Investigating the Relationship Between Teachers’ Digital Technology Competencies and Their Digital Literacy Levels

Osman Özdemir

doi:10.24106/kefdergi.1750697

EN TR

Investigating the Relationship Between Teachers’ Digital Technology Competencies and Their Digital Literacy Levels

Abstract

Purpose: Understanding the interaction between digital technology competence and digital literacy is important for improving educational outcomes in the digital age. The purpose of this study is to examine the relationship between teachers' digital technology competencies and digital literacy levels. In addition, the study aims to investigate whether these variables differ significantly based on gender and the education level at which teachers work, and whether digital competence significantly predicts digital literacy. Design/Methodology/Approach: Correlation research model was used in the study and 354 teachers selected from different regions of Turkey by purposive sampling method constituted the sample group. The research data were collected using the ‘Teacher Digital Competence Scale’ to determine the digital competence levels of teachers and the ‘Digital Literacy Scale’ to determine their digital literacy levels. Descriptive statistics and parametric tests were used to analyze the data. Findings: The findings of the study revealed that teachers' digital competence and digital literacy levels were high. While there was a significant difference in terms of digital literacy according to gender variable, no significant difference was observed in terms of digital competence. ANOVA results revealed that there were no significant differences in terms of digital cognitive and technical literacy sub-dimensions and overall digital literacy level according to the education level of the teachers; however, high school teachers had higher digital competence scores compared to primary school teachers. Correlation analysis showed that there is a strong and positive relationship between digital literacy and digital competence. Simple linear regression analysis showed that digital literacy significantly predicted digital competence and explained 45% of its variance. Highlights: As a result of this study, it is recommended that targeted professional development programs focusing on enhancing digital competence and literacy be implemented for teachers, particularly at the primary school level. These programmes should be implemented especially in regions and education levels where digital technology and digital literacy skills are lower. In order to reduce the digital literacy gap between genders, gender-sensitive digital skills development workshops should be organised for teachers and this gap should be prevented from leading to inequalities in digital education. In the light of the finding that digital literacy significantly predicts digital competence, it is important to make digital literacy training compulsory for all teachers.

Keywords

Digital Competence, Digital Literacy, Teacher’s Technology Skills, Correlation Analysis, Education Technology Competencies

Öğretmenlerin Dijital Teknoloji Yeterlikleri ve Dijital Okuryazarlık Düzeyleri Arasındaki İlişkinin İncelenmesi

Abstract

Çalışmanın amacı: Dijital teknoloji yeterliliği ve dijital okuryazarlık arasındaki etkileşimi anlamak, dijital çağda eğitim çıktılarını iyileştirmek açısından önemlidir. Bu çalışmanın amacı, öğretmenlerin dijital teknoloji yeterlilikleri ile dijital okuryazarlık düzeyleri arasındaki ilişkiyi incelemektir. Ayrıca, bu değişkenlerin cinsiyete ve öğretmenlerin çalıştıkları eğitim düzeyine göre anlamlı bir farklılık gösterip göstermediği ve dijital yeterliliğin dijital okuryazarlığı anlamlı bir şekilde yordayıp yordamadığı araştırılmaktadır. Materyal ve Yöntem: Araştırmada korelasyon araştırma modeli kullanılmış ve Türkiye’nin farklı bölgelerinden amaçlı örnekleme yöntemiyle seçilen 354 öğretmen örneklem grubunu oluşturmuştur. Araştırma verileri, öğretmenlerin dijital yeterlilik düzeylerini belirlemek için “Öğretmen Dijital Yeterlilik Ölçeği” ve dijital okuryazarlık düzeylerini belirlemek için “Dijital Okuryazarlık Ölçeği” kullanılarak toplanmıştır. Verilerin analizinde betimsel istatistikler ve parametrik testler kullanılmıştır. Bulgular: Araştırma bulguları öğretmenlerin dijital yeterlilik ve dijital okuryazarlık düzeylerinin yüksek olduğunu ortaya koymuştur. Cinsiyet değişkenine göre dijital okuryazarlık açısından anlamlı bir fark bulunurken, dijital yeterlilik açısından anlamlı farklılık gözlenmemiştir. ANOVA sonuçları, öğretmenlerin görev yaptıkları eğitim seviyelerine göre dijital bilişsel ve teknik okuryazarlık alt boyutlarında ve genel dijital okuryazarlık düzeyi açısından anlamlı farklar olmadığını, ancak, lise öğretmenlerinin ilköğretim öğretmenlerine kıyasla daha yüksek dijital yeterlilik puanlarına sahip olduğunu ortaya koymuştur. Korelasyon analizi, dijital okuryazarlık ile dijital yeterlilik arasında güçlü ve pozitif bir ilişki olduğunu göstermiştir. Basit doğrusal regresyon analizi ise dijital okuryazarlığın dijital yeterliliği anlamlı şekilde öngördüğünü ve varyansının %45’ini açıkladığını göstermiştir. Önemli Vurgular: Bu çalışmanın bir sonucu olarak, özellikle ilkokul düzeyindeki öğretmenler için dijital yetkinlik ve okuryazarlığı artırmaya odaklanan hedefli mesleki gelişim programlarının uygulanması önerilmektedir. Bu programlar, özellikle dijital teknoloji ve dijital okuryazarlık becerilerinin daha düşük olduğu bölgelerde ve eğitim kademelerinde uygulanmalıdır. Cinsiyetler arası dijital okuryazarlık farkını azaltmak için ise öğretmenlere yönelik cinsiyete duyarlı dijital beceri geliştirme atölyeleri düzenlenmeli, bu farkın dijital eğitimde eşitsizliklere yol açmasının önüne geçilmelidir. Dijital okuryazarlığın dijital yeterliliği anlamlı şekilde öngördüğü bulgusu ışığında, dijital okuryazarlık eğitiminin tüm öğretmenler için zorunlu hale getirilmesi önem arz etmektedir.

