The relationship between classroom teachers' digital citizenship levels and their levels of using 21st century teaching skills

This research was conducted to determine the relationship between classroom teachers' digital citizenship and 21st Century teaching skills. The research is in the relational scanning model. Data were collected by reaching 474 classroom teachers working in Pamukkale and Merkezefendi districts of Denizli province through simple random sampling. In the research, Digital Citizenship Competence Scale and 21st century. Teaching Skills Use Scale was used. T test, anova, Tukey and Pearson correlation tests were used in the analyses. The highest level of digital citizenship levels of classroom teachers was measured in the digital commerce dimension and at the "Very High" level. This was determined as "Very High" in the digital ethics dimension, "High" in the digital literacy and access dimension and digital participation dimensions, "Medium" in the digital law and rights dimension, and the lowest level was determined as "Low" in the digital security dimension. In general, the level of digital citizenship is at the "High" level. According to the research findings, it was concluded that the digital citizenship levels of classroom teachers were generally high and very high, but they were medium in digital law and rights and low in digital security. It is seen that the level of classroom teachers' use of 21st Century teaching skills is highest in the affirmative skills dimension at the "Very High" level, followed by the productive skills dimension and managerial skills at the "High" level, and the flexible teaching skills dimension at the "Medium" level. The lowest average is in the technopedagogical skills dimension and is at the "Medium" level. It was observed that the general average of 21st century teaching skills was at the "High" level. According to the findings, it was concluded that the level of classroom teachers' use of 21st Century teaching skills was generally medium and above, and at a high level compared to the general average. While classroom teachers' digital citizenship levels did not differ according to age, they showed significant differences according to gender, seniority, grade level taught, marital status, educational status, and teacher career status. It has been determined that the levels of classroom teachers' use of 21st century teaching skills do not differ according to gender and grade level, but there are significant differences according to age, seniority, marital status, educational status and teacher career status. It was observed that there was a significant, positive and moderate relationship between classroom teachers' general levels of digital citizenship and their general levels of using 21st century teaching skills. It was concluded that as classroom teachers' general levels of digital citizenship increased, their general level of using 21st century teaching skills also increased, or as classroom teachers' general levels of using 21st century teaching skills increased, their general level of digital citizenship also increased. Key Words: Digital citizenship, skills, 21st century, teacher, digital commerce