International Association of Educators   |  ISSN: 1949-4270   |  e-ISSN: 1949-4289

Original article | Educational Policy Analysis and Strategic Research 2022, Vol. 17(2) 208-224

Examination of Digital Literacy Levels of Science Teachers in the Distance Education Process

Feride Gökdaş & Aylin Çam

pp. 208 - 224   |  DOI: https://doi.org/10.29329/epasr.2022.442.9   |  Manu. Number: MANU-2107-16-0003

Published online: June 01, 2022  |   Number of Views: 137  |  Number of Download: 322


Abstract

Digital literacy skills could make important contributions to teachers’ learning and teaching process and professional skills. The purpose of this article is to examine the level of science teachers’ digital literacy skills in terms of gender and the duration of professional experience. The sample of the study consisted of 88 science teachers working in various districts of Turkey. Digital literacy scale and distance education evaluation interview form were used as data collection tools. The results showed that, no statistically significant difference was found in the digital literacy levels of female and male science teachers. However, digital literacy of teachers with less professional experience is more positive than teachers with more professional experience. Also, science teachers mostly prefer lecturing during distance education. The results show that distance education should be strengthened in terms of infrastructure, implementation, quality in Turkey. Within the scope of the research, it was suggested to organize various trainings to improve the digital literacy levels of teachers, to enrich the content of EBA used in the distance education, and to increase the in-service trainings to improve the distance education skills of teachers.

Keywords: Coronavirus pandemic, digital literacy, distance education, science teachers


How to Cite this Article?

APA 6th edition
Gokdas, F. & Cam, A. (2022). Examination of Digital Literacy Levels of Science Teachers in the Distance Education Process . Educational Policy Analysis and Strategic Research, 17(2), 208-224. doi: 10.29329/epasr.2022.442.9

Harvard
Gokdas, F. and Cam, A. (2022). Examination of Digital Literacy Levels of Science Teachers in the Distance Education Process . Educational Policy Analysis and Strategic Research, 17(2), pp. 208-224.

Chicago 16th edition
Gokdas, Feride and Aylin Cam (2022). "Examination of Digital Literacy Levels of Science Teachers in the Distance Education Process ". Educational Policy Analysis and Strategic Research 17 (2):208-224. doi:10.29329/epasr.2022.442.9.

