Durmuş Barış KIR
Asst. Prof.
Address: Yildiz Technical University, Faculty of Education Department of Turkish Language Education, Davutpasa Campuss, Esenler/Istanbul
Address: Yildiz Technical University, Faculty of Education Department of Turkish Language Education, Davutpasa Campuss, Esenler/Istanbul
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terms of digital competence. The case study design, one of the qualitative
research designs, was used in the research. In this context, an attempt was
made to reveal the adequacy of the activities in the textbook in terms of
digital competence. For this purpose, a list of criteria was created by the
researcher. The data was obtained through document analysis using the
criteria list from the activities in this textbook. Descriptive analysis technique
was used to interpret the data. As a result of the findings obtained from the
analysis of the data, it was determined that examined only 12 of the 329
activities and 41 of the 128 preparatory studies were capable of measuring
digital competence. Although thirty-two percent of the preparatory studies
fill the gap of activities in terms of directing students to internet resources, it
has been determined that they mostly measure the "access to information"
item, while other items are measured very little or not at all. Since access to
information alone will not be sufficient to gain digital competence, it has
been concluded that the activities in this textbook are not sufficient in terms
of digital competence.
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terms of digital competence. The case study design, one of the qualitative
research designs, was used in the research. In this context, an attempt was
made to reveal the adequacy of the activities in the textbook in terms of
digital competence. For this purpose, a list of criteria was created by the
researcher. The data was obtained through document analysis using the
criteria list from the activities in this textbook. Descriptive analysis technique
was used to interpret the data. As a result of the findings obtained from the
analysis of the data, it was determined that examined only 12 of the 329
activities and 41 of the 128 preparatory studies were capable of measuring
digital competence. Although thirty-two percent of the preparatory studies
fill the gap of activities in terms of directing students to internet resources, it
has been determined that they mostly measure the "access to information"
item, while other items are measured very little or not at all. Since access to
information alone will not be sufficient to gain digital competence, it has
been concluded that the activities in this textbook are not sufficient in terms
of digital competence.