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How IT Course Improves Digital Competencies: An Experimental Study in Science Education

Yıl 2023, Cilt: 5 Sayı: 2, 466 - 476, 28.12.2023

Mustafa Tevfik Hebebci Helen Crompton

https://doi.org/10.51535/tell.1280449

Öz

The increasing importance of technology in society has led to a growing demand for individuals to possess digital competencies. In today's world, digital skills are becoming increasingly essential for both personal and professional development. Governments have recognized the importance of digital competencies and have included them as part of basic competencies in many countries. Pre-service teachers play a crucial role in shaping future generations, and it is vital that they possess strong digital competencies. This study focuses on the impact of an "Information Technologies in Science Education" course on the digital competency development of pre-service teachers. The study employed a one-group, pre-test post-test experimental design to evaluate the effectiveness of the course on improving the digital literacy skills of pre-service teachers. The results of the study indicated a significant positive impact of the IT course structured for the science field on the digital competency development of pre-service teachers. The post-test mean scores indicated a high level of digital competency among the study group. The study also highlights the lack of experimental studies in this area, emphasizing the importance of further research in this field. The findings of this study have implications for both teacher education and the incorporation of digital technologies in science education. Based on the study results, it is recommended that teacher education programs provide opportunities for pre-service teachers to improve their digital competencies through courses and training programs. Additionally, it is essential to integrate digital technologies into science education to equip students with the necessary skills to thrive in a digital world.