References
  1. American Association for the Advancement of Science [AAAS]. (1996). What do parents need to know to get involved? Washington, DC.  [Google Scholar]
  2. Arcagök, S. (2020). Öğretmenlerin dijital vatandaşlığa yönelik algılarının incelenmesi. Yüzüncü Yıl University Journal of Education Faculty, 17(1), 534-556. https://doi.org/10.33711/yyuefd.693832 [Google Scholar] [Crossref] 
  3. Argelagos, E., & Pifarre, M. (2017). Unravelling secondary students’ challenges in digital literacy: A gender perspective. Journal of Education and Training Studies, 5(1), 42-55. https://doi.org/10.11114/jets.v5i1.1517 [Google Scholar] [Crossref] 
  4. Arslan, S. (2019). İlkokullarda ve ortaokullarda görev yapan öğretmenlerin dijital okuryazarlık düzeylerinin çeşitli değişkenler açısından incelenmesi [Yayımlanmamış yüksek lisans tezi] Sakarya Üniversitesi. [Google Scholar]
  5. Aslan, S. (2021). The effect of the flipped classroom model on pre-service teachers’ digital literacy and digital pedagogical competencies. Educational Policy Analysis and Strategic Research, 16(4), 73-89. https://doi.org/10.29329/epasr.2021.383.4   [Google Scholar] [Crossref] 
  6. Bakioğlu, B., & Çevik, M. (2020). COVID-19 pandemisi sürecinde fen bilimleri öğretmenlerinin uzaktan eğitime ilişkin görüşleri. Electronic Turkish Studies, 15(4). 109-129. http://dx.doi.org/10.7827/TurkishStudies.43502 [Google Scholar]
  7. Bennett, S, Maton, K., & Kervin, L. (2008). The ‘digital natives’ debate: A critical review of the evidence. British Journal of Educational Technology, 39(5), 775-786.  https://doi.org/10.1111/j.1467-8535.2007.00793.x [Google Scholar] [Crossref] 
  8. Burke Johnson, R., Onwueegbuzie, A. J., & Turner, L. A. (2007). Towards a definition of mixed methods research. Journal of Mixed Methods Research, 1(2), 112-133. https://doi.org/10.1177/1558689806298224 [Google Scholar] [Crossref] 
  9. Burke, J., & M. Dempsey (2020). Maynooth University Department of Education. Covid-19 practice in primary schools in Ireland report. https://www.into.ie/app/uploads/2020/04/Covid-19- Practice-in-Primary-Schools-Report-1.pdf [Google Scholar]
  10. Bušelić, M. (2012). Distance learning – concepts and contributions. Oeconomica Jadertina, 2 (1). [Google Scholar]
  11. Can, E. (2020). Koronavirüs (Covid-19) pandemisi ve pedagojik yansımaları: Türkiye’de açık ve uzaktan eğitim uygulamaları. Açıköğretim Uygulamaları ve Araştırmaları Dergisi, 6(2), 11-53. [Google Scholar]
  12. Christensen, E. W., Anakwe, U. P., & Kessler E. H. (2001) Receptivity to distance learning: The effect of technology, reputation, constraints, and learning preferences. Journal of Research on Computing in Education, 33 (3), 263 – 279. https://doi.org/10.1080/08886504.2001.10782314 [Google Scholar] [Crossref] 
  13. Cohen, L., & Manion, L. (1994). Research methods in education (4nd ed.). Routledge.  [Google Scholar]
  14. Çalışkan, E. F. (2022). Parental Views Regarding Distance Learning of Primary School Children and Screen Time during the Covid-19 Pandemic Process. International Journal of Progressive Education, 18(2), 180-192. https://doi.org/10.29329/ijpe.2022.431.12  [Google Scholar] [Crossref] 
  15. Flick, L., & Bell, R. (2000). Preparing tomorrow's science teachers to use technology: Guidelines for science educators. Contemporary Issues in Technology and Teacher Education, 1(1), 39-60. [Google Scholar]
  16. Franklin, N., Yoakam, M. & Warren, R. (1996). Distance learning: A guidebook for system planning and implementation. Indianapolis, Indiana University. [Google Scholar]
  17. Gilster, P. (1997). Digital literacy. John Wiley & Sons.  [Google Scholar]
  18. Gnambs, T. (2021). The development of gender differences in information and communication technology (ıct) literacy in middle adolescence. Computers in Human Behavior, 114, 1-10. https://doi.org/10.1016/j.chb.2020.106533 [Google Scholar] [Crossref] 
  19. Gomez-Trigueros, I., M., Ruiz- Banuls, M.  & Ortega- Sanchez, D. (2019). Digital literacy of teachers in training: moving from ICTS (Information and Communication Technologies) to IKTS (learning and knowledge technologies). Education Sciences, 9(4), 274. https://doi.org/10.3390/educsci9040274 [Google Scholar] [Crossref] 
  20. Hamutoğlu, N., Güngören, Ö., Uyanık, G. & Erdoğan, D. (2017). Dijital okuryazarlık ölçeği: Türkçeye uyarlama çalışması. Ege Journal of Education, 18(1), 408- 429. https://doi.org/10.12984/egeefd.295306 [Google Scholar] [Crossref] 
  21. Hargittai, E. (2010). Digital na(t)ives? Variation in Internet skills and uses among members of the net generation. Sociological Inquiry, 80(1), 92–113. https://doi.org/10.1111/j.1475-682X.2009.00317.x [Google Scholar] [Crossref] 
  22. Johnson, B. N. & Christensen, L. (2012). Educational research. Quantitative, qualitative, and mixed approaches. Sage. [Google Scholar]
  23. Kaden, U. (2020). COVID-19 school closure-related changes to the professional life of a K–12 teacher. Education Sciences. 10(6),165. https://doi.org/10.3390/educsci10060165 [Google Scholar] [Crossref] 