Keywords

Dijital Yeterlilik, Dijital Okuryazarlık, Öğretmenlerin Teknoloji Becerileri, Korelasyon Analizi, Eğitim Teknolojisi Yeterlilikleri

References

Altun, N. (2019). Temel eğitim programları ve ders kitaplarının dijital okuryazarlık bağlamında incelenmesi [Unpublished master’s thesis]. Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
Arslan, E. (2019). Ortaokul öğretmenlerinin ve öğrencilerinin eğitim bilişim ağı (EBA) platformu hakkındaki görüşleri: Hatay ili örneği [Master’s thesis]. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü, Adana.
Ashong, C. Y., & Commander, N. E. (2012). Ethnicity, gender, and perceptions of online learning in higher education. MERLOT Journal of Online Learning and Teaching, 8(2). Retrieved from https://jolt.merlot.org/vol8no2/ashong_0612.htm
Astuti, M., Arifin, Z., Mutohhari, F., & Nurtanto, M. (2021). Competency of digital technology: the maturity levels of teachers and students in vocational education in Indonesia. Journal of Education Technology, 5(2), 254-262. https://doi.org/10.23887/jet.v5i3.35108
Bai, J., Zhang, H., Chen, Q., Cheng, X., & Zhou, Y. (2022). Technical supports and emotional design in digital picture books for children: a review. Procedia Computer Science, 201, 174–180. https://doi.org/10.1016/j.procs.2022.03.025
Bawden, D. (2008). Origins and concepts of digital literacy. In C. Lankshear & M. Knobel (Eds.), Digital literacies: Concepts, policies and practices (pp. 17-32). Peter Lang Publishing: UK.
Bingöl, H. (2022). Uzaktan eğitim sürecinde öğretmenlerin dijital okuryazarlık düzeyleri ile mesleki motivasyonlarının incelenmesi [Master’s Thesis]. Zonguldak Bülent Ecevit Üniversitesi, Sosyal Bilimler Enstitüsü, Zonguldak.
Bridwell-Mitchell, E. N. (2015). Theorizing teacher agency and reform: How institutionalized instructional practices change and persist. Sociology of Education, 88(2), 140-159. https://doi.org/10.1177/0038040715575559
Butler, D., Leahy, M., Charania, A., Gedara, P. M., Keane, T., Laferrière, T., Nakamura, K., Ueda, H., Bocconi, S., & ... (2024). Aligning digital educational policies with the new realities of schooling. Technology, Knowledge and Learning, 29, 1831–1849. https://doi.org/10.1007/s10758-024-09776-9
Ceylan, V. & Gündoğdu, K. (2017). E-content development skills of teachers: an ın-service trainingexperience. Journal of Education and Humanities:Theory and Practice,8(15), 48-74

