Evaluation of prospective teachers’ digital literacy levels and mobile learning attitudes

Abstract

This research aims to examine prospective teachers’ digital literacy levels and mobile learning attitudes. A correlational survey method was used to design the research. In addition, whether the digital literacy levels and mobile learning attitudes of prospective teachers differed significantly according to the variables of gender, grade level, department and mobile application usage time was examined. The research was carried out with 443 prospective teachers studying at the education faculty of a state university. The prospective teachers in the research were studying at the 1st, 2nd, 3rd and 4th grade levels and in 10 different departments. The research data were collected in the digital environment and the participants were determined by the maximum variation sampling method. The research data were collected by using a digital literacy scale and mobile learning attitude scale. In addition, gender, grade level, department and mobile application usage time variables were used. According to the research results, prospective teachers’ digital literacy levels and mobile learning attitudes are at a moderate level and there is a positive and significant relationship between them. In addition, the digital literacy levels of prospective teachers explains 35% of their mobile learning attitudes. The digital literacy levels of prospective teachers significantly differ according to the gender, grade level and department variables and mobile learning attitudes significantly differ according to the department variable.