Evaluation of Turkish teachers digital literacy proficiency perceptions

Evaluation of Turkish Teachers Digital Literacy Proficiency Perceptions Digital literacy of individuals has gained importance in all areas of life, with the developments in education and technology and the spread of distance education. In this study, it is aimed to examine the digital literacy proficiency competence of Turkish teachers in terms of age, gender, place of duty, professional experience, education level, technology education, using technology in Turkish lessons, having a personal computer and internet connection. The study was carried out in a quantitative design and a descriptive survey model was used. The sample of the study consists of Turkish teachers working in the provinces of Ağrı, Eskişehir, Erzurum, Kütahya, Sakarya and Hakkâri. The "Digital Literacy Assessment Scale" developed by Acar (2015) was used as a data collection tool in the research. The obtained data were tabulated and interpreted by performing the necessary statistical analyzes by means of the SPSS 26 Statistical Analysis program. In this context, t-test for unrelated samples was used to determine whether the digital literacy proficiency perceptions of Turkish teachers participating in the study differ statistically according to gender, frequency of using technology in Turkish lessons, technology education status; One way analysis of variance (One Way ANOVA) was conducted for unrelated samples in order to determine whether it differs according to age, education level, professional experience and place of duty. Descriptive statistics (mean, standard deviation, standard error, median value, minimum, maximum, number and percentile) were used for the discrete and continuous data of the study. In the light of the findings, it is concluded that Turkish teachers' perceptions of digital literacy proficiency are high; It has been concluded that it does not differ according to gender, age, education level and the use of technology in Turkish lessons, but it does not differ according to the place of duty, professional experience and technology education. At the end of the study, various suggestions were presented in accordance with the findings. It is thought that the results of the research will contribute to the literature and educators. Keywords: Digital literacy, literacy, Turkish education, Turkish teacher