Chadegani, A. A., Salehi, H., Yunus, M. M., Farhadi, H., Fooladi, M., Farhadi, M., & Ebrahim, N. A. (2013). A comparison between two main academic literature collections: Web of Science and Scopus databases. Asian Soc Sci, 9(18), 1-26. https://doi.org/10.48550/arXiv.1305.0377
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge.
Colley, A., & Comber, C. (2003). Age and gender differences in computer use and attitudes among secondary school students: what has changed?. Educational research, 45(2), 155-165. https://doi.org/10.1080/0013188032000103235
Çam, E., & Kıyıcı, M. (2017). Perceptions of prospective teachers on digital literacy. Malaysian Online Journal of Educational Technology, (4), 29-44. Retrieved from https://drive.google.com/file/d/1UubzdfQ6xK7sZ6x_6au00dmDajf7POOQ/view
Çebi, A., & Reisoğlu, İ. (2020). Digital competence: A study from the perspective of pre-service teachers in Turkey. Journal of New Approaches in Educational Research (NAER Journal), 9(2), 294-308. Retrieved from https://www.learntechlib.org/p/217619/.
Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları (2. basım)/ Multivariate statistics for social sciences: SPSS and LISREL applications (2nd ed.). Pegem Akademi.
Dhawan, S. (2020). Online Learning: A Panacea in the Time of COVID-19 Crisis. Journal of Educational Technology Systems, 49(1), 5-22. https://doi.org/10.1177/0047239520934018
Dias-Trindade, S. & Moreira, J. A. (2020). Assessment of high school teachers on their digital competences. MAGIS, RevistaInternacional de InvestigaciónenEducación,13(1), 1-21
Digital Literacy. (2023, September 12). Retrieved from https://uis.unesco.org/en/glossary-term/digital-literacy
Doğan, C., & Birişçi, S. (2022). Covid-19 süreciyle birlikte öğretmenlerin dijital okuryazarlık düzeylerinin incelenmesi. Ege Eğitim Teknolojileri Dergisi, 6(1), 53-76. Retrieved from https://dergipark.org.tr/en/pub/eetd/issue/70271/1152403
Drabowicz, T. (2014). Gender and digital usage inequality among adolescents: A comparative study of 39 countries. Computers & Education, 74, 98-111. https://doi.org/10.1016/j.compedu.2014.01.016
Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255-284. https://doi.org/10.1080/15391523.2010.10782551
Esteve-Mon, F., Llopis, M. & Adell-Segura, J. (2020). Digital competence and computational thinking of student teachers. International Journal of Emerging Technologies in Learning (IJET),15(2), 29-41. Retrieved from https://www.learntechlib.org/p/217159/.
European Commission. (2021). Digital education initiatives: Digital education action plan (2021–2027). In European Education Area. Retrieved from https://education.ec.europa.eu/eu/focus-topics/digital-education/about-digital-education
Falloon, G. (2020). From digital literacy to digital competence: the teacher digital competency (TDC) framework. Educational technology research and development, 68(5), 2449-2472. https://doi.org/10.1007/s11423-020-09767-4
Guillén-Gámez, F. D., Mayorga-Fernández, M. J., Bravo-Agapito, J., & Escribano-Ortiz, D. (2021). Analysis of teachers’ pedagogical digital competence: Identification of factors predicting their acquisition. Technology, Knowledge and Learning, 26(3), 481-498. https://doi.org/10.1007/s10758-019-09432-7
Fidan, M., & Yeleğen, H. C. (2022). Öğretmenlerin dijital yeterliklerinin çeşitli değişkenler açısından incelenmesi ve dijital yeterlik gereksinimleri. Ege Eğitim Dergisi, 23(2), 150-170. https://doi.org/10.12984/egeefd.1075367
Foulger, T. S., Graziano, K. J., Schmidt-Crawford, D., & Slykhuis, D. A. (2017). Teacher educator technology competencies. Journal Of Technology And Teacher Education, 25(4), 413-448. Retrieved July 13, 2024 from https://www.learntechlib.org/primary/p/181966/.
Fraillon, J., Ainley, J., Schulz, W., Friedman, T., & Duckworth, D. (2019). Preparing for life in a digital world: IEA international computer and information literacy study 2018 international report. Amsterdam: International Association for the Evaluation of Educational Achievement (IEA). https://www.iea.nl/publications/study-reports /preparing-life-digital-world