  24. Karagözoglu, N., & Gezer, U. (2022). An investigation of the relationship between digital literacy levels of social studies teacher candidates and their attitudes towards distance education. Educational Policy Analysis and Strategic Research. 17(1) 218-235. https://doi.org/10.29329/epasr.2022.248.11. [Google Scholar] [Crossref] 
  25. Karavidas, M., Lim, N. K. & Katsikas, S. L. (2005). The effects of computers on older adult users. Computers in Human Behavior, 21(5), 697-711. https://doi.org/10.1016/j.chb.2004.03.012 [Google Scholar] [Crossref] 
  26. Koçoğlu, E. & Tekdal, D. (2020). Analysis of distance education activities conducted during COVID-19 pandemic. Educational Research and Reviews, 15(9), 536-543. https://doi.org/10.5897/ERR2020.4033 [Google Scholar] [Crossref] 
  27. Korkmaz, M. (2020). Sınıf öğretmenlerinin dijital okuryazarlık seviyelerinin belirlenmesi [Yayımlanmamış yüksek lisans tezi]. Eskişehir Osmangazi Üniversitesi. [Google Scholar]
  28. Kozan, M. & Bulut Özek, M. (2019). BÖTE bölümü öğretmen adaylarının dijital okuryazarlık düzeyleri ve siber zorbalığa ilişkin duyarlılıklarının incelenmesi. The Journal of International Social Sciences, 29(1), 107-120. https://doi.org/10.18069/firatsbed.538657 [Google Scholar] [Crossref] 
  29. Miles, M. B. & Huberman, A. M. (1994). Qualitative data analysis: An expanded source book (2nd ed.). Thousand Oaks, Sage. [Google Scholar]
  30. National Research Council [NRC] (1996). National Science Education Standards. Washington, D.C.: National Academy Press. [Google Scholar]
  31. Newby, T. J., Stepich, D. A., Lehman, J. D., & Russell, J. D. (2006). Educational technology for teaching and learning. Pearson Merrill Prentice Hall. [Google Scholar]
  32. 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 [Google Scholar] [Crossref] 
  33. Niederhauser, D. S. & Stoddart, T. (2001). Teachers' instructional perspectives and use of educational software. Teaching and Teacher Education, 17(1), 15-31. https://doi.org/10.1016/S0742-051X(00)00036-6 [Google Scholar] [Crossref] 
  34. Ocak, G. & Karakuş, G. (2019). Öğretmen Adaylarının Dijital Okuryazarlık Öz-yeterlilik Becerilerinin Farklı Değişkenler Açısından İncelenmesi. Afyon Kocatepe University Journal of Social Sciences, 21(1),129-147. https://doi.org/10.32709/akusosbil.466549 [Google Scholar] [Crossref] 
  35. Ottenbreit-leftwich, E., & Ertmer, P. (2010). Teacher technology change. How knowledge, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255-284. https://doi.org/10.1080/15391523.2010.10782551 [Google Scholar] [Crossref] 
  36. Öçal, F. N. (2017). İlkokul öğretmenleri ve velilerin kendileri ile velilerin çocuklarına ilişkin dijital okuryazarlık yeterlilik algıları [Yayımlanmamış yüksek lisans tezi]. Gazi Üniversitesi. [Google Scholar]
  37. Özerbaş, M & Kuralbayeva, A. (2018). Türkiye ve Kazakistan öğretmen adaylarının dijital okuryazarlık düzeylerinin değerlendirilmesi. Muğla Sıtkı Koçman University Journal of Education, 5(1), 16-25. https://doi.org/10.21666/muefd.314761 [Google Scholar] [Crossref] 
  38. Putri, R.S., Purwanto, A. , Pramono, R., Asbari, M., Wijayanti, L. M. &  Hyun, C,C (2020). Impact of the COVID-19 pandemic on online home learning: an explorative study of primary schools in Indonesia. International Journal of Advanced Science and Technology, 29(5), 4809 – 4818. [Google Scholar]
  39. Schleicher, A. (2020, December 28). The impact of COVID-19 on education - insights from education at a glance.  https://www.oecd.org/education/the-impact-of-covid-19-on-education-insights-education-at-a-glance-2020.pdf [Google Scholar]
  40. Tomczyk, Ł. (2020). Skills in the area of digital safety as a key component of digital literacy among teachers. Education and Information Technologies 25, 471–486. https://doi.org/10.1007/s10639-019-09980-6 [Google Scholar] [Crossref] 
  41. Tyger, R. (2011). Teacher candidates’ digital literacy and their technology ıntegration efficacy. [Unpublished doctoral dissertation], The Graduate Faculty of Georgia Southern University. [Google Scholar]
  42. UNESCO (2002). Open and distance learning – Trends, policy and strategy considerations, UNESCO. [Google Scholar]
  43. UNESCO (2020). Institute for statistics data. education: from disruption to recovery. https://en.unesco.org/covid19/educationresponse. [Google Scholar]
  44. Van Deursen, A. J. A. M. & Van Diepen, S. (2013). Information and strategic internet skills of secondary students: A performance test. Computers & Education, 63, 218-226. https://doi.org/10.1016/j.compedu.2012.12.007 [Google Scholar] [Crossref] 
  45. Yazıcıoğlu, A., Yaylak, E. & Genç, G. (2020). Okulöncesi ve sınıf öğretmen adaylarının dijital okuryazarlık düzeyleri. Ordu University Journal of Social Sciences Research, 10(2), 274-286. [Google Scholar]
  46. Yontar, A. (2019). Öğretmen adaylarının dijital okuryazarlık düzeyleri. Journal of Mother Tongue Education, 7(4), 815-824. https://doi.org/10.16916/aded.593579 [Google Scholar] [Crossref]