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Journals / Nitel Sosyal Bilimler / 2023 / Cilt: 5 Sayı: 2

Digital Generations Paradox in Pre- and In-service Teachers’ Literacy Practices: An Explanatory Sequential Mixed Methods Study/Hizmet Öncesi ve Hizmet İçi Öğretmenlerin Okuryazarlık Uygulamalarında Dijital Nesiller Paradoksu: Açıklayıcı Sıralı Karma Yöntemler Araştırması Çalışması

Asiye Demir(University of South Carolina)0009-0003-9586-8282
Sinem Toraman Turk(Yale University)0000-0002-5837-4414
Pages
140–164
Publication Date
2023-12-31
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

This study contributes to the field of digital literacy by offering different perspectives about digital generations and discussing the use of technology to create collaborative and cooperative educational settings.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Digital practices have become more prominent due to the growing demand in digital exposure in education.
📊
Key Findings & Data:By administering an online questionnaire (N=111) and conducting semi-structured interviews with pre-service and in-service teachers (n=6), this mixed methods study aimed to capture participants’ self-definitions and changes in these definitions.
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Conclusion & Impact:This study contributes to the field of digital literacy by offering different perspectives about digital generations and discussing the use of technology to create collaborative and cooperative educational settings.
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:Birleştirme kültürü · dijital kuşaklar · dijital okuryazarlık

Abstract

Digital practices have become more prominent due to the growing demand in digital exposure in education. While technology has been used as a metaphorical divide between generations in many studies, very few studies include individuals’ definitions of their generational sense of belonging. By administering an online questionnaire (N=111) and conducting semi-structured interviews with pre-service and in-service teachers (n=6), this mixed methods study aimed to capture participants’ self-definitions and changes in these definitions. The results of this study provided evidence about the convergence impact of technology in educators’ personal and professional lives. This study contributes to the field of digital literacy by offering different perspectives about digital generations and discussing the use of technology to create collaborative and cooperative educational settings.

Özet

Dijital uygulamalar, eğitimde artan dijital kullanıma maruz kalma ile daha da önemli hale gelmiştir. Pek çok çalışmada teknoloji, metaforik bir ayrım unsuru olarak kuşakları ayırt etmede kullanılsa da çok az sayıda çalışma, bireylerin kendilerini hangi kuşağa ait olarak tanımladıklarına odaklanmıştır. Öğretmen adayları ve öğretmenler ile çevrimiçi nicel soru formu (N=111) ve yarı-yapılandırılmış görüşmeler (n=6) kullanarak yapılan bu karma yöntemler araştırması çalışmasında katılımcıların dijital kuşaklar kavramına ilişkin tanımları ve bu kavramlardaki değişimler incelenmiştir. Bu çalışmadan elde edilen sonuçlar, eğitmenlerin kişisel ve profesyonel yaşamlarında teknolojinin birleştirme kültürü etkisini ortaya koymuştur. Bu çalışma, dijital kuşaklara ilişkin farklı perspektifleri sunarak ve işbirlikli eğitim ortamları oluşturmada teknolojinin kullanımını tartışarak dijital okuryazarlık alanına katkı sağlamaktadır.

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Cite This Article

Demir, A., Turk, S. T. (2023). Digital Generations Paradox in Pre- and In-service Teachers’ Literacy Practices: An Explanatory Sequential Mixed Methods Study/Hizmet Öncesi ve Hizmet İçi Öğretmenlerin Okuryazarlık Uygulamalarında Dijital Nesiller Paradoksu: Açıklayıcı Sıralı Karma Yöntemler Araştırması Çalışması. Nitel Sosyal Bilimler, Cilt: 5 Sayı: 2, 140–164. https://doi.org/10.47105/nsb.1317619

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