Gillen, J., & Barton, D. (2010). Digital literacies: A research briefing by the Technology Enhanced Learning Phase of the Teaching and Learning Research Programme (TLRP). JISC. http://www.tlrp.org/docs/DigitalLiteracies.pdf
Gökbulut, B. (2021). Öğretmenlerin dijital okuryazarlık düzeyleri ile hayat boyu öğrenme eğilimlerinin incelenmesi. Yükseköğretim ve Bilim Dergisi, 11(3), 469- 479. https://doi.org/10.5961/higheredusci.896998.
Gümüş, M. M., & Kukul, V. (2023). Examination of digital competences of teachers according to different variables. Journal of Teacher Education and Lifelong Learning, 5(1), 111-129. https://doi.org/10.51535/tell.1231192
Hamakali, H. P. S., & Josua, L. M. (2023). Engendering technology-assisted pedagogy for effective instructional strategy in the University of Namibia language centre. Research in Educational Policy and Management, 5(1), 18-32. https://doi.org/10.46303/repam.2023.3
Herro, D., Visser, R., & Qian, M. (2021). Teacher educators’ perspectives and practices towards the Technology Education Technology Competencies (TETCs). Technology, Pedagogy and Education, 30(5), 623-641. https://doi.org/10.1080/1475939X.2021.1970620.
Hicks, T. W., Baleja, K., & Zhang, M. (2019). Digital literacy. Oxford Bibliographies. https://doi.org/10.1093/obo/9780199756841-0239
Indeed. (2022). 5 reasons digital literacy is important for educators. Indeed. Retrieved July 1, 2024, from https://www.indeed.com/career-advice/career-development/digital-literacy
Karabacak, Z. İ. & Sezgin, A. A. (2019). Türkiye’de Dijital dönüşüm ve dijital okuryazarlık. Türk İdare Dergisi, 91(488), 319-343.
Karabulut, B. (2015). Bilgi toplumu çağında dijital yerliler, göçmenler ve melezler. Pamukkale Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 21, 11-23. Retrieved from https://dergipark.org.tr/en/pub/pausbed/issue/34743/384200
Karagözoğlu, N., & Gezer, U. (2022). An investigation of the relationship between digital literacy levels of social studies teacher candidates and their attitudes towards distance education. Educational Policy Analysis and Strategic Research, 17(1), 218-235. Retrieved from https://eric.ed.gov/?id=EJ1334602
Karaman, M. K. & Karataş, A. (2009). Öğretmen adaylarının medya okuryazarlık düzeyleri. İlköğretim Online, 8(3), 798-808. Retrieved from https://dergipark.org.tr/en/pub/ilkonline/issue/8597/106997
Kayhan, O. (2022). Understanding teachers’ classroom management anxiety: the role of educationaltechnology usage in classrooms. Journal of Teacher Education and Lifelong Learning, 4(2), 51-64. https://doi.org/ 10.51535/tell.1148725
Kılınç, S. (2023). Embracing the future of distance science education: Opportunities and challenges of ChatGPT integration. Asian Journal of Distance Education, 18(1), 205- 237. https://doi.org/10.5281/zenodo.7857396.
Kippers, W. B., Poortman, C. L., Schildkamp, K., & Visscher, A. J. (2018). Data literacy: What do educators learn and struggle with during a data use intervention?. Studies in Educational Evaluation, 56, 21-31. https://doi.org/10.1016/j.stueduc.2017.11.001
Koehler, M. J., & Mishra, P. (2008). Introducing TPCK. AACTE Committee on Innovation and Technology (Ed.), The handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-29). Mahwah, NJ: Lawrence Erlbaum Associates.
Korisztek, R. (2022). Teachers’ digital literacy when teaching online. World of Better Learning. Cambridge University Press. Retrieved September 12, 2023, from https://www.cambridge.org/elt/blog/2021/07/13/teachers-digital-literacy-teaching-online/
Korkmaz, M., & Akçay, A. O. (2024). Determining digital literacy levels of primary school teachers. Journal of Learning and Teaching in Digital Age, 9(1), 1-16. https://doi.org/10.53850/joltida.1175453
Köksal, D. & Canlı, S. (2024). Öğretmenlerin dijital yeterliliklerinin incelenmesi [Examination of Teachers’Digital Competencies]. Bilim, Eğitim, Sanat ve Teknoloji Dergisi (BEST Dergi) [Science, Education, Art and Technology Journal (SEAT Journal)], 8(1), 1-21.
