Analysis of Digital Literacy Self-Efficacy Levels of Pre-service Teachers

Abstract

This research attempts to analyze the pre-service teachers’ digital literacy self-efficacy in terms of various variables. The research used descriptive survey model, one of the survey models. The participants of the research consisted of 251 pre-service teachers learning at the departments of classroom teaching and social sciences teaching at a state university in Turkey. The participants were selected by convenience sampling method. The research employed Personal Information Form and Digital Literacy Self-Efficacy Scale as data collection tools. Descriptive statistical, t-test, one-way analysis of variance were used during data analysis. The research results revealed that the pre-service teachers’ digital literacy self-efficacy levels significantly differed across their gender, department, the presence of computer and internet at home; whereas, no significant difference was identified across the pre-service teachers’ digital literacy self-efficacy levels in terms of their class level, university entrance score type and the purposes of using technology.