11, p. 13).
• Sezgin, A. A., & Karabacak, Z. İ. (2020). Yükseköğretimde Dijital Dönüşüm ve Dijital Okuryazarlık Dersine Yönelik Betimsel Bir Analiz. Kurgu, 28(1), 17-30.
• Shanafelt, T. D., Balch, C. M., Bechamps, G. J., Russell, T., Dyrbye, L., Satele, D., ... &Freischlag, J. A. (2009). BurnoutandcareersatisfactionamongAmericansurgeons. Annals of Surgery, 250(3), 463-471.
• Shawer, S. (2010) Classroom‐level teacher professional development and satisfaction: teacherslearn in the context of classroom‐level curriculum development, Professional Development in Education, 36:4, 597-620, DOI: 10.1080/19415257.2010.489802
• Surjono, H. D., Triyono, S. B., Muhtadi, A., &Widowati, A. (2021). Digital literacy competencies of mechanical engineering vocational education teacher candidates. Turkish Journal of Computer and Mathematics Education, 12(6), 2119-2124.http://dx.doi.org/10.17762/turcomat.v12i6.4817
• Tezer, M., & Aynas, N. (2018). The Effect of University Education on Lifelong Learning Tendency. Cypriot Journal of Educational Sciences, 13(1), 66-80.
• Triana, Y., & Nugroho, A. (2021). Brief ELT in digital classroom for lazy creative lecturers (option after post pandemic recovery): lecturers’ perspectives. Indonesian Journal of EFL and Linguistics, 6(1), 79-99.https://doi.org/10.21462/ijefl.v6i1.343
• Ulukok, E., & Adnan, A. K. I. N. (2016). İşkoliklik ve kariyer tatmini. Uluslararası Bilimsel Araştırmalar Dergisi (IBAD), 1(2), 177-186.
• Vatansever, Ç. (2008). Work Non-work life balance, and its relation to organizational commitment and career satisfaction[Doctoral dissertation, Marmara University].
• Yap, L. P., Sancheti, H., Ybanez, M. D., Garcia, J., Cadenas, E., & Han, D. (2010). Determination of GSH, GSSG, and GSNO using HPLC with electrochemical detection. Methods in enzymology, 473, 137-147.
• Yazıcıoğlu, A. Yaylak, E. ve Genç, G. (2020). Temel eğitim öğretmen adaylarının dijital okuryazarlık düzeyleri (Ordu ve Karamanoğlu Mehmetbey Üniversitesi Örneği). ODÜ Sosyal Bilimler Araştırmaları Dergisi, 10(2), 274-286.
• Yildiz, E. P. (2020). Opinions of academicians on digital literacy: A phenomenology study. Cypriot Journal of EducationalSciences, 15(3), 469-478.https://orcid.org/0000-0002-9987-9857
• Yontar, A. (2019). Öğretmen adaylarının dijital okuryazarlık düzeyleri. Ana Dili Eğitimi Dergisi, 7(4), 815-824.
• Zhao, Y., Sánchez Gómez, M. C., Pinto Llorente, A. M., & Zhao, L. (2021). Digital competence in higher education: Students’ perception and personal factors. Sustainability, 13(21), 12184. .https://doi.org/10.3390/su12041312