Kuru, E. (2019). Sosyal bilgiler öğretmen adaylarının dijital okuryazarlık kavramına ilişkin görüşleri. Turkish Studies, 14(3), 1629-1648
Kurt, A. A., Dönmez, F. İ., Ersoy, M., Dindar, M., Mısırlı, Ö. & Akçay, T. (2013). Teknoloji ışığında okuryazarlıklar. Eğitim Teknolojileri Araştırmaları Dergisi, 4(2), 1-24.
Lestari, H., Siskandar, R., & Rahmawati, I. (2020). Digital literacy skills of teachers in elementary school in the revolution 4.0. International Conference on Elementary Education, 2(1), 302-311. Retrieved from http://proceedings2.upi.edu/index.php/icee/article/view/631
Li, M., & Yu, Z. (2022). Teachers’ satisfaction, role, and digital literacy during the covid-19 pandemic. Sustainability, 14, 1121, 1-19. https://doi.org/10.3390/su14031121
Lin, T. C., Tsai, C. C., Chai, C. S., & Lee, M. H. (2013). Identifying science teachers' perceptions of technological pedagogical and content knowledge (TPACK). Journal of Science Education and Technology, 22, 325-336. https://doi.org/10.1007/s10956-012-9396-6
Lockton, M., & Fargason, S. (2019). Disrupting the status quo: How teachers grapple with reforms that compete with long-standing educational views. Journal of Educational Change, 20(4), 469-494. https://doi.org/10.1007/s10833-019-09351-5
Mertens, D. M. (2014). Ethical use of qualitative data and findings. In U. Flick (Ed.), The Sage handbook of qualitative data analysis (pp. 510–523). Sage.
Millî Eğitim Bakanlığı (MEB). (2020). Dijital okuryazarlık öğretmen kılavuzu. Ankara.
Miles, J., & Shevlin, M. (2000). Applying regression and correlation: A guide for students and researchers. Sage Publications.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Napal Fraile, M., Penalva-Velez, A. & MendiorozLacambra, A. M. (2018). Development of digital competence insecondary education teachers’ training. Education Sciences,8(3), 104. https://doi.org/10.3390/educsci8030104
Ocak, G., Çengelci, S., & Yurtseven, R. (2022). Öğretmenlerin dijital okuryazarlık beceri düzeyleri ile yaşam boyu öğrenme eğilimleri arasındaki ilişkinin incelenmesi (Afyonkarahisar Örneklemi). Uluslararası Sosyal Bilimler Eğitimi Dergisi, 8(1), 123-155. https://doi.org/10.47615/issej.1103143
Ocak, G. & Karafil, B. (2021). Teachers’ perceptions of their technological competence in learning and teaching process. Malaysian Online Journal of Educational Technology, 9(4), 14-30. http://dx.doi.org/10.52380/mojet.2021.9.4.221
Orakova, A., Nametkulova, F., Issayeva, G., Mukhambetzhanova, S., Galimzhanova, M., & Rezuanova, G. (2024). The relationships between pedagogical and technological competence and digital literacy level of teachers. Journal of Curriculum Studies Research, 6(1), 1-21. https://doi.org/10.46303/jcsr.2024.2
Pehlevan, İ., & Ünal, B. Investigating the relationship between digital literacy and TPACK levels of pre-service english teachers. Journal of Language Education and Research, 10(1), 87-111. https://doi.org/10.31464/jlere.1432879
Pérez-Escoda, A., García-Ruiz, R., & Aguaded, I. (2019). Dimensions of digital literacy based on five models of development / Dimensiones de la alfabetización digital a partir de cinco modelos de desarrollo. Culture and Education, 31(2), 232-266. https://doi.org/10.1080/11356405.2019.1603274
Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2020). Online university teaching during and after the Covid-19 crisis: Refocusing teacher presence and learning activity. Postdigital Science and Education, 2, 923–945. https://doi.org/10.1007/s42438-020-00155-y
Rokenes, F. M. & Krumsvik, R. J. (2016). Prepared to teach ESL with ICT? A study of digital competence inNorwegian teacher education. Computers & Education, 97, 1-20. https://doi.org/10.1016/j.compedu.2016.02.014
Saripudin, S., Budiyanto, I. B., Listiana, R. E. N. I., & Ana, A. (2021). Digital literacy skills of vocational school teachers. Journal of Engineering Science and Technology, 16(1), 666-680. Retrieved from https://jestec.taylors.edu.my/Vol%2016%20issue%201%20February%202021/16_1_46.pdf
