• Hızlı Erişim


Nowadays, people use technology tools such as mobile phones, tablets and computers extensively from printed materials. Because they interact with these tools, they acquire literacy skills for the screen, voluntarily or involuntarily. How well are they aware of the benefits of individual screening, how can they take advantage of these advantages, how much disadvantage can they display, or how their demographics affect screen readings? Today, such questions have not been clarified yet. In this research, the distribution of self-efficacy perceptions of pre-service teachers and screen reading self efficacy of elementary pre-service teachers’ in terms of variables of gender, grade level, reading material preference, screen reading tool, font type, daily internet usage time were examined. The sample of the research is composed of 320 elementary and math pre-service teachers from Gazi University Faculty of Education. During data collection process, Screen Reading Self-Efficacy Perception Scale was used. To analyze data, Mann Whitney U and Kruskal Wallis H-tests were used. As a result of the Mann Whitney U-test, it was found that pre-service teachers had a meaningful difference in reading understanding self-efficacy perceptions by gender. Kruskal Wallis H-test results showed significant differences in eye health according to preference of reading material, usability according to preference of screen reader, usefulness according to preference of reading material, usefulness according to internet usage time, management of page and eye health.

Screen reading, self efficacy perception, pre-service teachers.

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