EVALUATION OF DIGITAL COMPETENCE BY INFORMATION TECHNOLOGY TEACHERS IN TURKEY IN THE CONTEXT OF 21ST CENTURY SKILLS AND THE QUALITY FRAMEWORK OF MINISTRY OF EDUCATION
DOI:
https://doi.org/10.46827/ejes.v0i0.1688Keywords:
digital competence, information technology teachers, European Union, key competencesAbstract
This research which examines information technology teachers’ opinions on digital competence is a phenomenological qualitative research and was carried out with 10 information technology teachers in Turkey. The data were collected through semi-structured interview form developed by the researchers and analyzed by using content analysis method. The findings showed that information technology teachers explained digital competence with 193 utterances. These utterances were identified in 3 themes as “digital competence and its components”, “importance and effects”, “digital competence and education”. These themes were separated into 9 categories as “meaning”, “sub-dimensions”, “supporting competences”, “importance”, “positive effects for future”, “negative effects for future ”,“ acquisition by formal education ”,“ acquisition by informal education ”,“ digital competence and educational problems”. It was seen that information technology teachers expressed their opinions on digital competence with 61 codes from these categories. According to the results of the research, information technology teachers frequently produced “digital literacy”, “knowledge and “communication”, “foreign language knowledge”, “necessity of the knowledge society”, “necessity to be information literate”, “fast communication”, “technological antisocialism”, “useless knowledge acquisition”, “social regression”, “school education”, “early technology introduction” and “objective level mismatches” codes while expressing digital qualifications that individuals are expected to have.
Article visualizations:
References
Akkoyunlu, B. and Soylu, Y. (2010).Öğretmenlerin sayısal yetkinlikleri üzerine bir çalışma. Türk Kütüphaneciliği, 24(4), 748-768.
Balula, A. (2016). The use of DigComp in teaching and learning strategies – a roadmap towards inclusion. Proceedings of the 7th International Conference on Software Development and Technologies for Enhancing Accessibility and Fighting Info-exclusion, 275-282.
Beckers, D., Van Gent, W. v., Iedema, J., & de Haan, J. (2005). Effects of ICT on Social Cohesion: The Cyburg Case. K. S. van den Besselaar P. içinde, Digital Cities III. Information Technologies for Social Capital: Cross-cultural Perspectives (s. 391-406). Heidelberg: Springer.
Bucur, N.-F., & Popa, O.-R. (2017). Digital Competence in Learning English as a Foreign Language –Opportunities and Obstacles. The 12th International Conference on Virtual Learning ICVL, 257-263.
Büyüköztürk Ş., Çakmak E., K., Akgün E., Ö., Karadeniz Ş., Demirel F., (2013). Bilimsel Araştırma Yöntemleri. Ankara: Pegem A Yayıncılık.
Cartelli, A. (2012). A Framewrok for Digital Competence Assessment. A. Cartelli içinde, Future Trends and Future Practices for Digital Literacy and Competence (s. 47-63). Hershey: IGI Global.
Cho, D. J., & Lee, J. (2011, Ağustos 8). Fighting against “infollution” that contaminates our children’s minds and their thoughts.http://www.unescobkk.org/education/ict/online-resources/databases/ict-in-education-database/item/article/fighting-against-infollution-that-contaminates-our-childrens-minds-and-their-thoughts/. Erişim Tarihi: 20.01.2018.
Değirmen, G. C., Vural, Z. B., & İbrahim, Ö. (2016). Bilgi toplumu ve dijital uçurum unsurlarının ülkelerin gayri safi milli hasıla’sına göre yorumlanması: Bir durum saptaması. İnönü Üniversitesi İletişim Fakütesi Dergisi , 102-118.
Dunn, H. S. and Johnson-Brown, S. (2008). Information Literacies and Digital Empowerment in the Global South. In A. W. Khan (Assistant Director-General for Communication and
Information UNESCO), Reports prepared for UNESCO on the occasion of the International Association of Media and Communication Research (IAMCR) 50th Anniversary Conference 2007 Media, Communication, Information: Celebrating 50 Years of Theories and Practice (pp. 78-102). Paris: UNESCO.
European Commission. (2008). COMMISSION STAFF WORKING DOCUMENT: The use of ICT to support innovation and lifelong learning for all - A report on progress. Brussels: European Commission.
European Commission (2017). DigComp 2.1 The Digital Competence Framework for Citizens. (2017).