Anahtar Kelimeler

digital competency higher education IT course

Kaynakça

  • Adanır, G. A., & Güven, Y. G. Üniversite öğrencileri dijital yeterlikler ölçeğinin türkçeye uyarlama çalışması [Turkish adaptation of university students’ basic digital competences scale]. Yükseköğretim ve Bilim Dergisi, 12(1), 122-132.
  • Barri, M. A. (2020). Evaluation of digital competency of public university students for web-facilitated learning: The case of Saudi Arabia. International Education Studies, 13(12), 58-69. https://doi.org10.5539/ies.v13n12p58
  • Bejakovic, P. & Mrnjavac, Ž. (2020). The importance of digital literacy on the labour market. Employee Relations: The International Journal, 42(4), 921–932.
  • Benali, M., Kaddouri, M. and Azzimani, T. (2018). Digital competence of Moroccan teachers of English. International Journal of Education and Development using ICT, 14(2).
  • Calatayud, V. G., García, M. R., & Espinosa, M. P. P. (2018). Formación en competencias digitales para estudiantes universitarios basada en el modelo DigComp. Edutec. Revista Electrónica de Tecnología Educativa, (65), 1-15.
  • Cavanaugh, S., Gillan, K. J., Kromrey, J., Hess, M., & Blomeyer, R. (2011). The effects of distance education on K-12 student outcomes: A meta-analysis. Learning Point Associates.
  • Çebi, A., & Reisoğlu, I. (2019). A training activity for improving the digital competences of pre-service teachers: The views of pre-service teacher in CEIT and other disciplines. Educational Technology Theory and Practice, 9(2), 539-565.
  • Çebi, A., & Reisoğlu, İ. (2020). Digital competence: A Study from the perspective of pre-service teachers in Turkey. Journal of New Approaches in Educational Research (NAER Journal), 9(2), 294-308.
  • Choi, S. Y. (2018). A study on the digital competency for the fourth industrial revolution. The Journal of Korean Association of Computer Education, 21(5), 25-35. https://doi.org/10.32431/kace.2018.21.5.003
  • Coiro, J., Knobel, M., Lankshear, C., & Leu, D. J. (Eds.). (2014). Handbook of research on new literacies. Routledge.
  • Dias-Trindade, S., & Moreira, J. A. (2020). Assessment of high school teachers on their digital competences. MAGIS, Revista Internacional de Investigación en Educación, 13, 1-21.
  • Ergül, K. (2019). Developing 9th grade students’ digital competencies as a part of statistics lesson. [Master thesis]. Yeditepe University.
  • Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255-284.
  • Escario, I., Lapeña, M. J., Hermoso, R., Zapata, M. A., Bordonaba, L., Soriano, L., & Escar, E. (2017). Training students to become digitally competent: an experience on the DigComp 2.0 Framework. EDULEARN proceedings, Barcelona, Spain, 5598-5608. https://doi.org/10.21125/edulearn.2017.2274
  • European Commission (2013). DigComp: A framework for developing and understanding digital competence in Europe. European Commission, Joint Research Centre, Institute for Prospective Technological Studies. https://ec.europa.eu/jrc/en/digcomp/digital-competence-framework
  • European Commission. (2017). The European digital competence framework for educators: DigCompEdu. Joint Research Centre, Institute for Prospective Technological Studies. https://ec.europa.eu/jrc/en/digcompedu
  • Eurydice [European Education and Culture Executive Agency]. (2019). Digital education at school in Europe. Publications Office of the European Union. https://data.europa.eu/doi/10.2797/763
  • Falloon, G. (2020). From digital literacy to digital competence: the teacher digital competency (TDC) framework. Educational Technology Research and Development, 68, 2449-2472.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. McGraw-hill.
  • Fraillon, J., Ainley, J., Schulz, W., Duckworth, D., & Friedman, T. (2019). IEA international computer and information literacy study 2018 assessment framework. Springer Nature.
  • Fraillon, J., Ainley, J., Schulz, W., Friedman, T., & Gebhardt, E. (2014). Preparing for life in a digital age: The IEA International computer and information literacy study international report. Springer.
  • Ghomi, M., & Redecker, C. (2019). Digital competence of educators (DigCompEdu): development and evaluation of a self-assessment instrument for teachers’ digital competence. Proceedings of the 11th International Conference on Computer Supported Education (CSEDU 2019), 541-548. https://doi.org/10.5220/0007679005410548
  • Godhe, A. L. (2019). Digital literacies or digital competence: Conceptualizations in Nordic curricula. Media and Communication, 7(2), 25-35. https://doi.org/10.17645/mac.v7i2.1888
  • Goswami, A., & Dutta, S. (2015). Gender differences in technology usage—A literature review. Open Journal of Business and Management, 4(1), 51-59.
  • Ilomäki, L., Paavola, S., Lakkala, M., & Kantosalo, A. (2016). Digital competence – an emergent boundary concept for policy and educational research. European Journal of Education, 51(4), 655-679. https://doi.org/10.1007/s10639-014-9346-4
  • Karakuş, G. ve Ocak, G. (2019). Öğretmen adaylarının dijital okuryazarlık öz-yeterlilik becerilerinin farklı değişkenler açısından incelenmesi [An investigation of digital literacy self-efficacy skills of pre-service teachers in terms of different variables]. Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi, 21(1), 129-147.
  • Karasar, N. (2013). Bilimsel araştırma yöntemi [Scientific research method]. Nobel.
  • Keskin, İ. (2016). Öğretmen adaylarının yaşam boyu öğrenme bağlamında dijital yeterliklerinin incelenmesi [Examination of prospective teachers’ digital competence in the context of lifelong learning]. Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi, 6(12), 133-149.
