Digital literacy practices of Turkish pre-service EFL teachers

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dc.authorid0000-0002-2382-6740en_US
dc.authorid0000-0001-9387-8696en_US
dc.authorid0000-0001-7422-2026en_US
dc.authorid0000-0002-9865-2546en_US
dc.contributor.authorAkayoğlu, Sedat
dc.contributor.authorSatar, H. Müge
dc.contributor.authorDikilitaş, Kenan
dc.contributor.authorCirit, Nazlı Ceren
dc.contributor.authorKorkmazgil, Sibel
dc.date.accessioned2021-06-23T19:54:51Z
dc.date.available2021-06-23T19:54:51Z
dc.date.issued2020
dc.departmentBAİBÜ, Eğitim Fakültesi, Yabancı Diller Eğitimi Bölümüen_US
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.en_US
dc.identifier.doi10.14742/ajet.4711
dc.identifier.endpage97en_US
dc.identifier.issn1449-3098
dc.identifier.issn1449-5554
dc.identifier.issue1en_US
dc.identifier.scopus2-s2.0-85082658028en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage85en_US
dc.identifier.urihttps://doi.org/10.14742/ajet.4711
dc.identifier.urihttps://hdl.handle.net/20.500.12491/10666
dc.identifier.volume36en_US
dc.identifier.wosWOS:000534473800007en_US
dc.identifier.wosqualityQ2en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.institutionauthorAkayoğlu, Sedat
dc.language.isoenen_US
dc.publisherAustralasian Soc Computers Learning Tertiary Education-Asciliteen_US
dc.relation.ispartofAustralasian Journal Of Educational Technologyen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectDigital Literacyen_US
dc.subjectPre-service Teachersen_US
dc.subjectPedagogyen_US
dc.subjectThematic Analysisen_US
dc.subjectLanguage Teachingen_US
dc.titleDigital literacy practices of Turkish pre-service EFL teachersen_US
dc.typeArticleen_US

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