EVALUATION OF DIGITAL LITERACY IN CLASSROOM TEACHERS

Åžehriban Kol (), Emin Batihan (), Ãœmit KELEÅž (), Barış Denk () and GüneÅŸ Demä°r ()
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Åžehriban Kol: MEB
Emin Batihan: MEB
Ãœmit KELEÅž: MEB
Barış Denk: MEB
GüneÅŸ Demä°r: MEB

Eurasian Education & Literature Journal, 2022, vol. 16, issue 16, 101-116

Abstract: It is only possible with education to raise people who will carry the society forward and who are suitable for their age. Acquiring digital literacy skills and using them in the educational environment will make education more effective and contemporary. The aim of this research is to determine the digital literacy proficiency perceptions of classroom teachers working in Istanbul for the 2022-2023 academic year and to examine them comparatively according to demographic characteristics. In the study, the 5-point Likert-type digital literacy scale developed by Sulak (2019) consists of three sub-dimensions (instructional technologies, information and communication, technique) and 44 items. As a result of Kolmogorov-Smirnov test, normal distribution was not obtained, non-parametric methods were used in the analyses. As a result of group differences analysis, the digital literacy levels of male teachers, teachers aged 20-35, teachers with 1-10 years of seniority and spending more than 6 hours on the Internet were found to be significantly higher than other groups. Based on this result, it is recommended to provide trainings and professional support to improve the digital attitude of teachers who are women, age 40 and over, and have more than 10 years of professional seniority.

Date: 2022
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Persistent link: https://EconPapers.repec.org/RePEc:eas:edulit:v:16:y:2022:i:16:p:101-116

DOI: 10.17740/eas.edu.2022-V16-07

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