  • Keskin, İ., & Yazar, T. (2015). Öğretmenlerin yirmi birinci yüzyıl becerileri ışığında ve yaşam boyu öğrenme bağlamında dijital yeterliliklerinin incelenmesi [Examining digital competence of teachers within the context of lifelong learning based on of the twenty-first century skills]. International Journal of Human Sciences, 12(2), 1691-1711.
  • Komsu, U. (2017). The lifelong learning competencies of trainers who work for public education centres: Case of Mersin. Journal of Theoretical Educational Science, 10(1), 117-145.
  • Kožuh, A., Maksimović, J., & Osmanović Zajić, J. (2021). Fourth Industrial Revolution and digital competences of teachers. World Journal on Educational Technology: Current Issues, 13(2), 160-177.
  • Krumsvik, R. (2008). Situated learning and teachers’ digital competence. Education & Information Technologies, 13(4), 279–290.
  • Kuzminska O., Mazorchuk M., Morze N., Pavlenko V., & Prokhorov A. (2019). Study of Digital Competence of the Students and Teachers in Ukraine. In: Ermolayev V., Suárez-Figueroa M., Yakovyna V., Mayr H., Nikitchenko M.,
  • Spivakovsky A. (eds) Information and Communication Technologies in Education, Research, and Industrial Applications. ICTERI 2018. Communications in Computer and Information Science, vol 1007. Springer, Cham.
  • López-Meneses, E., Sirignano, F. M., Vázquez-Cano, E., & RamírezHurtado, J. M. (2020). University students’ digital competence in three areas of the DigCom 2.1 model: A comparative study at three European universities. Australasian Journal of Educational Technology, 36(3), 69-88. https://doi.org/10.14742/ajet.5583
  • Moltudal, S., Krumsvik, R., Jones, L., Eikeland, O. J., & Johnson, B. (2019). The relationship between teachers’ perceived classroom management abilities and their professional digital competence: Experiences from Upper secondary classrooms a qualitative driven mixed method study. Designs for Learning, 11(1), 80-98.
  • Ohler, J. (2011). Digital storytelling in the classroom: New media pathways to literacy, learning, and creativity. Corwin Press.
  • Ovcharuk, O. V. (2020). Current approaches to the development of digital competence of human and digital citizenship in European countries. Information Technologies and Learning Tools, 76(2), 1-13.
  • Pettersson, F. (2018). On the issues of digital competence in educational contexts–a review of literature. Education and Information Technologies, 23(3), 1005-1021.
  • Ramírez-Montoya, M. S., Mena, J., & Rodríguez-Arroyo, J. A. (2017). In-service teachers’ self-perceptions of digital competence and OER use as determined by a xMOOC training course. Computers in Human Behavior, 77, 356-364. https://doi.org/10.1016/j.chb.2017.09.010
  • Redecker, C., Leis, M., Leendertse, M., Punie, Y., Gijsbers, G., Kirschner, P. A., & Stoyanov, S. (2017). The future of learning: Insights and prospects. Publications Office of the European Union.
  • Ribble, M. S., Bailey, G. D., & Ross, T. W. (2004). Digital citizenship: Addressing appropriate technology behavior. Learning & Leading with technology, 32(1), 6-10.
  • Røkenes, F. M., & Krumsvik, R. J. (2016). Prepared to teach ESL with ICT? A study of digital competence in Norwegian teacher education. Computers & Education, 97, 1-20. https://doi.org/10.1016/j.compedu.2016.02.014
  • Sánchez-Caballé, A., Gisbert Cervera, M., & Esteve-Mon, F. M. (2020). The digital competence of university students: a systematic literature review. Revista de Psicologia, Ciències de l’Eduació i de l’Espor, 38(1), 63-74
  • Sang, G., Valcke, M., van Braak, J., & Tondeur J. (2010). Student teachers’ thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology. Computers & Education, 54(1), 103–112.
  • Schwab, K. (2016). The Fourth Industrial Revolution: What it means, how to respond. World Economic Forum. https://www.weforum.org/agenda/2016/01/the-fourth-industrial-revolution-what-it-means-and-how-to-respond/
  • Sciumbata, F. (2020). Students of humanities and digital skills: A survey on Italian university students. Umanistica Digitale, 4(8), 7-27. https://doi.org/10.6092/issn.2532-8816/9877
  • Sefton-Green, J., Nixon, H. & Erstad, O. (2009). Reviewing approaches and perspectives on “Digital literacy”. Pedagogies, 4(2), 107–125.
  • Šerbec, I. N., Žerovnik, A., Juvan, N., Rečkoska-Šikoska, U., & Davčev, D. (2016). Digital competences of selected university students from Macedonia and Slovenia. ICT Innovations 2016, 82-92.
  • Spiteri, M., & Chang Rundgren, S. N. (2017). Maltese primary teachers’ digital competence: implications for continuing professional development. European Journal of Teacher Education, 40(4), 521-534.
  • Toker, T., Akgün, E., Cömert, Z., & Edip, S. (2021). Eğitimciler için dijital yeterlilik ölçeği: uyarlama, geçerlik ve güvenirlik çalışması [Digital competency scale for educators: Adaptation, validity and reliability study]. Milli Eğitim Dergisi, 50(230), 301-328.
  • UNESCO (2018). Öğretmenlere yönelik bilgi ve iletişim teknolojileri yetkinlik çerçevesi [UNESCO for teachers’ information and communication technologies competence framework]. United Nations Educational, Scientific and Cultural Organization.
  • Yener, İ. (2022). Coğrafya öğretmenlerinin endüstri 4.0 bilgi düzeyleri ile dijital yetkinlik seviyelerinin belirlenmesi [Determination of geography teachers' industry 4.0 knowledge levels and digital competency levels]. [Master thesis]. Çanakkale Onsekiz Mart University

