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Teacher Motivations for Digital and Media Literacy in Turkey


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Hobbs and Tuzel share the results of a large sample of Turkish educators who have varying motivations for implementing digital and media literacy education. Educators have a variety of beliefs and attitudes about the
best ways to support students’ critical thinking, creativity,
communication and collaboration skills by connecting the
classroom to contemporary society, mass media and popular
culture. Teachers who advance digital and media literacy may
have a complex set of attitudes and habits of mind that influence
their motivations to use digital media for learning. We conducted
survey research with a sample of 2,820 Turkish educators to
examine teachers’ motivations for digital learning, using a 48-
item Likert scale instrument that assesses teachers’ perception
of the value and relevance of six conceptual themes including
attitudes towards technology tools, genres and formats; message
content and quality; community connectedness; texts and
audiences; media systems; and learner-centered focus. Digital
learning motivation profiles reveal distinctive identity positions
of social science, language arts, and ICT teachers in Turkey.
The most common profiles include the identity positions of
“Techie,” “Demystifier” and “Tastemaker.” Statistically significant
associations were found between teachers’ subject-area
specialization and their digital learning motivation profiles.
Professional development programs should assess teachers’
digital learning motivation profiles and build learning experiences
that expand upon the strengths of teachers’ beliefs and the
conceptual themes of most importance to them.

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Teacher Motivations for Digital and Media Literacy in Turkey

