Did teachers' digital literacy levels affect distance education during the covid-19 pandemic in Türkiye?

Year 2022, Volume 5, Issue 2, 152 - 160, 30.08.2022

Özgür ÖNAL Kıymet BATMAZ Ayşe YILDIRIM UZ Ersin USKUN Ahmet Nesimi KİŞİOĞLU

https://doi.org/10.56150/tjhsl.1114642

Abstract

Aim: This study, it is aimed to examine the attitudes of teachers in Türkiye towards distance education applications, which have become a critical need during the pandemic process, and the effect of their digital literacy levels on this situation. Materials and Methods: The research is a cross-sectional - analytical type of observational study. The research universe consists of teachers working at pre-school, primary, secondary, and high school education levels in Türkiye. The data were collected online via 'Google forms', with an online questionnaire with a total of 43 questions about distance education, including the Digital Literacy Scale. Results: It was carried out with 748 teachers, 451 women and 297 men. According to the results of multivariate regression and path analysis, the increase in teachers' digital literacy levels and age increases the distance education attitude level. In addition, the distance education attitude levels of teachers working in high schools were found to be lower. Conclusion: The trainings to be given to improve the digital literacy levels of teachers will increase their adaptation to distance education.

Keywords

Distance education, digital literacy, teacher, COVID-19 pandemic

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