Investigation of digital literacy levels of teachers working in primary and secondary schools in terms of various variables

This study aimed to investigate the digital literacy levels of primary and secondary school teachers according to various variables. In this research, the importance of the study is to determine the levels of digital literacy of teachers who educate future literate individuals and to support future studies. In this study, cross-sectional scanning model was used. The study consists of 345 teachers working in primary and secondary schools in Üsküdar and Şişli districts in 2018-2019 academic year by using appropriate sampling method. Digital Literacy Scale and personal information form adapted by Hamutoğlu, Güngören, Uyanık and Erdoğan (2017) were used as data collection tools. According to the results of the study, digital literacy levels of the teachers were found to be high. There were no differences in digital literacy levels in terms of educational status and gender according to all factors. Significant differences were found according to the digital literacy levels of teachers and all factors in terms of having personal computer, branch and time spent on internet. When the seniority of the teachers were examined according to the factors of digital literacy levels, there was no difference in attitude and cognitive factors. When the digital literacy levels of teachers were examined in terms of computer usage time, no differences were found in technical and social factors. Keywords: Digital literacy, Computational literacy, Literacy