Akademik Veri Yönetim Sistemi
EDUCATION AND INFORMATION TECHNOLOGIES, cilt.28, sa.8, ss.9885-9911, 2023 (SSCI)
Even though there is a huge amount of research regarding computer supported education (CSE), digital literacy (DL), technological literacy (TL), and internet literacy (IL) among teachers and prospective teachers, the correlation between them and their effect on each other have not been analyzed in the literature. Therefore, this study aims to analyze the effect levels among the latent variables of DL, TL, and IL, and the attitude toward applying CSE and these latent variables’ ratios to each other. For this purpose, eight hypotheses were developed after reviewing the literature. Digital Literacy Scale, Technological Literacy Scale, Internet Literacy Scale, and The Attitude Scale toward Applying Computer Supported Education were used in the study to collect data. A relational descriptive model, used for determining the change or the degree of the change between two or among more than two variables, is used to detect the presence and extent of covariance. The participants of this study were 510 prospective teachers. SPSS 24.0 software for the exploratory factor analyses of scales, AMOS 24.0 software for the confirmatory factor analyses of scales, and the structural equation modeling were used. As a result, it was revealed that DL, TL, and IL together significantly affect and explain the attitude towards CSE. In other words, it has been determined that DL, TL, and IL are important predictors of attitude towards CSE.