An Analysis of Prospective Teachers’ Digital Citizenship Behaviour Norms

2013 ◽  
pp. 757-771 ◽  
Author(s):  
Mehmet Sincar
Keyword(s):  
Prospective Teachers ◽  
Digital Literacy ◽  
Digital Health ◽  
Digital Citizenship ◽  
Teacher Training Programs ◽  
Digital Commerce ◽  
Faculty Of Education ◽  
The University ◽  
Digital Law ◽  
Academic Year

This study analyzes prospective teachers’ digital citizenship behaviour norms. The sample consists of the seventeen prospective teachers who studied at the University Of Gaziantep Faculty Of Education in the academic year 2009-2010. Qualitative methods were utilized in the collection and the analysis of data. The results indicated the teachers adequately demonstrated behaviour norms regarding digital communication and digital literacy, yet only few showed behaviour norms concerning digital access, digital etiquette, digital commerce, digital rights and responsibilities, digital law, digital health and wellness, and digital security categories. Therefore, these results highlight the fact that the digital citizenship behaviour norms should be included in teacher training programs in Turkey.

An Analysis of Prospective Teachers’ Digital Citizenship Behaviour Norms

2013 ◽  
pp. 217-233
Author(s):  
Mehmet Sincar
Keyword(s):  
Prospective Teachers ◽  
Digital Literacy ◽  
Digital Health ◽  
Digital Citizenship ◽  
Teacher Training Programs ◽  
Digital Commerce ◽  
Faculty Of Education ◽  
The University ◽  
Digital Law ◽  
Academic Year

This study analyzes prospective teachers’ digital citizenship behaviour norms. The sample consists of the seventeen prospective teachers who studied at the University Of Gaziantep Faculty Of Education in the academic year 2009-2010. Qualitative methods were utilized in the collection and the analysis of data. The results indicated the teachers adequately demonstrated behaviour norms regarding digital communication and digital literacy, yet only few showed behaviour norms concerning digital access, digital etiquette, digital commerce, digital rights and responsibilities, digital law, digital health and wellness, and digital security categories. Therefore, these results highlight the fact that the digital citizenship behaviour norms should be included in teacher training programs in Turkey.

An Analysis of Prospective Teachers’ Digital Citizenship Behaviour Norms

2011 ◽  
Vol 1 (2) ◽  
pp. 25-40 ◽  
Author(s):  
Mehmet Sincar
Keyword(s):  
Prospective Teachers ◽  
Digital Literacy ◽  
Digital Health ◽  
Digital Citizenship ◽  
Health And Wellness ◽  
Teacher Training Programs ◽  
Digital Commerce ◽  
Faculty Of Education ◽  
The University ◽  
Digital Law

This study analyzes prospective teachers’ digital citizenship behaviour norms. The sample consists of the seventeen prospective teachers who studied at the University Of Gaziantep Faculty Of Education in the academic year 2009-2010. Qualitative methods were utilized in the collection and the analysis of data. The results indicated the teachers adequately demonstrated behaviour norms regarding digital communication and digital literacy, yet only few showed behaviour norms concerning digital access, digital etiquette, digital commerce, digital rights and responsibilities, digital law, digital health and wellness, and digital security categories. Therefore, these results highlight the fact that the digital citizenship behaviour norms should be included in teacher training programs in Turkey.

Digital Citizenship and Its Dimensions

2022 ◽  
pp. 362-379
Author(s):  
Ferihan Ayaz ◽  
Hakan Ayaz
Keyword(s):  
Positive Attitude ◽  
Digital Communication ◽  
Participatory Democracy ◽  
Digital Citizenship ◽  
Digital Ethics ◽  
Digital Commerce ◽  
Research Students ◽  
Digital Law ◽  
The Relationship ◽  
Academic Year

Digital citizenship is a concept that has gained importance, especially after the 2000s, with the increasing prevalence of digitalization. This study aimed to examine the thoughts of the students who took the Digital Citizenship and Society course at Gaziantep University, Faculty of Communication, Department of Journalism in the 2020-2021 academic year. The statements taken from the students reveal what the digital citizenship sub-dimensions mean in students' lives, which sub-dimension is more important to them, how they perceive the problems they encounter most in digital life, and the relationship between digitalization and participatory democracy. According to the results of the research, students have a positive attitude towards the concept of a digital citizen. Digital commerce and digital communication are the dimensions they are most associated with in their daily life. The most problematic dimensions are digital security, digital ethics, digital commerce, and digital law. Increasing digital citizenship qualities will facilitate participatory democracy.

