Digital Literacy Practices of Turkish Pre-Service EFL Teachers

Autor/inn/en	Akayoglu, Sedat; Satar, H. Müge; Dikilitas, Kenan; Cirit, Nazli Ceren; Korkmazgil, Sibel
Titel	Digital Literacy Practices of Turkish Pre-Service EFL Teachers
Quelle	In: Australasian Journal of Educational Technology, 36 (2020) 1, S.85-97 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Akayoglu, Sedat) ORCID (Satar, H. Müge) ORCID (Dikilitas, Kenan) ORCID (Cirit, Nazli Ceren) ORCID (Korkmazgil, Sibel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Foreign Countries; Preservice Teachers; Technological Literacy; Student Attitudes; Knowledge Level; Social Media; English Teachers; Educational Technology; English (Second Language); Technology Integration; Self Evaluation (Individuals); Teacher Role; Teacher Educators; Turkey (Istanbul) + Suchen Sie Ihr Suchwort? Ausland; Technisches Wissen; Schülerverhalten; Wissensbasis; Soziale Medien; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Unterrichtsmedien; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrerrolle; Teacher education; Education; Lehrerausbildung; Lehrerbildung
Abstract	With 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: (1) Language teacher educators should engage pre-service teachers first in understanding pedagogical purposes of digital tools and then how they may address these purposes; (2) Language teacher educators should model the integration of digital tools in teaching contexts; and (3) Pre-service teacher education programs should combine technology-related courses with pedagogy and digital material design. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01