Investigation of teachers' distance education acceptance levels and digital literacy in the framework of technology acceptance model

During the Covid-19 epidemic, face-to-face education and training were suspended. In this process, it was decided to teach the courses with distance education tools in the spring semester of 2020 in universities and schools affiliated to the Ministry of National Education. In this distance education process, the biggest role has fallen to the teachers. In the literature review, it was determined that there were no studies on teachers' technological literacy and distance education perceptions. In this study, teachers' digital literacy levels are examined according to the technology acceptance model, and their distance education acceptance levels are examined within the framework of Technology Acceptance Model. For this reason, the relational survey model, one of the quantitative researches, was used in the research. The research sample was determined by convenience sampling method, since it provides ease of access to the participants. 670 teachers working in Amasya province participated in the research in the 2020-2021 academic year. As a data collection tool; Personal Information Form, Digital Literacy Scale (Üstündağ, Güneş & Bahçivan, 2017), Online Learning Systems Acceptance Scale (Ilgaz, 2008) were used. Data collection from teachers was done using the internet environment due to the covid-19 epidemic. With the data obtained, answers to the following sub-problems were sought in the findings part of the study. Teachers' responses to the digital literacy scale and online systems acceptance level scale were correlated to the comparisons according to their demographic information. As a result of the research, there is a positive, moderate and significant relationship between teachers' digital literacy levels and distance education acceptance levels. In addition, the data obtained in terms of different variables in each dimension are shared in detail in the findings section. It is thought that the results obtained in the research will contribute to the in-service training and research that will be organized for the professional and individual development of teachers.