Journal of Pedagogical Sociology and Psychology
Analysis of language teachers' digital literacy levels in terms of various variables
Emre Dağaşan 1 *
More Detail
1 Kafkas University, Kars, Türkiye
* Corresponding Author
Open Access Full Text (PDF)
ARTICLE INFO

Journal of Pedagogical Sociology and Psychology, 2023 - Volume 5 Issue 3, pp. 292-306
https://doi.org/10.33902/jpsp.202324108

Article Type: Research Article

Published Online: 20 Oct 2023

Views: 611 | Downloads: 529

ABSTRACT
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. 
KEYWORDS
Turkish teachers Turkish language and literature teachers digital literacy 21st-century skills
In-text citation: (Dağaşan, 2023)
Reference: Dağaşan, E. (2023). Analysis of language teachers' digital literacy levels in terms of various variables. Journal of Pedagogical Sociology and Psychology, 5(3), 292-306. https://doi.org/10.33902/jpsp.202324108
In-text citation: (1), (2), (3), etc.
Reference: Dağaşan E. Analysis of language teachers' digital literacy levels in terms of various variables. Journal of Pedagogical Sociology and Psychology. 2023;5(3), 292-306. https://doi.org/10.33902/jpsp.202324108
In-text citation: (1), (2), (3), etc.
Reference: Dağaşan E. Analysis of language teachers' digital literacy levels in terms of various variables. Journal of Pedagogical Sociology and Psychology. 2023;5(3):292-306. https://doi.org/10.33902/jpsp.202324108
In-text citation: (Dağaşan, 2023)
Reference: Dağaşan, Emre. "Analysis of language teachers' digital literacy levels in terms of various variables". Journal of Pedagogical Sociology and Psychology 2023 5 no. 3 (2023): 292-306. https://doi.org/10.33902/jpsp.202324108
In-text citation: (Dağaşan, 2023)
Reference: Dağaşan, E. (2023). Analysis of language teachers' digital literacy levels in terms of various variables. Journal of Pedagogical Sociology and Psychology, 5(3), pp. 292-306. https://doi.org/10.33902/jpsp.202324108
In-text citation: (Dağaşan, 2023)
Reference: Dağaşan, Emre "Analysis of language teachers' digital literacy levels in terms of various variables". Journal of Pedagogical Sociology and Psychology, vol. 5, no. 3, 2023, pp. 292-306. https://doi.org/10.33902/jpsp.202324108
REFERENCES
  • Akkoyunlu, B., & Yılmaz, M. (2005). The levels of information literacy, frequency of Internet use, and purposes of Internet use of teacher candidates. Educational Research, 19, 1-14.
  • Aksoy, N. C., Karabay, E., & Aksoy, E. (2021). Examining the digital literacy levels of primary school teachers. Selçuk Communication Journal, 14(2), 859-894. https://doi.org/10.18094/josc.871290
  • Bilgin, İ., Tatar, E., & Ay, Y. (2012, June). Sınıf öğretmeni adaylarının teknolojiye karşı tutumlarının teknolojik pedagojik alan bilgisi (TPAB)’ne katkısının incelenmesi [Examining the contribution of classroom teacher candidates' attitudes towards technology to technological pedagogical content knowledge (TPACK)] [Paper presentation]. 10th National Science and Mathematics Education Congress, Niğde, Türkiye.
  • Bölükbaşı, F. (2012). Opinions of primary school teachers about technological literacy: A case study in Çankaya district of Ankara (Publication no. 317189) [Master’s thesis, Gazi University]. Council of Higher Education Thesis Center.
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2011). Bilimsel araştırma yöntemleri [Scientific research methods]. Pegem.
  • Carretero, S., Vuorikari, R., & Punie, Y. (2017). The digital competence framework for citizens, with eight proficiency levels and examples of use (EUR 28558). Publications Office of the European Union.
  • Çetin, O. (2016). Examination of digital literacy levels of elementary education teacher candidates in the pedagogical formation program. Erzincan University Journal of Education Faculty, 18(2), 658-685.
  • Erstad, O. (2006). A new direction?. Education and Information Technologies, 11(3), 415-429. https://doi.org/10.1007/s10639-006-9008-2
  • European Commission [EC]. (2019). Key competences for lifelong learning. Publications Office of the European Union.
  • Framework for 21st Century Learning. (2019). P21 partnership for 21st century learning. a network of battelle for kids. Frameworks Briefs.
  • Gilster, P. (1997). Digital literacy. Wiley.
  • Gregg, E. A. (2014). Teaching critical media literacy through videogame creation in Scratch programming (Publication no. 3638178) [Doctoral dissertation, Loyola Marymount University]. ProQuest Dissertations and Theses database.
  • Hamutoğlu, N. B., Güngören, Ö. C., Uyanık, G. K., & Erdoğan, D. G. (2017). Digital literacy scale: Adaptation to Turkish and validation. Ege Education Journal, 18(1), 408-429. https://doi.org/10.12984/egeefd.295306
  • Ilomäki, L., Paavola, S., Lakkala, M., & Kantosalo, A. (2016). Digital competence – An emergent boundary concept for policy and educational research. Education and Information Technologies, 21(3), 655–679.
