Social studies teachers' views on digital competence

Digital competence is defined as the skills and knowledge that are utilized in processes such as accessing information, creating content, sharing, problem solving, collaborative working, communicating, managing information by using digital technologies. The purpose of this study is to examine the views and opinions of social sciences teachers about digital competencies. In the light of this purpose, previous research and studies in the literature on the subject were reviewed. As a result of the literature review, relevant information and titles were included in the research. This research is very important in terms of determining the opinions and thoughts of social sciences teachers about digital competencies, contributing to the literature due to the limitation of research and studies that deal with the concepts of social studies teachers and digital competencies together in the literature, and setting an example for future research and studies on the subject. The study was designed with a phenomenological design based on a qualitative research approach. The study group consisted of 46 social studies teachers working in the Maltepe district of Istanbul. The data in the study was collected using individual interviews. Content analysis was used to code the data obtained from the study group. As a result of the content analysis, according to social studies teachers, learning becomes easier with digitalization in education and concrete and permanent learning is provided. It was noted that teachers generally consider themselves sufficient in the use of digital tools. The most commonly used digital applications among the digital applications used were EBA, Kahoot, virtual museum and virtual library. It was noticed that digital applications were used very frequently for subject explanation, homework and reinforcement. It was determined that teachers attended more trainings/seminars to improve themselves in the use of digital tools. The benefits of using digital applications and tools that provide permanent learning and active participation and increase comprehensibility by making them concrete were reported by the majority of teachers. The majority of teachers encountered difficulties in accessing the internet in the use of digital applications and tools. Keywords: 21. century skills, digital competencies, teacher digital competencies, social science teachers