Pre-Service Teachers’ Digital Literacy Self-Efficacy Scale Development

Gürbüz Ocak, Gülçin Karakuş

Abstract


The purpose of this study is to determine the digital literacy self-efficacy level of pre-service teachers. In accordance with this purpose, a likert type “Pre-service Teachers’ Digital Literacy Self-Efficacy Scale” was developed. The sample of this study consists of 334 pre-service teachers who are studying at education faculty of a university in the Aegean Region. The Cronbach-Alpha was found as 0.961. Total variance of 53% was explained. Confirmatory factor analysis was used to test the construct validity of the four – dimensional scale. As a result of the study, a valid and reliable scale was developed to determine the digital literacy self-efficacy level of pre-service teachers.


Keywords


pre-service teachers; digital literacy; self-efficacy

Full Text:

PDF (Türkçe)

References


Altun, A. (2003). E-okuryazarlık. Milli Eğitim Dergisi, 158.

Andersen, A.M., Dragsted, S., Evans, R.H. & Sorensen, H. (2004). The relationship between changes in teachers’ self-efficacy beliefs and the science teaching environment of danish first-year elementary teachers. Journal of Science Teacher Education, 15(1), 25-38.

Bandura, A. (1997). Self-efficacy. The exercise of control. New York : W. H. Freeman and Company.

Büyüköztürk, Ş. (2012). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem Akademi Yayıncılık.

Brown, T. A. (2006). Confirmatory factor analysis for applied research. New Jersey: Guil-ford Publications.

Cureton, E. E.& D’Agostino, R.B. (1983). Factor analysis an applied approach. Broadway: Lawrence Erlbaum Associates, Inc. Publishers.

Çetin, O. (2016). Pedagojik formasyon programı ile lisans eğitimi fen bilimleri öğretmen adayla-rının sayısal okuryazarlık düzeylerinin incelenmesi. Journal of Education Faculty, 18(2), 658-685.

Eshet-Alkalai, Y., & Soffer, O. (2012). Navigating in the digital era: digital literacy: socio-cultural and educational aspects. Educational Technology & Society, 15 (2), 1–1.

Field, A.P. (2005). Discovering statistics using SPSS (2nd edition).London: Sage Publication.

Fox, R., & Henri, J. (2005). Understanding teacher mindsets: IT and change in Hong Kong

schools. Journal of Educational Technology & Society 8(2), 161–9.

Gilster, P. (1997). Digital literacy. New York: Wiley.

Goldberg, L. R., & Velicer, W. F. (in press). Principles of exploratory factor analysis. In S. Strack (Ed.), Differentiating normal and abnormal personality: Second edition. New York, NY: Springer.

Hair, J.F. Jr. , Anderson, R.E., Tatham, R.L., & Black, W.C. (1998). Multivariate data analysis (5th Edition). Upper Saddle River, NJ: Prentice Hall.

Hooper, D., Coughlan, J., & Mullen, M. (2008). Structural equation modelling: Guidelines for determining model fit. Articles, 2.

Instefjord, E., & Munthe, E. (2016). Preparing pre-service teachers to integrate technology: An analysis of the emphasis on digital competence in teacher education curri cula. European Journal of Teacher Education, 39(1), 77-93.

Jimoyiannis, A.& Gravani,M.(2011). Exploring adult digital literacy using learners' and educa-tors' perceptions and experiences: The Case of the Second Chance Schools in Greece. Journal of Educational Technology & Society,14(1), 217-227.

Kaiser, H.F. (1974). An index of factorial simplicity. Psychometrika, 39, 31-36.

Karagöz, Y. ve Kösterelioğlu, İ. (2008). İletişim becerileri değerlendirme ölçeğinin faktör analizi metodu ile geliştirilmesi. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi, 21, 81-98.

Karaman, M.K. ve Karataş, A. (2009). Media literacy levels of the candidate teachers.İl köğre-tim Online, 8(3), 798-808.

