Investigation of Prospective Teachers' Views on Digital Literacy Levels

Abstract

This study examined the effect of gender, field of study, personal computer ownership and internet usage habits on digital literacy by evaluating the digital literacy levels of prospective teachers with a mixed method. Quantitative data was collected from 556 teacher candidates studying in various departments, while qualitative data was obtained from 45 individuals selected from among these prospective teachers. In the study conducted in accordance with the mixed method, relational survey design was used in the quantitative dimension and phenomenology design was used in the qualitative dimension. The data were collected through the Digital Literacy Scale and Semi-Structured Interview Forms, and a sequential explanatory design was followed as a mixed method approach. The findings revealed that digital literacy levels did not show a significant difference according to gender, but variables such as field of study, computer ownership and internet usage time made a significant difference on digital literacy level. In addition, accessing and understanding digital information, creating and disseminating digital content, developing skills/attitudes towards digital and technology, and effective use of digital tools with their perceived benefits were listed as the titles reflecting the views of prospective teachers towards digital literacy. Research findings indicate that personal computer use and internet access time play a decisive role in the development of digital literacy skills. It has also been emphasized that students' conscious and responsible use of digital tools is important for the effective acquisition of these skills.