دورية أكاديمية
Determining the Digital Literacy Levels of Primary School Teachers
| العنوان: | Determining the Digital Literacy Levels of Primary School Teachers |
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| اللغة: | English |
| المؤلفون: | Murat Korkmaz (ORCID |
| المصدر: | Journal of Learning and Teaching in Digital Age. 2024 9(1):1-16. |
| الإتاحة: | Journal of Learning and Teaching in Digital Age. Gazi University, Gazi Faculty of Education, Department of Computer and Instructional Technologies Teaching, Bosna Building Room 430, Yenimahalle, Ankara, Turkey 06500. e-mail: joltida.info@gmail.com; Web site: https://dergipark.org.tr/en/pub/joltida |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| تاريخ النشر: | 2024 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Elementary School Teachers, Digital Literacy, Literacy, Foreign Countries, Knowledge Level |
| مصطلحات جغرافية: | Turkey |
| تدمد: | 2458-8350 |
| مستخلص: | The primary purpose of this research was to determine the digital literacy proficiency perceptions of primary school teachers working in Eskisehir and compare them based on certain variables. The mixed method was used as a research method; the data were collected using the Digital Literacy Assessment Scale developed by Acar (2015) for quantitative findings and in-depth interviews for qualitative results. The quantitative study group consisted of 733 primary school teachers. In the qualitative dimension of the research, there were data from 7 primary school teachers who agreed to fill out the structured interview form and then take part in an in-depth interview. Quantitative data of the study were analyzed using SPSS software. Qualitative data were analyzed with the descriptive analysis method and interpreted according to their relationship with the research questions. The result showed that the primary school teachers perceive themselves as highly sufficient in regard to the different competence areas of digital literacy and that they dominate these competence areas to a great extent. There were significant differences between the digital literacy levels of the primary school teachers and their age, gender, educational status, seniority in the profession, personal computer possession, constant internet connection, technologies/practices used in education, and technological education. However, the grade level taught was not an influential factor in their digital literacy levels. Moreover, in-service training should be organized to provide digital literacy, using Web 2.0 tools, and integrating technology into the classroom environment, starting with those who have more service than their years of seniority in the profession. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| رقم الأكسشن: | EJ1413536 |
| قاعدة البيانات: | ERIC |
| تدمد: | 2458-8350 |
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