Media Literacy Training for Prospective Teachers: Instructional Design Process and Its Evaluation

Abstract

In this study, instructional design process with the goal of helping prospective teachers gain media literacy is conducted, and it is applied and evaluated. ASSURE model were used in the instructional design process. The study was conducted in two stages. In the first stage, 44 prospective teacher studying at Suleyman Demirel University (in Isparta, Turkey), Education Faculty in Spring Year of 2013-2014 participated, and in the second stage 32 prospective teacher from the same group participated voluntarily. This study used one group pre-test post-test experimental model. During the study, personal information form, media literacy achievement test, media literacy diagnostic test, semi-structured interview form, and material usability tests were conducted with the study group. As a result of the pilot implementation, results show that media literacy knowledge level of prospective teachers has improved positively, but however no significant change was found in media literacy perception levels. Consequently, media literacy trainings shall be organized for prospective teachers and in this context different instructional designs can be developed, and media literacy courses shall be added to the teacher training curriculum.