| Abstrakt: |
In this study, which was conducted to determine the digital literacy levels of social studies teachers, explanatory sequential design, which is one of the mixed pattern methods, was used. 543 Social Studies teachers working in secondary schools across Turkey participated in the study in the 2019-2020 academic year. 543 social studies teachers participated in the quantitative part of the study and 32 social studies teachers participated in the qualitative part. The sample of the study was chosen as an easy and accessible sample. The data of the study were collected through the personal information form developed by the researcher, the interview form and the digital literacy scale developed by Sulak, (2019). Quantitative data obtained in the study were analyzed with a statistical program. As a result of the research, it was determined that the digital literacy levels of social studies teachers were at the "I agree" level. Significant differences were found between the digital literacy levels of teachers and the variables of gender, use of technology in the lesson, and in-service training. With the data obtained as a result of the interviews, it was revealed that the teachers themselves have a perception that their digital literacy skill level is below the digital literacy level of today's Z generation. As a result of the findings, suggestions were made to carry out various studies to increase the digital literacy level of social studies teachers and to gain digital literacy skills through in-service/pre-service training. [ABSTRACT FROM AUTHOR] |
