Analysis of Teachers' Digital Technology Literacy Competencies in terms of Various Variables
Abstract
This study examines high school teachers' digital technological literacy perceptions and competencies based on various variables. Using a quantitative paradigm, the research employed a survey method with 412 randomly selected teachers. Data were collected using the "Digital Technology Literacy Scale," which includes two sub-dimensions: necessity of digital technology and self-efficacy. Parametric statistical techniques (e.g., t-test, ANOVA) were applied to normally distributed data, while non-parametric methods (e.g., MWU, KWH) were used for non-normally distributed data. The results revealed that teachers' perceptions of the necessity of digital technology and their self-efficacy were at a moderate level and varied according to demographic variables. The study highlights that teachers' moderate self-efficacy is a critical issue for the Turkish education system, as digital pedagogy requires higher technological competency. To address this deficiency, professional development programs are recommended to enhance teachers' digital technology self-efficacy and equip them with the necessary skills to adapt to the demands of the Information Age.
Keywords
Digital literacy, digital technology perception, high school teachers
Ethical Statement
Ethical Committee Permission Information
Name of the board that carries out ethical assessment: Inonu University Scientific Research Ethics Committee for Social and Human Sciences
The date and number of the ethical assessment decision: 2021/22-9
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