Development of digital literacy skills of 21st century mathematics teachers and prospective teachers through technology assisted education

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dc.contributor.authorIlhan, Aziz
dc.contributor.authorAslaner, Recep
dc.contributor.authorYasaroglu, Cihat
dc.date.accessioned2026-04-04T13:37:29Z
dc.date.available2026-04-04T13:37:29Z
dc.date.issued2025
dc.departmentİnönü Üniversitesi
dc.description.abstractDigital literacy is a 21st century requirement and its importance is increasing day by day. In this article, it was aimed to evaluate the development of digital literacy skills of mathematics teachers and prospective teachers through Technology Assisted Education (TAE). In addition, the opinions of the teachers about the training were also evaluated. The study was conducted within the framework of the TAE. The research was designed in a mixed design, pre-posttest control group true experimental design. The project was carried out with 60 (50 female, 10 male; 20 graduate, 40 undergraduate) students in the experimental group where TAE was applied and 58 students (48 female, 10 male; 15 graduate, 43 undergraduate) in the control group where no intervention was applied. The TAE implementation process lasted 6 days, 4 h each day, for a total of 24 h within the scope of the project program. The project data were collected with the Digital Literacy (DL) Scale and a Structured Interview Form (SIF). The quantitative data of the research were analyzed using independent sample t-test, paired wise samples t-test, analysis of covariance and Benferroni test, while the qualitative data were analyzed using content analysis. Conclusion of TAE, it was determined that DL's posttest scores differed significantly between the experimental-control groups. The DL skills of the experimental group, in which instructional activities based on TAE practices were carried out, were found to be higher than the students in the non-intervention control group. As a result, the technology-assisted education and digital literacy content expressed in this study can be integrated into undergraduate mathematics curricula.
dc.description.sponsorshipTUBITAK [1129B372201265]
dc.description.sponsorshipThe author(s) received financial support from TUBITAK (Project Number: 1129B372201265) for the research of this article
dc.identifier.doi10.1007/s10639-024-13283-w
dc.identifier.endpage10862
dc.identifier.issn1360-2357
dc.identifier.issn1573-7608
dc.identifier.issue8
dc.identifier.orcid0000-0002-9574-1789
dc.identifier.scopus2-s2.0-85212701044
dc.identifier.scopusqualityQ1
dc.identifier.startpage10837
dc.identifier.urihttps://doi.org/10.1007/s10639-024-13283-w
dc.identifier.urihttps://hdl.handle.net/11616/109860
dc.identifier.volume30
dc.identifier.wosWOS:001381641000001
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherSpringer
dc.relation.ispartofEducation and Information Technologies
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WOS_20250329
dc.subjectDigital literacy
dc.subjectGraduate education
dc.subjectTechnology literacy
dc.subjectTechnology assisted education
dc.subjectPre-service mathematics teachers
dc.titleDevelopment of digital literacy skills of 21st century mathematics teachers and prospective teachers through technology assisted education
dc.typeArticle

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