  1. 1. Teacher Motivations for Digital and Media Literacy in Turkey Renee Hobbs and Sait Tuzel National Association for Media Literacy Education (NAMLE) Conference Friday, June 26, 2015
  2. 2. PEER-TO-PEER FILE SHARING What really motivates teachers to care about digital and media literacy Research on motivations of Turkish teachers Implications for professional development and teacher education Goals for Today’s Session
  3. 3. LOVE HATE PRINT VISUAL SOUND DIGITAL Educators’ attitudes about media, technology and popular culture shape their work with learners
  4. 4. ACCESS ANALYZEE CREATE ACT REFLECT ACCESS Theoretical foundations of the QUIZ
  5. 5. open access multitasking transmediation curation play data ownership identity representation privacy addiction Theoretical foundations of the QUIZ
  6. 6. Empowerment Theoretical foundations of the QUIZ
  7. 7. Protection Theoretical foundations of the QUIZ
  8. 8. Motivations for Using Media & Technology in Education 12
  9. 9. Six Conceptual Themes of Quiz Tools, Genres and Formats Message Content and Quality Community Connectedness Texts and Audiences Media Systems Learner-Centered Focus
  10. 10. TECHIE You’re the educator who loves tablets, apps, programs, plug- ins, widgets, websites, and other types of educational technology because you have a passionate curiosity about new tools. You see much potential to engage students with the technology tools they love and use in their everyday lives. PROFESSIONAL You have high standards for your students’ work, and you may be seen as the go-to media professional in your school. You know how to push your students to understand and emulate the professional conventions that is important to being taken seriously in the world of media creation. To help students enter the real world of media creation, you bring other authors, professionals, and media-makers into your classroom to enrich the learning experience. Ifyoulikenewtoolsandhavehigh standardsforyourstudentswork...
  11. 11. DEMYSTIFIER As a teacher, you “pull back the curtain” to help students see how various forms of information and knowledge are constructed. You emphasize the practice of critical thinking, helping students ask good “how” and “why” questions. WATCHDOG You are a natural critical thinker, aware of how economic systems and institutions influence our everyday lives, particularly through the media we use. You want your students and your peers to be more mindful of the ways that things are bought and sold. Who owns and controls the media content that we see, hear, read, and play with? You feel responsible for giving your students a “wake-up call” about the economic and institutional inner-workings of the technology and the world that surrounds them. Ifyouwanttoteachingaboutmedia contentandsystem…
  12. 12. ACTIVIST As an educator, you want to make society more just and equitable by promoting democratic participation. You use media in the classroom as a catalyst for students to understand how they might have a voice in improving the quality of life in their communities and in the world. TEACHER 2.0 You understand that participation in digital media and learning cultures requires flexibility to new formats, modes of expression, and participation in and out of school. You use online or interactive versions of classic literature to explore meaning behind texts. Teacher 2.0 teachers always trying new things in the classroom and finding new ways to connect learning to children’s culture. Ifyoucareaboutcivicengagement andactiveparticipation…
  13. 13. MOTIVATOR You are an inspiration, a catalyst for your students’ creative energy. Students who have never felt comfortable speaking up in class, participating in activities, or contributing to class dialogue find it easier to speak their mind when you’re leading the classroom. You see your role as helping students be the best they can be. SPIRIT GUIDE You are a listener. You have a dedication to the social and emotional well-being of your students, and want to make sure that everything you do in the classroom connects to their immediate needs to understand themselves and their lives. Students likely find you trustworthy, and may even confide in you in ways that they do not for other teachers. You know media is just one facet of student life, and you want to engage with it to help them through the highs and lows of life in all of its challenges and opportunities. Ifyoufocusonstudentcentered- education…
  14. 14. TRENDSETTER You’re tuned into pop culture and curious about kid culture. Maybe your own most-loved popular culture isn’t too far removed from that of your students. You are inquisitive about the trends and hot topics that make up a crucial component of the fabric of your students’ everyday lives. You want school culture to meet kids where they live with the popular culture they know and love. ALT You are an inventive, perhaps “DIY,” teacher. You’re always ready to challenge students with alternative ways of finding, using, thinking about, and making media in the classroom. Whether you use open source programs on school computers, encourage students to start alternative clubs or magazines, or introduce students to media that’s “off the beaten path” of mainstream and mass media, you are likely a key proponent of broadening students’ understanding of the many different ways that people can communicate in the world. Ifyouinterestedinkidsculture andopensourcematerial…
  15. 15. TASTEMAKER You want to broaden your students’ horizons. You want them to have exposure to the kinds of media experiences that put them in touch with historical, aesthetic, and critical appreciation. You know that a key component of students’ future interactions will require them to draw from a variety of cultural sources both classical and popular. PROFESSOR You balance your interest in media and technology with a clear connection to academic standards. You want to be sure that media and technology are not used in the classroom for their own sake, but to gain content knowledge. Multimedia presentations, engaging websites, and educational technology serve the purpose of helping you deliver the core content and skills students need to master. Ifyoulikethepopularcultureand teachingwithmedia…
  16. 16. Context: Media Literacy in Turkey • Turkey has embarked on one of the world’s largest educational technology projects by putting interactive whiteboards and tablets in thousands of classrooms but without providing consistent levels of teacher training.
  17. 17. Turkish Adaptation • Translation Process • Language Equivalence Process
  18. 18. Learn your own motivation…
  19. 19. Purpose of the Study The study investigates the digital learning motivation profiles of a large sample of Turkish teachers in relationship to • their subject-area specializations, • access to media and digital tools, • frequency of use of different types of media and technology tools.
  20. 20. Sampling January 2014- June 2014 Online 2820 Teachers
  21. 21. 1-5 1519 53.9 21-25 689 24.4 26-30 1052 37.3
  22. 22. 13.4 86.6 40.2 41.0 45.0 61.5
  23. 23. Model x2 = 72.46 p= .000x2 = 1501.90; df=33; p=.000 Source: Hobbs, R. & Tuzel, S. (Accepted) Teacher Motivations for Digital and Media Literacy: An Examination of Turkish Educators. British Journal of Educational Technology. 205 39.3 78 15 219 30.2 182 25.1 80 11.5 328 47
  24. 24. Some Instructional Practices of Digital and Media Literacy Find, comprehend and interpret content Gain knowledge and information Examine the quality of educational resources Share ideas through dialogue & discussion Create, build or make something Reflect on expected and unanticipated consequences Develop and implement a plan of action Critically analyze how messages are constructed
  25. 25. Consider the variety of teacher motivations when designing professional development in digital and media literacy
  26. 26. Reflection on one’s own motivations may increase metacognition about instructional practices
  27. 27. Sensitivity to teacher motivations may contribute to the design of PD with greater impact
  28. 28. Renee Hobbs Media Education Lab Harrington School of Communication and Media University of Rhode Island USA Twitter: @reneehobbs Sait Tuzel Associate Professor Visiting Scholar Media Education Lab Harrington School of Communication and Media University of Rhode Island USA @saidtuzel