Kline, R. B. (2005). Principles and practice of structural equation modelling. NewYork: Guil-ford Publications, Inc.

Lim, C.P., & Chan, B.C.(2007). Micro lessons in teacher education: Examining pre-service

teachers’ pedagogical beliefs. Computers and Education ,48 (3), 474–94.

Meyers, E.M., Erickson, I. & Small, RV. (2013) Digital literacy and informal learning envi-ronments: an introduction. Learning, Media and Technology, 38(4), 355-367, Doi: 10.1080/17439884.2013.783597.

Özkan, Ö., Tekkaya, C. ve Çakıroğlu, J. (2002). Fen bilgisi aday öğretmenlerin fen kav-ramlarını anlama düzeyleri, fen öğretimine yönelik tutum ve öz-yeterlik inançları, V. Fen Bi-limleri Eğitimi Kongresi, ODTÜ, Ankara.

Ulrich, H. F. & Lehrmann, E. P. (Eds.). (2008). Telecommunications research trends. Nova Publishers.

Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543-578.

Rehmat, A. P., & Bailey, J. M. (2014). Technology integration in a science classroom: Pre-service teachers’ perceptions. Journal of Science Education and Technology, 23(6), 744-755.

Roberts, J. K., Henson, R. K., Tharp, B. Z. & Moreno, N. (2001) An examination of change in teacher self-efficacy beliefs in science education based on the duration of in- service activi-ties. Journal of Science Teacher Education, 12(3), 199-213.

Sakallı, H., & Çiftçi, S. (2016). Sınıf öğretmeni adaylarının dijital vatandaşlık düzeyleri ile siber zorbalık eğilimleri arasındaki ilişkinin incelenmesi. Eğitim Teknolojisi Kuram ve Uygulama, 6(2).

Şimşek, Ö.F. (2007). Yapısal eşitlik modellemesine giriş. Ankara: Ekinoks Yayıncılık.

Tüzel, S. ve Tok, M. (2013). Öğretmen adaylarının dijital yazma deneyimlerinin incelenmesi. Tarih Okulu Dergisi (TOD) 6, (15), 577-596.

Tsai, L.S& Chai, K.S (2005), Developing and validating a nursing website evaluation ques-tionnaire. Methodological Issues in Nursing Research, 49(4), 416–413.

Tschannen-Moran, M. & Hoy, A., W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805.

Scherer, R. F. (1988). Dimensionality of coping: Factor stability using the ways of coping questionnaire. Psychological Report, 62, 76-770.

Smith, J. P. (1996). Efficacy and teaching mathematics by telling: a challenge for reform. Jour-nal for Research in Mathematics Education, 27(4), 587-616.

Yavuz, S.(2005), Developing a technology attitude scale for pre-service chemistry teachers, The Turkish Online Journal of Educational Technology, 4(1).

Yun S. (2014) .The aims of education and the leap of freedom. Ethics and Education, 9(3), 276-291, DOI: 10.1080/17449642.2014.980068.

Wetzel, K., Buss, R., Foulger, T. S., & Lindsey, L.-A. (2014). Infusing educational technology in teaching methods courses: Successes and dilemmas. Journal of Digital Learning in Teac-her Education, 30, 89–103.

Wilkinson, A.M.(1976). What use is literacy ? Journal of the Royal Society of Arts, 124,(5235),114-123.

Zusho, A. & Pintrich, P. R. (2003). A process-oriented approach to culture: Theoretical and methodological issues in the study of culture and motivation. In F. Salili & R. Hoosain (Eds.), Teaching, Learning, and Student Motivation in a Multicultural Context (pp. 33-65). Greenwich, CT: Information Age Publishing.


Refbacks

  • There are currently no refbacks.



Creative Commons License  
 Kastamonu Eğitim'de yayınlanan tüm içerik ve makaleler "Creative Commons Alıntı 4.0 Uluslararası Lisansı" ile lisanslanmıştır.