European Council. (2006). On key competences for lifelong learning.
FATİH Projesi. Eğitimde FATİH Projesi: http://fatihprojesi.meb.gov.tr/proje-hakkinda/ Access date: 21.01.2018.
Ferrari, A., Punie, Y., & Redecker, C. (2012). Understanding digital competence in the 21st Century: An analysis of current frameworks. EC-TEL, 79-92.
Fraillon, J., Ainley, J., Schulz, W., Friedman, T., & Gebhardt, E. (2014). Preparing for life in a digital age e The IEA International Computer and Information Literacy Study International.
Fraenkel, J. R., & Wallen, N. E. (2003). How to design and evaluate research in education. McGraw-Hill Higher Education.
From, J. (2017).Pedagogical Digital Competence-Between Values, Knowledge and Skills. Higher Education Studies, Vol.7, No. 2, 43-50.
Gallardo-Echenique, E. E., de Oliveira, J. M., Marqués-Molias, L., & Esteve-Mon, F. (2015). Digital Competence in the Knowledge Society. MERLOT Journal of Online Learning and Teaching Vol. 11, No. 1, March , 1-16.
Griffin, P., Care, E., & McGaw, B. (2012). The Changing Role of Education and Schools. M. B. Griffin P. in, Assessment and Teaching of 21st Century Skills (s. 1-15). Dordrecht: Springer.
Huyer, S., &Sikoska, T. (2003). Overcoming the gender digital divide: understanding ICTs and their potential for the empowerment of women. INSTRAW.
Ilomäki, L., Paavola, S., Kantosalo, A., & Lakkala, M. (2016). Digital Competence-an emergent boundary concept for policy and educational research. Educ. Inf. Technol (21) , 655-679.
Internet world stats.(2017). http://www.internetworldstats.com/stats7.htm. Access date: 19.01.2018.
Karasar, N. (2015). Bilimsel araştırma yöntemi. (28. baskı). Ankara: Nobel Yayın Dağıtım
Kızıltepe, Z. (2015). İçerik Analizi.Nitel Araştırma Yöntem, Teknik, Analiz ve Yaklaşımlar. (Ed: Fatma Nevra Seggie and Yasemin Bayyurt), Ankara: AnıYayıncılık.
Larraz, V., & Esteve, F. (2015). Evaluating Digital Competence in Simulation Environments. E. G. Bullen in, Teaching and Learning in Digital Worlds, Strategies and Issues in Higher Education (pp. 99-105). Tarragone: URV.
Livingstone, S. (2011). Critical reflections on the benefits of ICT in Education. Oxford Review of Education, 38:1, 9-24.
Merriam, S. (1998).Qualitative Research and Case Study Applications in Education. San Francisco: Jossey- Bass.
Miles, M, B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook. (2nd ed). Thousand Oaks, CA: Sage.
OECD. (2001). Learning to Change: ICT in Schools. OECD.
OECD. (2011a). Students, Computers and Learning: Making the connection. OECD Publishing.
OECD.(2011b). The Practice and Professional Development of Teachers. Schooling for Tomorrow Learning to Change: ICT in Schools (s. 73-86). içinde Paris : OECD Publications.
Oral, B., & Taha, Y. (2017). Eğitimde Program Geliştirme ve Değerlendirme. Ankara: Pegem.
Parliament, E. (2017). Digital Skills in the EU Labour Market. EPRS.
Scherer, R., Siddiq, F., & Teo, T. (2015). Becoming more specific: Measuring and modeling teachers' perceived usefulness of ICT in the context of teaching and learning. Computers & Education 88 , 202-214.
Schmidt, E., & Cohen, J. (2013). The New Digital Age. New York: Vintagebooks.
TTKB (2017). Müfredatta Yenileme ve Değişiklik Çalışmalarımız Üzerine. https://ttkb.meb.gov.tr/meb_iys_dosyalar/2017_07/18160003_basin_aciklamasi-program.pdf. Access date: 25.02.2018.
Van Dijk, J. A. (2010). Conceptual Framework. E.-S. P.–S. N°2007/0068 in, Study on the Social Impact of ICT (s. 1-30). EU-Smart Project.
World Bank. (2018). The Little Data Book on Information and Communication Technology 18. Washington: The World Bank.
Yıldırım, A. ve Simsek, H. (2008). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
