Investigation of Prospective Preschool Teachers' Digital Literacy and Teacher Readiness Levels

Sema Öngören

doi:10.51383/ijonmes.2021.90

Abstract

The aim of this study is to examine the relationship between prospective preschool teachers' digital literacy and teaching readiness levels. The research was conducted with the correlational survey model, one of the quantitative research methods. The sample of the study consisted of 349 prospective preschool teachers studying in third and fourth year in four state universities in Turkey during the academic year 2020-2021. Data on digital literacy levels of prospective preschool teachers were collected with the "Digital Literacy Scale", and data on their readiness to teach were collected with the "Teaching Readiness Scale". The data were analyzed with the SPSS 22 software program. As a result of the analysis of the data, it was determined that prospective preschool teachers' digital literacy and teaching readiness levels were high, and that their levels of digital literacy and teaching readiness did not differ according to gender or grade level variables. It was revealed that there was a moderate, positive relationship between the digital literacy and teaching readiness levels of prospective teachers.

Highlights

IntroductionThere has been a rapid growth and change in information and communication technologies
In the current century, there has been a rapid growth and change in information and communication technologies
In the aim of this study is to examine the relationship between prospective preschool teachers' digital literacy and teaching readiness levels

Summary

Introduction

There has been a rapid growth and change in information and communication technologies. Digital literacy, which is considered as the ability to use technology in the digital age we are in, is defined as the ability to survive (Eshet, 2004), and adapt to changes and development. Digital literacy is developmental; in other words, it is built gradually on basic and acquired skills and knowledge. In this sense, the digital literacy skill of individuals is measured by their capacity to adapt mentally, socially-emotionally and technically to changes in technology. The more digitally literate an individual is, the easier it will be to adapt to new developments (Ng, 2012) In this direction, digital literacy is related to the skills of accessing and using digital information correctly

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