Yıl 2023, Cilt: 5 Sayı: 2, 466 - 476, 28.12.2023

Mustafa Tevfik Hebebci Helen Crompton

https://doi.org/10.51535/tell.1280449

Öz

Kaynakça

  • Adanır, G. A., & Güven, Y. G. Üniversite öğrencileri dijital yeterlikler ölçeğinin türkçeye uyarlama çalışması [Turkish adaptation of university students’ basic digital competences scale]. Yükseköğretim ve Bilim Dergisi, 12(1), 122-132.
  • Barri, M. A. (2020). Evaluation of digital competency of public university students for web-facilitated learning: The case of Saudi Arabia. International Education Studies, 13(12), 58-69. https://doi.org10.5539/ies.v13n12p58
  • Bejakovic, P. & Mrnjavac, Ž. (2020). The importance of digital literacy on the labour market. Employee Relations: The International Journal, 42(4), 921–932.
  • Benali, M., Kaddouri, M. and Azzimani, T. (2018). Digital competence of Moroccan teachers of English. International Journal of Education and Development using ICT, 14(2).
  • Calatayud, V. G., García, M. R., & Espinosa, M. P. P. (2018). Formación en competencias digitales para estudiantes universitarios basada en el modelo DigComp. Edutec. Revista Electrónica de Tecnología Educativa, (65), 1-15.
  • Cavanaugh, S., Gillan, K. J., Kromrey, J., Hess, M., & Blomeyer, R. (2011). The effects of distance education on K-12 student outcomes: A meta-analysis. Learning Point Associates.
  • Çebi, A., & Reisoğlu, I. (2019). A training activity for improving the digital competences of pre-service teachers: The views of pre-service teacher in CEIT and other disciplines. Educational Technology Theory and Practice, 9(2), 539-565.
  • Çebi, A., & Reisoğlu, İ. (2020). Digital competence: A Study from the perspective of pre-service teachers in Turkey. Journal of New Approaches in Educational Research (NAER Journal), 9(2), 294-308.
  • Choi, S. Y. (2018). A study on the digital competency for the fourth industrial revolution. The Journal of Korean Association of Computer Education, 21(5), 25-35. https://doi.org/10.32431/kace.2018.21.5.003
  • Coiro, J., Knobel, M., Lankshear, C., & Leu, D. J. (Eds.). (2014). Handbook of research on new literacies. Routledge.
  • Dias-Trindade, S., & Moreira, J. A. (2020). Assessment of high school teachers on their digital competences. MAGIS, Revista Internacional de Investigación en Educación, 13, 1-21.
  • Ergül, K. (2019). Developing 9th grade students’ digital competencies as a part of statistics lesson. [Master thesis]. Yeditepe University.
  • Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255-284.
  • Escario, I., Lapeña, M. J., Hermoso, R., Zapata, M. A., Bordonaba, L., Soriano, L., & Escar, E. (2017). Training students to become digitally competent: an experience on the DigComp 2.0 Framework. EDULEARN proceedings, Barcelona, Spain, 5598-5608. https://doi.org/10.21125/edulearn.2017.2274
  • European Commission (2013). DigComp: A framework for developing and understanding digital competence in Europe. European Commission, Joint Research Centre, Institute for Prospective Technological Studies. https://ec.europa.eu/jrc/en/digcomp/digital-competence-framework
  • European Commission. (2017). The European digital competence framework for educators: DigCompEdu. Joint Research Centre, Institute for Prospective Technological Studies. https://ec.europa.eu/jrc/en/digcompedu
  • Eurydice [European Education and Culture Executive Agency]. (2019). Digital education at school in Europe. Publications Office of the European Union. https://data.europa.eu/doi/10.2797/763
  • Falloon, G. (2020). From digital literacy to digital competence: the teacher digital competency (TDC) framework. Educational Technology Research and Development, 68, 2449-2472.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. McGraw-hill.
  • Fraillon, J., Ainley, J., Schulz, W., Duckworth, D., & Friedman, T. (2019). IEA international computer and information literacy study 2018 assessment framework. Springer Nature.