  • Jorden, S. (2011). Examining secondary school teacher understanding of information literacy [Unpublished Master's Thesis]. University of Alberta, Alberta.
  • Karakuş, G., & Gürbüz, O. (2019). Examination of pre-service teachers' digital literacy self-efficacy skills in terms of different variables. Afyon Kocatepe University Journal of Social Sciences, 21(1), 129-147. https://doi.org/10.32709/akusosbil.466549
  • Karakuş Yılmaz, T. (2020). Dijital haklar ve sorumluluklar [Digital rights and responsibilities]. In Ş. Sağıroğlu, H. İ. Bülbül, A. Kılıç, & M. Küçükali (Eds.), Dijital okuryazarlik: Araçlar, metodolojiler, uygulamalar ve öneriler [Digital literacy: Tools, methodologies, applications, and recommendations] (pp. 127-180). Nobel.
  • Karaman, K. M., & Karataş, A. (2009). Information literacy levels of teacher candidates. Elementary Education Online, 8(3), 798-808.
  • Karasar, N. (2009). Bilimsel araştırma yöntemi: Kavramlar, ilkeler, teknikler [Scientific research methods: Concepts, principles, techniques]. Nobel.
  • Kıyıcı, M. (2008). Identifying digital literacy level of teacher candidates (Publication no. 220917) [Doctoral dissertation, Anadolu University]. Council of Higher Education Thesis Center.
  • Krumsvik, R. (2009). Situated learning in the networked society and the digitized school. European Journal of Teacher Education, 32(2), 167–185. https://doi.org/10.1080/02619760802457224
  • Kurudayıoğlu, M., & Bal, M. (2014). Use of digital storytelling in native language education. Sakarya University Journal of Education Faculty, 28, 74-95.
  • Morgan, M. L. (2015). Developing 21st century skills through gameplay: To what extent are young people who play the online computer game Minecraft acquiring and developing media literacy and the four cs skills? (Publication no. 10020378) [Doctoral dissertation, New England College]. ProQuest Dissertations and Theses Database.
  • Ng, W. (2012). Can we teach digital natives digital literacy?. Computers & Education, 59(3), 1065-1078. https://doi.org/10.1016/j.compedu.2012.04.016
  • Ocak, G., & Karakuş, G. (2019). Examination of pre-service teachers' digital literacy self-efficacy skills in terms of different variables. Afyon Kocatepe University Journal of Social Sciences, 21(1), 129-147. https://doi.org/10.32709/akusosbil.466549
  • Özel, N. (2013). Acquisition of information literacy skills within the context of information and communication technologies for research assistants (Publication no. 355810) [Doctoral dissertation, Ankara University]. Council of Higher Education Thesis Center.
  • Özerbaş, M. A., & Kuralbayeva, A. (2018). Examination of digital literacy levels of teacher candidates in Turkey and Kazakhstan. Mustafa Kemal University Journal of Faculty of Education, 5(1), 16-25. https://doi.org/10.21666/muefd.314761
  • Prensky, M. (2001). Digital natives, digital immigrants part 2: Do they really think differently?. On the horizon, 9(6), 1-6. https://doi.org/10.1108/10748120110424843
  • Sulak, S. E. (2019). Development of a digital literacy scale: A validity and reliability study. International Social Sciences Studies Journal, 5(31), 1329-1342. https://doi.org/10.26449/sssj.1345
  • Sur, D. (2012). Research for determine level of using educational technologies from teachers working at program of office management and secretarial in vocational schools (Publication no. 317083) [Doctoral dissertation, Gazi University]. Council of Higher Education Thesis Center.
  • Tan, O. (2015). Media literacy education: An example research in the context of student, teacher, and family (Publication no. 407464) [Doctoral dissertation, Akdeniz University]. Council of Higher Education Thesis Center.
  • Ulaş, A. H., & Ozan, C. (2010). The competence level of classroom teachers in terms of educational technologies? Journal of Graduate School of Social Sciences, 14(1), 63-84.
  • UNESCO. (2011). Digital literacy in education. Author.
  • Üstündağ, M. T., Güneş, E., & Bahçivan, E. (2017). Adaptation of the digital literacy scale to Turkish and examination of the digital literacy status of science teacher candidates. Journal of Education and Future, 12, 19-29.
  • Vega, V. (2011). Digital literacy is the bedrock for lifelong learning. Edutopia. Retrieved July 24, 2023 from https://www.edutopia.org/blog/digital-divide-technology-internet-access-literacy-vanessa-vega
  • Yazıcıoğlu, A., Yaylak, E., & Genç, G. (2020). Digital literacy levels of preschool and classroom teacher candidates. Ege University Journal of Faculty of Education, 10(2), 274-286.
  • Yontar, A. (2019). Digital literacy levels of teacher candidates. Journal of Mother Tongue Education, 7(4), 815-824. https://doi.org/10.16916/aded.593579
LICENSE
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.