Evaluation of teachers' views on digital literacy and disabilities

In this study, it is aimed to examine teachers' views on digital literacy and its barriers. In the study, it is important to help future researches by determining the digital literacy levels and existing digital literacy barriers of teachers who train digital literate individuals of the future. In this study, mixed method was used because quantitative and qualitative data were used together. In the quantitative part, while determining the digital literacy levels of teachers, the Digital Literacy Scale developed by Ng (2012) and adapted into Turkish by Hamutoğlu et al. was used. In the qualitative part, a semi-structured interview form developed by the researcher was used to collect data on digital literacy barriers. While 653 teachers participated in the research in the quantitative part, 30 teachers participated in the qualitative part. The digital literacy average values of the teachers who participated in the quantitative part of the study were found to be at the level of agree. Also, the digital literacy levels of the teachers; When the variables of attitude, technique, cognitive and social factors and gender, branch and educational status were compared, no significant difference was found. When the digital literacy levels of the teachers were compared according to the attitudes, technical and cognitive factors, the professional experiences of the teachers and the time spent on digital platforms in a day, no significant difference was found between them. However, a significant difference was found between the social factor and these variables. As teachers' professional experience increases, their digital literacy levels decrease in terms of social factors, but as the time spent by teachers on digital platforms increases, their digital literacy levels increase in terms of social factors. Teachers' views on digital literacy barriers; When examined in terms of attitude factor, the majority of teachers focused on not liking and not being interested in using technology, and not being able to learn technology easily. When the technical factor is examined in terms of its dimension, the majority of the teachers focused on their lack of knowledge about technology and the inadequacy of using technology. When examined in terms of cognitive factor, the majority of teachers emphasized the lack of knowledge about technology. When examined in terms of the social factor, it was seen that the focus was on the economic barrier, the barrier of not using and liking technology socially, and the barrier of misuse and misuse of technology. When examined in terms of administrator factor barriers, most of the teachers stated that the administrators did not provide the technological infrastructure and some of them considered technology unnecessary. As a suggestion, it is seen that there is an obstacle to learning technology easily. In order to remove this obstacle, training programs should be developed in which technology can be learned easily by making use of program development experts. Keywords: Literacy, digital literacy, digital literacy barriers.