Snyder, M. (2014). Technology integration for educators: The why and the how [Master’s Thesis]. Eastern Michigan University.
Sun, J., Przybylski, R., & Johnson, B. J. (2016). A review of research on teachers' use of student data: From the perspective of school leadership. Educational Assessment, Evaluation and Accountability, 28, 5-33. https://doi.org/10.1007/s11092-016-9238-9
Tamim, R. M., Borokhovski, E., Bernard, R. M., Schmid, R. F., Abrami, P. C., & Sokolovskaya, A. (2014). Technology use in teacher training programs: Lessons learned from a systematic review. Paper presented at the AERA 2014 annual meeting in Philadelphia, PA.
Tezci, E. (2011). Factors that influence pre-service teachers’ ICT usage in education. European Journal of Teacher Education, 34(4), 483–499. https://doi.org/10.1080/02619768.2011.587116
Tohara, A. J. T. (2021). “Exploring digital literacy strategies for students with special educational needs in the digital age”. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(9), 3345-3358. https://doi.org/10.17762/turcomat.v12i9.5741
Tokaç Kan, A. (2024). Exploring the impact of SCOBA creation on language learners' reading and reflective thinking skills in a concept-based reading curriculum. International Journal of Contemporary Educational Research, 11(1), 64–85.
Tokaç Kan, A. (2020a). Designing a concept-based reading curriculum for language learners. Çizgi Yayınevi.
Tokaç Kan, A. (2020b). Computer-assisted vocabulary instruction. Çizgi Yayınevi.
Tokaç Kan, A. (2020c). Reading material evaluation in EAP: An example of a dialogic approach. In T. Akşit (Ed.), The future of teaching English for academic purposes: Standards, provision, and practices (pp. 121–132). Cambridge Scholars Publishing.
Tondeur, J., Pareja Roblin, N., van Braak, J., Voogt, J., & Prestridge, S. (2017). Preparing beginning teachers for technology integration in education: Ready for take-off?. Technology, Pedagogy and Education, 26(2), 157-177. https://doi.org/10.1080/1475939X.2016.1193556
Tüzel, S. & Tok, M. (2013). Öğretmen adaylarının dijital yazma deneyimlerinin incelenmesi. Tarih Okulu Dergisi, 6(15), 577-596. https://doi.org/10.14225/Joh292
Van Grootel, S., Van Laar, C., Meeussen, L., Schmader, T., & Sczesny, S. (2018). Uncovering pluralistic ignorance to change men's communal self-descriptions, attitudes, and behavioral intentions. Frontiers in psychology, 9, 1344. https://doi.org/10.3389/fpsyg.2018.01344
Ventayen, R. J. M. (2019). Educator's competencies on the application of technological tools in teaching. International Journal of Scientific & Technology Research, 8(11). Retrieved from https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3491717
Voogt, J., Erstad, O., Dede, C., & Mishra, P. (2013). Challenges to learning and schooling in the digital networked world of the 21st century. Journal of Computer Assisted Learning, 29(5), 403-413. https://doi.org/10.1111/jcal.12029
Wang, Q., & Woo, H. L. (2007). Systematic planning for ICT integration in topic learning. Journal of Educational Technology & Society, 10(1), 148-156. Retrieved from https://www.jstor.org/stable/10.2307/jeductechsoci.10.1.148
Yılmaz-Ergül, D., & Taşar, M. F. (2023). Development and validation of the teachers’ Digital Competence Scale (TDiCoS). Journal of Learning and Teaching in Digital Age, 8(1), 148-160. https://doi.org/10.53850/joltida.1204358
Yontar, A. (2019). Öğretmen adaylarının dijital okuryazarlık düzeyleri. Ana Dili Eğitimi Dergisi, 7(4), 815-824. https://doi.org/10.16916/aded.593579
Zhang J. (2023). EFL teachers' digital literacy: the role of contextual factors in their literacy development. Frontiers in psychology, 14, 1153339. https://doi.org/10.3389/fpsyg.2023.1153339
Zhu, C., Wang, D., Cai, Y., & Engels, N. (2013). What core competencies are related to teachers' innovative teaching? Asia-Pacific Journal of Teacher Education, 41(1), 9-27. https://doi.org/10.1080/1359866X.2012.753984.

