Education in the Digital Age: Digital Literacy Analysis of Canik Teachers

Abstract

This study aimed to determine the digital literacy levels of teachers working in the Canik district of Samsun and examine these levels in terms of various variables such as gender, type of school, educational background, professional seniority, age, career status, and the status of receiving digital literacy training. The study included 243 teachers, consisting of 157 women and 86 men. This quantitative research utilized a relational screening model, and data were collected over three weeks using an electronic form. Analyses were conducted using IBM SPSS 25.0 software, employing normality tests, t-tests, and one-way ANOVA.

The results indicated that teachers generally possess a high level of digital literacy. No significant differences were observed in digital literacy levels based on variables such as gender, age, seniority, educational background, type of school, or job location. However, teachers who had received digital literacy training scored significantly higher in digital literacy than those who had not. Additionally, it was noted that teachers might need further support in developing technical skills.

This study underscores the critical role of enhancing teachers’ digital literacy skills for the effective integration of educational technologies. The findings highlight the necessity of structuring teacher training programs to improve digital literacy competencies. Furthermore, the results are expected to guide education policymakers and contribute to future research in this field. The study emphasizes the importance and impact of digital literacy in contemporary education, reaffirming its role in equipping teachers to meet the demands of the digital age effectively.