  • Fraillon, J., Ainley, J., Schulz, W., Friedman, T., & Gebhardt, E. (2014). Preparing for life in a digital age: The IEA International computer and information literacy study international report. Springer.
  • Ghomi, M., & Redecker, C. (2019). Digital competence of educators (DigCompEdu): development and evaluation of a self-assessment instrument for teachers’ digital competence. Proceedings of the 11th International Conference on Computer Supported Education (CSEDU 2019), 541-548. https://doi.org/10.5220/0007679005410548
  • Godhe, A. L. (2019). Digital literacies or digital competence: Conceptualizations in Nordic curricula. Media and Communication, 7(2), 25-35. https://doi.org/10.17645/mac.v7i2.1888
  • Goswami, A., & Dutta, S. (2015). Gender differences in technology usage—A literature review. Open Journal of Business and Management, 4(1), 51-59.
  • Ilomäki, L., Paavola, S., Lakkala, M., & Kantosalo, A. (2016). Digital competence – an emergent boundary concept for policy and educational research. European Journal of Education, 51(4), 655-679. https://doi.org/10.1007/s10639-014-9346-4
  • Karakuş, G. ve Ocak, G. (2019). Öğretmen adaylarının dijital okuryazarlık öz-yeterlilik becerilerinin farklı değişkenler açısından incelenmesi [An investigation of digital literacy self-efficacy skills of pre-service teachers in terms of different variables]. Afyon Kocatepe Üniversitesi Sosyal Bilimler Dergisi, 21(1), 129-147.
  • Karasar, N. (2013). Bilimsel araştırma yöntemi [Scientific research method]. Nobel.
  • Keskin, İ. (2016). Öğretmen adaylarının yaşam boyu öğrenme bağlamında dijital yeterliklerinin incelenmesi [Examination of prospective teachers’ digital competence in the context of lifelong learning]. Uluslararası Eğitim Programları ve Öğretim Çalışmaları Dergisi, 6(12), 133-149.
  • Keskin, İ., & Yazar, T. (2015). Öğretmenlerin yirmi birinci yüzyıl becerileri ışığında ve yaşam boyu öğrenme bağlamında dijital yeterliliklerinin incelenmesi [Examining digital competence of teachers within the context of lifelong learning based on of the twenty-first century skills]. International Journal of Human Sciences, 12(2), 1691-1711.
  • Komsu, U. (2017). The lifelong learning competencies of trainers who work for public education centres: Case of Mersin. Journal of Theoretical Educational Science, 10(1), 117-145.
  • Kožuh, A., Maksimović, J., & Osmanović Zajić, J. (2021). Fourth Industrial Revolution and digital competences of teachers. World Journal on Educational Technology: Current Issues, 13(2), 160-177.
  • Krumsvik, R. (2008). Situated learning and teachers’ digital competence. Education & Information Technologies, 13(4), 279–290.
  • Kuzminska O., Mazorchuk M., Morze N., Pavlenko V., & Prokhorov A. (2019). Study of Digital Competence of the Students and Teachers in Ukraine. In: Ermolayev V., Suárez-Figueroa M., Yakovyna V., Mayr H., Nikitchenko M.,
  • Spivakovsky A. (eds) Information and Communication Technologies in Education, Research, and Industrial Applications. ICTERI 2018. Communications in Computer and Information Science, vol 1007. Springer, Cham.
  • López-Meneses, E., Sirignano, F. M., Vázquez-Cano, E., & RamírezHurtado, J. M. (2020). University students’ digital competence in three areas of the DigCom 2.1 model: A comparative study at three European universities. Australasian Journal of Educational Technology, 36(3), 69-88. https://doi.org/10.14742/ajet.5583
  • Moltudal, S., Krumsvik, R., Jones, L., Eikeland, O. J., & Johnson, B. (2019). The relationship between teachers’ perceived classroom management abilities and their professional digital competence: Experiences from Upper secondary classrooms a qualitative driven mixed method study. Designs for Learning, 11(1), 80-98.
  • Ohler, J. (2011). Digital storytelling in the classroom: New media pathways to literacy, learning, and creativity. Corwin Press.
