Classroom teachers' opinions on the usability of digital stories in primary school 4th grade science lessons and their effect on digital addiction

The main purpose of this study is to examine the views of classroom teachers on the use of digital stories in primary school 4th grade science lessons and the relationship between these views and digital addiction. In the study, the opinions of 15 classroom teachers working in Muş province about the effect of digital stories in science education and the risk of digital addiction were analyzed with qualitative data. As a result of the research, it was determined that 40% of the teachers worked in the city center, 40% in the districts, and 20% in rural schools. This distribution allowed the comparison of educational dynamics in urban and rural contexts, and it was revealed that the lack of technological infrastructure and lack of financial resources, especially in rural schools, limited the use of digital stories. While question-answer, smart board/EBA and technology-supported lectures were the most frequently preferred methods of teachers in the "our food" unit, it was emphasized that digital stories were effective in increasing students' conceptual understanding levels and created a student-centered learning environment. Participants stated that the content of digital stories enriched with visual and audio elements concretizes abstract concepts, attracts students' attention to the lesson and appeals to different learning styles. The rates for digital parameter risk are reflected in the rates at which the risk of reduced controlled and limited use will be reduced to a large extent. Participants stated that the risk of addiction can be minimized if digital stories are used for educational purposes and in moderation, but overuse can reduce students' social interactions and limit their physical activities. Some of the teachers emphasized the need for a clear distinction between educational and recreational use of digital technology, while others emphasized the importance of balanced use of physical and digital materials. In addition, regarding the opinions on the digital policies implemented in schools, the majority of the teachers stated that the current policies are insufficient in combating addiction, while some of them argued that programs that provide students with the ability to use technology consciously would be effective. Participants stated that family-school cooperation and teachers being role models are critical in combating digital addiction. The results of the study reveal that despite the pedagogical potential of digital stories, technical and institutional barriers in the implementation process need to be overcome. Supporting teachers' digital literacy skills through professional development programs, improving school infrastructures and aligning curricula with digital tools are recommended. It was also emphasized that multidimensional strategies should be developed to manage the risk of digital addiction and policy makers should provide resources to schools. These findings highlight the importance of addressing the needs of educators and student well-being in a holistic approach during the digital transformation process.