Details

Primary Language

English

Subjects

Educational Technology and Computing

Journal Section

Research Article

Authors

Osman Özdemir ^*
0000-0002-4536-4049
Türkiye

Publication Date

July 25, 2025

Submission Date

September 19, 2024

Acceptance Date

July 25, 2025

Published in Issue

Year 2025 Volume: 33 Number: 3

DOI

https://doi.org/10.24106/kefdergi.1750697

IZ

https://izlik.org/JA56ZA67KR

APA

Özdemir, O. (2025). Investigating the Relationship Between Teachers’ Digital Technology Competencies and Their Digital Literacy Levels. Kastamonu Education Journal, 33(3), 684-696. https://doi.org/10.24106/kefdergi.1750697

AMA

1.Özdemir O. Investigating the Relationship Between Teachers’ Digital Technology Competencies and Their Digital Literacy Levels. Kastamonu Education Journal. 2025;33(3):684-696. doi:10.24106/kefdergi.1750697

Chicago

Özdemir, Osman. 2025. “Investigating the Relationship Between Teachers’ Digital Technology Competencies and Their Digital Literacy Levels”. Kastamonu Education Journal 33 (3): 684-96. https://doi.org/10.24106/kefdergi.1750697.

EndNote

Özdemir O (July 1, 2025) Investigating the Relationship Between Teachers’ Digital Technology Competencies and Their Digital Literacy Levels. Kastamonu Education Journal 33 3 684–696.

IEEE

[1]O. Özdemir, “Investigating the Relationship Between Teachers’ Digital Technology Competencies and Their Digital Literacy Levels”, Kastamonu Education Journal, vol. 33, no. 3, pp. 684–696, July 2025, doi: 10.24106/kefdergi.1750697.

ISNAD

Özdemir, Osman. “Investigating the Relationship Between Teachers’ Digital Technology Competencies and Their Digital Literacy Levels”. Kastamonu Education Journal 33/3 (July 1, 2025): 684-696. https://doi.org/10.24106/kefdergi.1750697.

JAMA

1.Özdemir O. Investigating the Relationship Between Teachers’ Digital Technology Competencies and Their Digital Literacy Levels. Kastamonu Education Journal. 2025;33:684–696.

MLA

Özdemir, Osman. “Investigating the Relationship Between Teachers’ Digital Technology Competencies and Their Digital Literacy Levels”. Kastamonu Education Journal, vol. 33, no. 3, July 2025, pp. 684-96, doi:10.24106/kefdergi.1750697.

Vancouver

1.Osman Özdemir. Investigating the Relationship Between Teachers’ Digital Technology Competencies and Their Digital Literacy Levels. Kastamonu Education Journal. 2025 Jul. 1;33(3):684-96. doi:10.24106/kefdergi.1750697

Kastamonu Education Journal is licensed under the Creative Commons Attribution 4.0 International (CC BY 4.0) license.

Investigating the Relationship Between Teachers’ Digital Technology Competencies and Their Digital Literacy Levels

Abstract

Keywords

Öğretmenlerin Dijital Teknoloji Yeterlikleri ve Dijital Okuryazarlık Düzeyleri Arasındaki İlişkinin İncelenmesi

Abstract

Keywords

References

Details

Primary Language

Subjects

Journal Section

Authors

Publication Date

Submission Date

Acceptance Date

Published in Issue

DOI

IZ

Cite