scholarly journals Digital citizenship in the Information Technology and Software course: A scale development studyBilişim Teknolojileri ve Yazılım dersinde dijital vatandaşlık: Bir ölçek geliştirme çalışması

2016 ◽  
Vol 13 (2) ◽  
pp. 3602
Author(s):  
Abdullah Cemil Elçi ◽  
Mediha Sarı
Keyword(s):  
Information Technology ◽  
Digital Literacy ◽  
Digital Health ◽  
Reliability And Validity ◽  
Digital Citizenship ◽  
Item Pool ◽  
Alpha Coefficient ◽  
Test Items ◽  
Digital Ethics ◽  
Faculty Of Education

This research was conducted to develop an instrument that can be used to assess Curriculum of Information Technology and Software (ITS), which is implemented for the 5th and 8th grades in 2012, according to students’ views in the context of digital citizenship. To develop the scale, ITS course curriculum and the related literature were reviewed, as a result, 74 test items were created and these items were reviewed by five instructors from Faculty of Education in Cukurova University, and their opinions about them are taken into consideration. The trial scale form which has its final version by making some necessary arrangements on an item pool is conducted for a pilot study in six schools, whose socio-economic levels range from bottom to upper, to 311 students. Thus, the data required for scale reliability and validity have been collected. In the explanatory factor analysis, it is shown that all 5 items in the item pool on the Digital Health were eliminated; the items of Digital Ethics and the Law of the substances in Digital and Digital Rights were brought together. Thus, a structure consisting of four-dimensional 48 items which includes Digital Ethics Act and Related Rights and Responsibilities (F1), Digital Literacy (F2), Digital Security (F3) and Digital Communications (F4) was obtained. Cronbach's alpha coefficient scales that explains 54.10% of the total variance range from .83 to .94. The total Cronbach alpha coefficient is .97. Also, there is an open ending question at the end of the scale. ÖzetBu araştırma 2012 yılında 5. - 8. sınıflar için uygulamaya konulan Ortaokul Bilişim Teknolojileri ve Yazılım (BTY) Dersi Öğretim Programının, dijital vatandaşlık bağlamında öğrenci görüşlerine göre değerlendirilmesinde kullanılabilecek bir ölçme aracı geliştirmek amacıyla yapılmıştır. Ölçeğin geliştirilmesi için BTY dersi öğretim programı ve ilgili alanyazın taranmış, oluşturulan 74 maddelik deneme formu Çukurova Üniversitesi Eğitim Fakültesinde görev yapmakta olan beş öğretim elemanına inceletilerek uzman görüşleri alınmıştır. Bu madde havuzu üzerinde gereken düzenlemeler yapılarak son şekli verilen denemelik ölçek formu, pilot çalışma için alt, orta ve üst sosyo-ekonomik düzeye sahip ikişer okul olmak üzere altı okuldan toplam 311 öğrenciye uygulanarak, ölçeğin geçerlik ve güvenirlik çalışmaları için gereken veriler toplanmıştır. Yapılan açıklayıcı faktör analizinde Dijital Sağlık boyutu ile ilgili olarak madde havuzunda yer alan beş maddenin tamamının elendiği; Dijital Etik, Dijital Kanun ve Dijital Hak ve Sorumluluklar boyutlarındaki maddelerin ise bir araya geldiği görülmüştür. Böylece Dijital Etik-Kanun ve Buna Bağlı Hak ve Sorumluluklar (F1), Dijital Okur-yazarlık (F2), Dijital Güvenlik (F3) ve Dijital İletişim (F4) olacak şekilde dört boyutlu 48 maddeden oluşan bir yapı elde edilmiştir. Toplam varyansın %54.10’unu açıklayan bu dört alt ölçeğe ait Cronbach alfa iç tutarlık katsayıları .83 ile .94 arasında değişmektedir. Ölçeğim tamamına ait Cronbach alfa katsayısı ise .97’dir. Ayrıca ölçeğin sonunda bir açık uçlu soru da yer almaktadır.

scholarly journals A study on the digital citizenship level of preservice teachers according to diverse variables

2018 ◽  
Vol 8 (4) ◽  
pp. 158-173
Author(s):  
Fatih Soykan ◽  
Hafize Keser
Keyword(s):  
Preservice Teachers ◽  
Digital Literacy ◽  
Personal Information ◽  
Digital Health ◽  
Digital Tools ◽  
Digital Citizenship ◽  
Digital Ethics ◽  
Digital Environments ◽  
History Of ◽  
Digital Commerce

