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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.
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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