Analysis of Digital Literacy and Metaphoric Perceptions of Teacher Candidate
The aim of this study was to investigate the digital literacy skills and metaphorical perceptions of teacher candidates. The mixed approach has been u.
- Pub. date: February 15, 2020
- Pages: 135-145
- 477 Downloads
- 747 Views
- 9 Citations
The aim of this study was to investigate the digital literacy skills and metaphorical perceptions of teacher candidates. The mixed approach has been used in the analysis. The quantitative dimension of the study consists of the "Digital Literacy Scale" scores collected from the teacher candidates, and the qualitative component is made up of the metaphors they have developed about the definition of digital literacy. The study was carried out with 297 prospective teachers who are pursuing their education at the Faculty of Education in Turkey. When the results of the study were analyzed, it was found that there was no significant difference between the digital literacy scores of the teacher candidates and the departments in which they were trained, but there was a significant difference in the grade and device ownership variables. The definitions were reached as a result of the study of the metaphors that were grouped under the headings "vitality," "integrity," "guidance," "complexity", and "eternity."
Keywords: Teacher candidates, digital literacy, metaphor.
References
Acar, C. (2015). Parent opinions about their own digital literacy and their primary secondary and high school children (Unpublished master's thesis). Ankara University, Ankara, Turkey.
Can, A. (2014). Quantitative data analysis in scientific research process with SPSS. Pegem.
Clard, J. A. (2007). The role of practice in learning computer literacy skills (Unpublished doctoral dissertation). University of Nebraska, USA.
Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2nd ed.). Sage.
Cetin, O. (2016). Examining the digital literacy levels of undergraduate science education and pedagogical formation program me preserve teachers. University of Erzincan Journal of Faculty of Education, 18, 658-685.
Donmez, G. (2019).Investigation of the relationship between information security awareness and digital literacy of high school students (Unpublished Master’s Degree Thesis). Hacettepe University, Ankara, Turkey.
Durukan, U. G., Hacioglu, Y., & Donmez U. N. (2016). Computer education and instructional technology prospective teachers’ perceptions of technology. Journal of Computer and Education Research, 4(7), 24-46.
Ekici, G. (2016). Student teachers’ metaphoric perceptions towards the concept of computer. Gaziantep University Journal of Social Sciences, 15(3), 755-781.
Ekmen, C ., & Bakar, E. (2018). Digital competencies in the curriculum and textbooks of primary of education. National Education/Milli Egitim, 221, 5-35.
Granrath, L. (2017, March 21), Japan’s society 5.0: Going beyond industry 4.0. https://www.japanindustrynews. com/2017/08/japans-society-5-0-goingbeyond-industry-4-0/.
Giron-Garcia, C., & Navarro, I. 2014. Digital literacy and metaphorical models. Multidisciplinary Journal for Education, Social and Technological Sciences, 1(2), 160-180.
Goldag, B., & Kanat, S. (2018). Digital literacy status of the students who studied fine arts education. JASS Studies-The Journal of Academic Social Science Studies, 70, 77-92.
Gokcearslan, S., & Bayir, E. A. (2011, April). Investigation of candidate numerical competency levels. Paper presented at the 2nd In-ternational Conference on New Trends in Education and Their Implications, Antalya, Turkey.
Gulbahar, Y., Tinmaz, H., & Kose, F. (2006). Bilgi ve iletisim teknolojileri [Information and communication technologies]. Gerhun Publishing,
Hamutoglu, N. B., Gungoren, O. C., Uyanik G. K., & Erdogan, D. G. (2017). Adapting digital literacy scale into Turkish. Ege Journal of Education, 18, 408- 429.
Johnson, B., & Onwuegbuzie, A. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 14-26.
Karacam, S., & Aydin, F. (2014). Metaphor analysis of secondary school students’ perceptions related to technology concept. Gaziantep University Journal of Social Sciences, 13(2), 545-572.
Kazu, I. Y., & Erten, P. (2014). Prospective teachers’ digital empowerment levels. Bartin University Journal of Faculty of Education, 3(2), 132-152.
Keidanren (2016, May 1). Toward realization of the new economy and society: Reform of the economy and society by the deepening of “Society 5.0”, Retrieved from http://www.keidanren.or.jp/en/policy/2016/029_outline.pdf.
Kent, E. (2019, December 12). Industry 4.0 to society 5.0. http:// https://www.endustri40.com/endustri-4-0dan-toplum-5-0a/.
Kiyici, M. (2008). Determination of pre-service teachers' numerical literacy levels (Unpublished doctoral dissertation). Anadolu University, Eskisehir, Turkey.
Korkmaz, O., & Mahiroglu, A. (2009). Computer literacy level of newly enrolled university students. Kastamonu Journal of Education, 17, 983-1000.
Kozan, M., & Ozek, M. B. (2019). Examination of department of CEIT teacher candidates’ digital literacy levels and cyberbullying sensitivities. Firat University Journal of Social Sciences, 29(1), 107-120.
Kuru, E., & Kuru, O. (2019). The metaphorical perceptions of classroom teacher candidates of the concept of education technology. Kahramanmaras Sutcu University Imam Journal of Social Sciences, 16(1), 257-278.
Martin, A. (2005). Digeulita european framework for digital literacy: A progress report. Journal of e-Literacy, 2, 130-136.
Ministry of National Education (2017, 10 December). Turkish course curriculum. Ministry of National Education. http://ttkb.meb.gov.tr/mebiysdosyalar/2017/01/ 13152934basinacklamasi13012017.pdf.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis. Sage.
Nikitina, L., & Furuoka, F. (2008). “A language teacher is like…”: Examining Malaysian students’ perceptions of language teachers through metaphor analysis. Electronic Journal of Foreign Language Teaching, 5(2), 192–205
Ng, W. (2012a). Empowering scientific literacy through digital literacy and multiliteracies. Nova Science Publishers, Inc.
Ng, W. (2012b). Can we teach digital natives digital literacy? Computers & Education, 59(3), 1065–1078.
Ozerbas, M. A., & Kuralbayeva, A. (2018). A review of digital literacy levels of future primary-school and secondary-school teachers in Turkey and Kazakhstan. Mugla University Sitki Kocman Journal of Faculty of Education, 5(1), 16-25.
Saban, A. (2008). Metaphors about school. Educational Administration: Theory and Practice, 55, 459-496.
Sak, N. (2017). Evaluation of the information technology and programming course curriculum by teachers' opinions: A Delphi Study (Unpublished master's thesis). Suleyman Demirel University, Isparta, Turkey.
Sarikaya, B. (2019). Evaluation of digital literacy status of prospective Turkish teachers in terms of various variables. The Journal of International Social Research, 12(62), 1098-1107.
Timur, B., Timur, S., & Akkoyunlu, B. (2014). Determining pre-service teachers’ digital empowerment level. Mugla University of Sitki Kocman Journal of Institute of Social Sciences, 33, 41-59.
TURKSTAT (2019, December 13). Household ICT usage survey. TUIK. http://www.tuik.gov.tr/PreHaber Bultenleri.do?id=30574.
Yildirim, A., & Simsek, H. (2008). Qualitative research methods in the social sciences. Seckin Publishing.
Yildiz, C., Kahyaoglu, M., & Kaya, M. F. (2012). An investigation into high sc