ÖĞRETMENLERİN DİJİTAL OKUMA VE YAZMA KÜLTÜRLERİNİN İNCELENMESİ

Abstract

In the research, the levels of teachers' digital reading and writing cultures; Relational screening model was used to examine the data according to age, gender, marital status, seniority and educational status variables. The study group of the research was determined by appropriate sampling method. A package statistical program was used in the analysis of the research. It can be seen that a total of 114 people participated in the research. Accordingly; There is no significant difference between teachers' digital literacy culture scores and gender status. There is no significant difference between teachers' digital literacy culture scores and marital status. There is a significant difference between teachers' digital literacy culture scores and their educational status. It is seen that there is a significant difference between the digital literacy culture scores of the participants and their age. It appears that there is no significant difference between the digital literacy culture scores of the participants and their age. It can guide strategies to improve teachers' digital literacy skills and competencies and help educational institutions support technology integration. Additionally, this study offers future researchers on similar topics the opportunity to examine different methods to understand and support teachers' digital skill development.

Keywords: Literacy, Digital reading, Digital writing