The purpose of this study is to identify and examine the digital citizenship levels of preservice teachers according to diverse variables. The sample of the study consists of students at Atatürk Education Faculty of Near East University (n=345). Likert-type “digital citizenship scale” with 7 dimensions and 64 items which was developed by Kocadağ (2012) and a personal information survey consisting of 8 questions which was developed by the researchers were used as data collection tools. Digital citizenship level of preservice teachers and their sub-dimensions such as digital communication and literacy, digital ethics and law, digital access, digital rights and responsibilities, digital health, digital safety, digital commerce and data obtained from diverse variables in personal information survey were examined. According to the obtained findings, it was observed that digital citizenship level of preservice teachers varied between good and very good. At the end of the study, it has been understood that as the history of using digital tools of preservice teachers increases, so does their digital citizenship level; in addition, those with better economic means have higher access to digital tools and more knowledge and experience on digital shopping. Keywords: digital citizenship; preservice teachers; digital literacy; digital environments; digital native

scholarly journals THE EXTENT TO WHICH THE JORDANIAN UNIVERSITY STUDENTS POSSESS DIGITAL CITIZENSHIP SKILLS: مدى امتلاك طلبة الجامعات الأردنية الحكومية لمهارات المواطنة الرقمية

2020 ◽  
Vol 4 (10) ◽  
Author(s):  
Khawla Rasmi Al-Rashed
Keyword(s):  
University Students ◽  
Digital Citizenship ◽  
Safety Skills ◽  
School Year ◽  
Digital Skills ◽  
University Of Jordan ◽  
Citizenship Skills ◽  
Level Of Significance ◽  
The University ◽  
Academic Year

This study aimed to reveal the degree to which the Jordanian university students possess digital citizenship skills through the selected set of variables: (gender, type of the college, the university, the academic year- level).Using a descriptive analytical method, a (45) item questioner was developed divided into three categories. The first, digital responsibility skills. The second, digital skills and the third, digital safety skills. The sample consisted of (5200) students, who were randomly selected form (6) universities. Results indicated that the degree of possessing digital skills was high. Whereas possessing the digital safety and digital responsibility skills was moderate. The study indicated that there were no statistically significant differences at the level of significance (α = 0.05) between the mean responses of the respondents according to different variables (sex, college and school year), while it pointed out that there are differences according to variable difference (University) between the University of Jordan and Mu'tah University in favor of University of Jordan.

scholarly journals An Exploratory Study of Students’ Indiscipline at Islamic University in Uganda

2021 ◽  
Vol 3 (1) ◽  
pp. 87-95
Author(s):  
Amina Hassan
Keyword(s):  
Survey Design ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Law Faculty ◽  
The Status ◽  
School Rules ◽  
The Common ◽  
Faculty Of Education ◽  
The University ◽  
Academic Year

The study explored the common students’ indiscipline at Islamic University in Uganda. The study was quantitative and a cross-sectional survey design was used. The population of the study was 3,486 registered students in the academic year 2019/2020. They were selected from the Faculty of Education, Faculty of Management Studies, Faculty of Law, Faculty of Social Sciences, and Faculty of Science. A sample of 265 respondents was selected for the study using proportionate and random sampling. The mean score was computed to analyse the data. To conclude, the point range of the arithmetic mean was considered. The study found that the common indiscipline among learners in IUIU included disrespect to teachers and school rules and regulations, theft, and irregular attendance. The study recommended IUIU administration improves staff remuneration to change the status of the teachers. Furthermore, the administration needs to tighten security in the university and residents need to take care of their property to avoid theft. The researcher also recommended that a study should be carried out to find out the cause of students’ irregular attendance

scholarly journals Impact of the Digital Literacy Courses Taken by the Prospective Social Studies Teachers by Distance Learning on Digital Citizenship Skills

2020 ◽  
Vol 12 (1) ◽  
pp. 42-57
Author(s):  
Mithat Aydın ◽  
Türkan Çelik
Keyword(s):  
Social Sciences ◽  
Distance Learning ◽  
Prospective Teachers ◽  
Digital Literacy ◽  
Test Scores ◽  
Digital Citizenship ◽  
Significant Difference ◽  
Post Test ◽  
Literacy Course ◽  
Citizenship Skills