  • Ovcharuk, O. V. (2020). Current approaches to the development of digital competence of human and digital citizenship in European countries. Information Technologies and Learning Tools, 76(2), 1-13.
  • Pettersson, F. (2018). On the issues of digital competence in educational contexts–a review of literature. Education and Information Technologies, 23(3), 1005-1021.
  • Ramírez-Montoya, M. S., Mena, J., & Rodríguez-Arroyo, J. A. (2017). In-service teachers’ self-perceptions of digital competence and OER use as determined by a xMOOC training course. Computers in Human Behavior, 77, 356-364. https://doi.org/10.1016/j.chb.2017.09.010
  • Redecker, C., Leis, M., Leendertse, M., Punie, Y., Gijsbers, G., Kirschner, P. A., & Stoyanov, S. (2017). The future of learning: Insights and prospects. Publications Office of the European Union.
  • Ribble, M. S., Bailey, G. D., & Ross, T. W. (2004). Digital citizenship: Addressing appropriate technology behavior. Learning & Leading with technology, 32(1), 6-10.
  • Røkenes, F. M., & Krumsvik, R. J. (2016). Prepared to teach ESL with ICT? A study of digital competence in Norwegian teacher education. Computers & Education, 97, 1-20. https://doi.org/10.1016/j.compedu.2016.02.014
  • Sánchez-Caballé, A., Gisbert Cervera, M., & Esteve-Mon, F. M. (2020). The digital competence of university students: a systematic literature review. Revista de Psicologia, Ciències de l’Eduació i de l’Espor, 38(1), 63-74
  • Sang, G., Valcke, M., van Braak, J., & Tondeur J. (2010). Student teachers’ thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology. Computers & Education, 54(1), 103–112.
  • Schwab, K. (2016). The Fourth Industrial Revolution: What it means, how to respond. World Economic Forum. https://www.weforum.org/agenda/2016/01/the-fourth-industrial-revolution-what-it-means-and-how-to-respond/
  • Sciumbata, F. (2020). Students of humanities and digital skills: A survey on Italian university students. Umanistica Digitale, 4(8), 7-27. https://doi.org/10.6092/issn.2532-8816/9877
  • Sefton-Green, J., Nixon, H. & Erstad, O. (2009). Reviewing approaches and perspectives on “Digital literacy”. Pedagogies, 4(2), 107–125.
  • Šerbec, I. N., Žerovnik, A., Juvan, N., Rečkoska-Šikoska, U., & Davčev, D. (2016). Digital competences of selected university students from Macedonia and Slovenia. ICT Innovations 2016, 82-92.
  • Spiteri, M., & Chang Rundgren, S. N. (2017). Maltese primary teachers’ digital competence: implications for continuing professional development. European Journal of Teacher Education, 40(4), 521-534.
  • Toker, T., Akgün, E., Cömert, Z., & Edip, S. (2021). Eğitimciler için dijital yeterlilik ölçeği: uyarlama, geçerlik ve güvenirlik çalışması [Digital competency scale for educators: Adaptation, validity and reliability study]. Milli Eğitim Dergisi, 50(230), 301-328.
  • UNESCO (2018). Öğretmenlere yönelik bilgi ve iletişim teknolojileri yetkinlik çerçevesi [UNESCO for teachers’ information and communication technologies competence framework]. United Nations Educational, Scientific and Cultural Organization.
  • Yener, İ. (2022). Coğrafya öğretmenlerinin endüstri 4.0 bilgi düzeyleri ile dijital yetkinlik seviyelerinin belirlenmesi [Determination of geography teachers' industry 4.0 knowledge levels and digital competency levels]. [Master thesis]. Çanakkale Onsekiz Mart University
Toplam 53 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Araştırma Makaleleri
Yazarlar

Mustafa Tevfik Hebebci 0000-0002-2337-5345

Helen Crompton 0000-0002-1775-8219

Erken Görünüm Tarihi 22 Ekim 2023
Yayımlanma Tarihi 28 Aralık 2023
Kabul Tarihi 27 Eylül 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 5 Sayı: 2

Kaynak Göster

APA Hebebci, M. T., & Crompton, H. (2023). How IT Course Improves Digital Competencies: An Experimental Study in Science Education. Journal of Teacher Education and Lifelong Learning, 5(2), 466-476. https://doi.org/10.51535/tell.1280449
 Kapak Resmi İndir

2617220107