Determining the digital literacy levels and opinions of classroom teacher attending etwinning activities

The main purpose of this study is to determine the digital literacy levels of classroom teachers working in Mersin and participating in eTwinning activities in the 2022-2023 academic year in terms of various variables and to determine the contribution of eTwinning activities to the digital literacy levels of classroom teachers. Mixed method was used in the research. "The Digital Literacy Scale" developed by Bayrakçı (2020) was used to collect quantitative data. "Digital Literacy Scale"; It consists of 6 sub-dimensions and 29 items: ethics and responsibility, general knowledge and functional skills, daily use, professional production, privacy and security, and social dimension. The lowest score that can be obtained from the scale is 29, and the highest score is 145. The study group of the research consisted of 362 classroom teachers who worked in Mersin and participated in eTwinning activities who agreed to voluntarily fill out the data collection tool. The qualitative data of the study were collected by semi-structured interviews with 7 classroom teachers using the interview form prepared by the researcher. The obtained data were analyzed by content analysis. Within the scope of the research, the digital literacy levels of the classroom teachers who participated in the eTwinning activity were found to be high. In the interviews, the teachers stated that the eTwinning activity improved their digital literacy skills by using Web 2.0 tools, complying with e-safety rules, providing online communication and creating digital content. As a result of the research, it has been concluded that men have higher DOS scores than women, and graduates have higher scores than undergraduates. No significant difference was found according to the length of service. It has been concluded that as the duration of teachers' membership in eTwinning and the duration of using technological devices increase, the DOÖ scores increase. It is among the research results that those who get the European Quality Label have higher DOÖ scores than those who get the National Quality Label, and those who get the National Quality Label are higher than those who do not. Teachers who participated in professional development courses had higher DOS scores than teachers who did not.