Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi

Abstract

This study, which aims to examine the attitudes of pre-service primary school teachers towards digital reading and writing, was conducted in the survey model. Participants were pre-service primary school teachers studying at the Faculty of Education of a state university in the Western Black Sea region. Data collection tools are Personal Information Form, Attitudes Towards Digital Reading Scale and Attitudes Towards Writing in Digital Environment Scale. T-test and one-factor variance analysis were performed on the data obtained within the scope of the research. As a result of analysis of the data obtained, it was seen that participants' digital reading attitudes were at a medium level and their digital writing attitudes were close to high level. It was determined that gender, grade level, and types of digital tools didn’t create a significant difference on digital reading attitudes, while daily digital reading time and ability to use digital reading and writing in the classroom created a significant difference. It was determined that class level, digital tool types, daily digital writing time didn’t create a significant difference on the digital writing attitudes of participants; gender, digital tool types and ability to use digital reading and writing in the classroom created a significant difference.