Digital literacy practices of Turkish pre-service EFL teachers

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dc.authoridISIKLIGIL, NAZLI CEREN/0000-0001-7422-2026
dc.authoridDikilitas, Kenan/0000-0001-9387-8696
dc.authoridAkayoglu, Sedat/0000-0002-9865-2546
dc.authoridSatar, Muge/0000-0002-2382-6740
dc.contributor.authorAkayoglu, Sedat
dc.contributor.authorSatar, H. Muge
dc.contributor.authorDikilitas, Kenan
dc.contributor.authorCirit, Nazli Ceren
dc.contributor.authorKorkmazgil, Sibel
dc.date.accessioned2024-10-26T18:09:51Z
dc.date.available2024-10-26T18:09:51Z
dc.date.issued2020
dc.departmentSivas Cumhuriyet Üniversitesi
dc.description.abstractWith rapid changes in information and communication technologies, it is no longer sufficient for language teachers and pre-service teachers (PTs) to know how to use existing digital tools. They also need to be digitally literate in order to critically evaluate such tools and platforms for safe, wise, and productive use. Within a qualitative approach, this study investigated Turkish PTs' conceptualisation of digital literacy. This included an exploration of how PTs defined this concept, what kind of tools they used, and for which purposes they preferred to use digital tools. First, we found that PTs concept of digital literacy consist of many levels from knowledge to use, and to critical, creative, and collaborative use. Second, we observed that university professors play an important role in the development of digital literacy levels of PTs. Third, it was found that PTs use social media platforms heavily for various purposes, however, we identified a need for further guidance in supporting PTs' use of these platforms for their professional development. The findings of this study shed light on the current digital literacy skills of PTs in Turkey and will be beneficial for educational policy makers and teacher trainers in teacher education for the twenty-first century. Implications for practice or policy: Language teacher educators should engage pre-service teachers first in understanding pedagogical purposes of digital tools and then how they may address these purposes. Language teacher educators should model the integration of digital tools in teaching contexts. Pre-service teacher education programs should combine technology-related courses with pedagogy and digital material design.
dc.identifier.doi10.14742/ajet.4711
dc.identifier.endpage97
dc.identifier.issn1449-3098
dc.identifier.issn1449-5554
dc.identifier.issue1
dc.identifier.scopus2-s2.0-85082658028
dc.identifier.scopusqualityQ1
dc.identifier.startpage85
dc.identifier.urihttps://doi.org/10.14742/ajet.4711
dc.identifier.urihttps://hdl.handle.net/20.500.12418/30291
dc.identifier.volume36
dc.identifier.wosWOS:000534473800007
dc.identifier.wosqualityQ2
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherAustralasian Soc Computers Learning Tertiary Education-Ascilite
dc.relation.ispartofAustralasian Journal of Educational Technology
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectdigital literacy
dc.subjectpre-service teachers
dc.subjectpedagogy
dc.subjectthematic analysis
dc.subjectlanguage teaching
dc.titleDigital literacy practices of Turkish pre-service EFL teachers
dc.typeArticle

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