THE EFFECT OF PRE-SERVICE TEACHERS' DIGITAL LITERACY LEVELS ON THEIR ATTITUDE FOR DIGITAL WRITING: STRUCTURAL EQUATION MODEL STUDY
Abstract
In this study, it was aimed to determine the effect of pre-service teachers' digital literacy levels on their attitudes towards writing in the digital environment. In addition, the mean scores of teacher candidates from both scales were examined in terms of different variables. Probability-based random sampling method, which is included in the general survey model, was preferred in the study. The sample of the research consists of 467 teacher candidates who attend Sivas Cumhuriyet University Faculty of Education in the spring semester of the 2021-2022 academic year. The data of the study were obtained by applying the "Digital Literacy Scale" developed by Ng (2012) and adapted into Turkish by Üstündağ, Güneş and Bahçivan (2017) and the "Attitude Scale for Digital Writing" developed by Kırmızı, Kapıkıran and Akkaya (2021). Research data were analyzed using normality tests, independent groups t-test, ANOVA, Scheffe, SEM and CFA statistical methods. In the findings obtained in the research, digital literacy of fathers education status, graduated high school type, time spent on the internet, computer, tablet, smart watch; on the other hand, it has been determined that the attitudes towards writing in the digital environment differ significantly according to the variables of gender, class level, place of residence, mother and father education level, branch, type of high school graduated, time spent on the internet, computer, smart phone, tablet, smart watch. In addition, it was concluded that digital literacy had a positive effect on their attitudes towards writing in the digital environment.
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DOI: http://dx.doi.org/10.46827/ejes.v9i7.4372
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