National Association of Media Literacy Conferance 2015, Philadelphia, United States Of America, 25 June 2015 - 27 January 2016, pp.12
Educators have a variety of beliefs and a itudes 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 a itudes and habits of mind that in uence 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 a itudes towards technology tools, genres and formats; message content and quality; community connectedness; texts and audiences; media systems; and learner-centered focus. Digital learning motivation pro les reveal distinctive identity positions of social science, language arts, and ICT teachers in Turkey.
The most common pro les include the identity positions of “Techie,” “Demysti er” and “Tastemaker.” Statistically signi cant associations were found between teachers’ subject-area specialization and their digital learning motivation pro les. Professional development programs should assess teachers’ digital learning motivation pro les and build learning experiences that expand upon the strengths of teachers’ beliefs and the conceptual themes of most importance to them.