Analysis of Digital Literacy Self-Efficacy Levels of Pre-service Teachers

Serkan Aslan
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Abstract


This research attempts to analyze the pre-service teachers’ digital literacy self-efficacy in terms of various variables. The research used descriptive survey model, one of the survey models. The participants of the research consisted of 251 pre-service teachers learning at the departments of classroom teaching and social sciences teaching at a state university in Turkey. The participants were selected by convenience sampling method. The research employed Personal Information Form and Digital Literacy Self-Efficacy Scale as data collection tools. Descriptive statistical, t-test, one-way analysis of variance were used during data analysis. The research results revealed that the pre-service teachers’ digital literacy self-efficacy levels significantly differed across their gender, department, the presence of computer and internet at home; whereas, no significant difference was identified across the pre-service teachers’ digital literacy self-efficacy levels in terms of their class level, university entrance score type and the purposes of using technology.

Keywords


Digital literacy, Self-efficacy, Pre-service teacher, Technology

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References


Aslan, S. (2021). Analysis of digital literacy self-efficacy levels of pre-service teachers. International Journal of Technology in Education (IJTE), 4(1), 57-67. https://doi.org/10.46328/ijte.47




DOI: https://doi.org/10.46328/ijte.47

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International Journal of Technology in Education (IJTE) - ISSN:2689-2758

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International Society for Technology, Education and Science (ISTES)

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Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.