Abstract The purpose of this study is to determine the efficacy of the digital literacy course taught to undergraduates with the cooperation of the Council of Higher Education (CHE) and Anadolu University on the ‘digital citizenship skills’ of social sciences teachers. In this context, 30 prospective social sciences teachers who received digital literacy training participated in the study, which employed criterion sampling, a purposive sampling technique. The study followed a pre-test and post-test uncontrolled quasi-experimental model. The digital literacy course process by distance learning covered eight weeks. At the beginning and the end of the digital literacy course, a ‘digital citizenship’ scale was applied to the prospective teachers. In research results, a significant positive difference was detected between the pre-test and post-test scores of prospective teachers obtained from the whole of the digital citizenship skills scale. Between pre-test and post-test scores of ‘digital communication’, ‘digital ethics’, and ‘critical thinking’ sub-dimensions of the digital citizenship scale, a significant difference was not detected. On the other hand, a positive significant difference was detected between scores from its digital skills, digital participation, digital rights and responsibilities, and digital commerce sub-dimensions. Similarly, between digital security points, which is another sub-dimension of the study, a significant difference was detected, though this difference was found to be negative. In this context, it is proposed that similar training should be made more common, more functional subjects in digital topics that teachers do not know should be the focus rather than those prospective teachers are expected to know, some changes regarding digital security must be implemented in institutions that teach the digital literacy course with distance learning and that these should enrich this subject further.

scholarly journals ASSESSING THE EFFECTIVENESS OF TEACHER EDUCATION PROGRAMS: PROSPECTIVE TEACHERS’ PERSPECTIVE

2013 ◽  
Vol 30 (2) ◽  
Author(s):  
Saima Bibi ◽  
Muhammad Saeed
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Teacher Education Programs ◽  
Assessment Procedure ◽  
Education Programs ◽  
Use Of Technology ◽  
Significant Difference ◽  
Teacher Training Programs ◽  
The University

Quality enhancement of teacher education programs has been a debatable issue all over the world. The present study was aimed to assess the quality of teacher education programs being offered in a public sector university in Pakistan. Three programs were randomly selected and prospective teachers studying in the final semester were selected as sample of the study. Prospective teachers studying in last semester of teacher training programs were the respondents. Questionnaire, containing 55 statements divided into six factors, was used as data collection tool. Data were analyzed by SPSS version 20. Descriptive statistics showed that the respondents were more satisfied about the selection criteria, effectiveness of teaching strategies used by teachers, behavior modification practices, appropriateness of courses, timely feedback, and teachers’ content knowledge but they were less satisfied with the statements related to availability of multimedia in the classes, sharing of faculty offices, no distortion of external factors, space to conduct activities, cleanliness and neatness of classrooms, and environment helpful for learning. The results of inferential statistics revealed significant difference in mean score of respondents from different programs on the factors of admission criteria, use of technology, assessment procedure, and quality of paper development and marking. It is recommended in the light of results that the university should allocate special budget to improve the quality of infrastructure. Furthermore, availability of technology and its proper use should be ensured by the university administratio

scholarly journals The Relation between Prospective Teachers’ Attitudes towards Uncertainty and Motivation in Teaching

2018 ◽  
Vol 8 (3) ◽  
pp. 122 ◽  
Author(s):  
Cem Şenol ◽  
Mustafa Akdağ
Keyword(s):  
Prospective Teachers ◽  
Significant Relationship ◽  
Extrinsic Motivation ◽  
Linear Regression Analysis ◽  
Intrinsic And Extrinsic Motivation ◽  
Fourth Grade Students ◽  
Faculty Of Education ◽  
Teachers Attitudes ◽  
The Relationship ◽  
Academic Year

The aim of this study is to determine the relationship between prospective teachers’ attitudes towards uncertainty and their motivation in teaching. The research was conducted with a correlational model. In this study, exploratory and predictive correlation techniques were used. The study group was comprised of 396 fourth grade students studying at the Inonu University Faculty of Education in the academic year of 2015–2016. A simple linear regression analysis and Pearson Product Moment analysis were conducted on the obtained data. A moderate negative and significant relationship was found between prospective teachers’ attitudes towards uncertainty and their motivation in teaching, and the attitude towards to uncertainty was observed to be a significant predictor of motivation in teaching. In addition to this, a moderate negative significant relationship was found between prospective teachers’ attitudes towards uncertainty and their intrinsic and extrinsic motivation, and the attitudes towards to uncertainty was observed to be a significant predictor of the intrinsic and extrinsic motivation.

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