Digital Reading Attitudes of Pre-Service Teachers
Volume 8 Issue 3 (July 2023)
Rabia ASAN Arzu ŞAHAN
Pages: 546-554 Download Count : 365 View Count: 460 DOI Number 10.24331/ijere.1229448 Facebook Twitter Share on Google+
Abstract:
This study explored the attitudes of pre-service teachers of two different groups majoring in numerical and verbal fields towards digital reading in terms of different variables. By examining variables such as daily digital reading time, daily print reading time, number of books read from digital devices, the level of digital reading attitudes of pre-service teachers in numerical and verbal fields were examined and the findings are discussed. The survey model was used in the research. Participants were selected using the convenience sampling method, one of the non-random sampling methods, and consisted of 100 pre-service teachers, 56 of whom were majoring in Mathematics Education and 44 in Social Studies Education at a state university in Central Anatolia. The Attitude Scale towards Digital Reading for Pre-Service Teachers developed by Yurdakal and Susar Kırmızı (2021) was used as the data collection tool. The findings showed that although the digital reading attitudes of respondents showed statistically significant differences in their daily reading duration from printed sources, reading books from any kind of digital devices, digital reading competencies and the number of books they read in a year, there were no significant differences according to the program they were studying, daily digital reading duration and electronic text which can be read in an internet-free environment. In line with the results, some suggestions are provided for educators regarding digital reading which it is believed will improve the quality of education.
Keywords
- Digital reading
- screen reading
- pre-service teacher
- education
- technology