The effect of the program prepared to improve digital fluency on digital fluency of classroom teachers

The aim of this study is to examine the effect of the program prepared to improve the digital fluency levels of classroom teachers on the digital fluency levels of teachers. For this purpose, it has developed a valid and reliable measurement tool that can be used to determine teachers' digital fluency levels. The study was carried out in a quasi-experimental design with pretest-posttest control group, which is one of the quantitative research designs. The independent variable of this research is the Digital Fluency Teacher Training given to the experimental group between the pre-test and the post-test, and the dependent variable is the digital fluency levels of the participants. In the scale development part, the sample of the study consisted of 1068 classroom teachers working in public schools in the fall semester of the 2020-2021 academic year. Exploratory Factor Analysis was used to determine the construct validity of the Digital Fluency Scale and Confirmatory Factor Analysis was used to evaluate the construct validity of the resulting model. As a result of these processes, 29 items and five sub-dimensions were obtained: "digital citizenship, research and development, communication and collaboration, fluency and innovation, and critical thinking and redesign". Within the scope of the main purpose of the research, 52 classroom teachers were studied in two different groups, 26 of which were in the experimental group and 26 in the control group. The data in the research were obtained with the Digital Fluency Scale. Within the scope of the research, 30 hours of Digital Fluency Teacher Training was applied to the teachers in the experimental group, and no application was made to the control group. After these processes were completed, Digital Fluency Teacher Training was given to the teachers in the control group as an ethical principle. During the research process, pre-test measurements were made to the experimental and control groups before the experimental procedure, and post-test measurements were made after the experimental procedure. The data collected as a result of the study were analyzed with SPSS 26 and AMOS programs. As a result of the study, according to the findings obtained from the analysis of the data, it was concluded that there was a high level of significant difference between the teachers in the experimental group and the control group in favor of the experimental group. As a result of this study, it was found that the Digital Fluency Teacher Training Program applied increased the digital fluency levels of the teachers in the experimental group. In line with these results, it can be said that the Digital Fluency Teacher Training Program is an effective program in improving the digital fluency levels of teachers. The findings obtained within the scope of the research were discussed and interpreted based on the literature, and suggestions were presented. Key words: Digital fluency, teacher training, experimental design, scale development.