Öğretmenlerin Bilişsel Esneklik ve Dijital Okuryazarlıklarının İncelenmesi

Abstract

This study aiming to examine teachers’ cognitive flexibility and digital literacy scores, was carried out as a survey research of quantitative methods. Study group of the research consisted of teachers working in pre-schools, primary and secondary schools affiliated to Ministry of National Education (MNE) in Erzincan/Merkez. Personal Information Form was used to collect data about teachers’ demographics. Digital Literacy Scale developed by Ng (2012), adapted Turkish language by Hamutoğlu, Canan-Güngören, Kaya-Uyanık ve Gür-Erdoğan (2017), was used to collect data on teachers’ digital literacy. Cognitive Flexibility Scale (CFS) were developed by researcher and thesis supervisor to collect data on teachers’ cognitive flexibility. CFS is consisted of 12 items and three factors (Competence, Awareness, Adaptation) according to exploratory and confirmatory factor analysis and Cronbach Alpha and item-total correlations. The data were analyzed with descriptive statistics, Mann Whitney U, Kruskal Wallis H test and Spearman correlation. Findings are as follows: Teachers’ cognitive flexibility is at higher order. While there is significant difference in teachers’ cognitive flexibility points in terms of gender and school level; there is no significant difference in terms of age, professional experience, level of education, faculty of graduation, field of study. Teachers’ digital literacy is at mid-high order level. While there is significant difference in teachers’ digital literacy points in terms of gender, age, professional experience and level of education; there is no significant difference in terms of school level, faculty of graduation and field of study. There is a significant positive correlation between teachers’ cognitive flexibility and digital literacy points, at a moderate level. The results are expected to enlighten the researchers and practitioners.