Investigating the Relationship Between Teachers’ Digital Technology Competencies and Their Digital Literacy Levels

Osman Özdemir

Makale detayları

Investigating the Relationship Between Teachers’ Digital Technology Competencies and Their Digital Literacy Levels

Yazarlar:

Osman Özdemir

Yayıncı:

Kastamonu University

Ana Başlıklar:

Eğitim Teknolojisi ve Bilgi İşlem

Dergi:

Kastamonu Eğitim Dergisi Vol.33 Issue 3, pp.684-696

Belge Tipi:

Makale

Yayın Tarihi:

7/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001355148

pISSN:

2147-9844

Anahtar kelimeler:

Özet:

 Purpose: Understanding the interaction between digital technology competence and digital literacy is important for improving educational outcomes in the digital age. The purpose of this study is to examine the relationship between teachers digital technology competencies and digital literacy levels. In addition, the study aims to investigate whether these variables differ significantly based on gender and the education level at which teachers work, and whether digital competence significantly predicts digital literacy. DesignMethodologyApproach: Correlation research model was used in the study and 354 teachers selected from different regions of Turkey by purposive sampling method constituted the sample group. The research data were collected using the Teacher Digital Competence Scale to determine the digital competence levels of teachers and the Digital Literacy Scale to determine their digital literacy levels. Descriptive statistics and parametric tests were used to analyze the data. Findings: The findings of the study revealed that teachers digital competence and digital literacy levels were high. While there was a significant difference in terms of digital literacy according to gender variable, no significant difference was observed in terms of digital competence. ANOVA results revealed that there were no significant differences in terms of digital cognitive and technical literacy sub-dimensions and overall digital literacy level according to the education level of the teachers; however, high school teachers had higher digital competence scores compared to primary school teachers. Correlation analysis showed that there is a strong and positive relationship between digital literacy and digital competence. Simple linear regression analysis showed that digital literacy significantly predicted digital competence and explained 45 of its variance. Highlights: As a result of this study, it is recommended that targeted professional development programs focusing on enhancing digital competence and literacy be implemented for teachers, particularly at the primary school level. These programmes should be implemented especially in regions and education levels where digital technology and digital literacy skills are lower. In order to reduce the digital literacy gap between genders, gender-sensitive digital skills development workshops should be organised for teachers and this gap should be prevented from leading to inequalities in digital education. In the light of the finding that digital literacy significantly predicts digital competence, it is important to make digital literacy training compulsory for all teachers.

 Purpose: Understanding the interaction between digital technology competence and digital literacy is important for improving educational outcomes in the digital age. The purpose of this study is to examine the relationship between teachers digital technology competencies and digital literacy levels. In addition, the study aims to investigate whether these variables differ significantly based on gender and the education level at which teachers work, and whether digital competence significantly predicts digital literacy. DesignMethodologyApproach: Correlation research model was used in the study and 354 teachers selected from different regions of Turkey by purposive sampling method constituted the sample group. The research data were collected using the Teacher Digital Competence Scale to determine the digital competence levels of teachers and the Digital Literacy Scale to determine their digital literacy levels. Descriptive statistics and parametric tests were used to analyze the data. Findings: The findings of the study revealed that teachers digital competence and digital literacy levels were high. While there was a significant difference in terms of digital literacy according to gender variable, no significant difference was observed in terms of digital competence. ANOVA results revealed that there were no significant differences in terms of digital cognitive and technical literacy sub-dimensions and overall digital literacy level according to the education level of the teachers; however, high school teachers had higher digital competence scores compared to primary school teachers. Correlation analysis showed that there is a strong and positive relationship between digital literacy and digital competence. Simple linear regression analysis showed that digital literacy significantly predicted digital competence and explained 45 of its variance. Highlights: As a result of this study, it is recommended that targeted professional development programs focusing on enhancing digital competence and literacy be implemented for teachers, particularly at the primary school level. These programmes should be implemented especially in regions and education levels where digital technology and digital literacy skills are lower. In order to reduce the digital literacy gap between genders, gender-sensitive digital skills development workshops should be organised for teachers and this gap should be prevented from leading to inequalities in digital education. In the light of the finding that digital literacy significantly predicts digital competence, it is important to make digital literacy training compulsory for all teachers.

 Purpose: Understanding the interaction between digital technology competence and digital literacy is important for improving educational outcomes in the digital age. The purpose of this study is to examine the relationship between teachers digital technology competencies and digital literacy levels. In addition, the study aims to investigate whether these variables differ significantly based on gender and the education level at which teachers work, and whether digital competence significantly predicts digital literacy. DesignMethodologyApproach: Correlation research model was used in the study and 354 teachers selected from different regions of Turkey by purposive sampling method constituted the sample group. The research data were collected using the Teacher Digital Competence Scale to determine the digital competence levels of teachers and the Digital Literacy Scale to determine their digital literacy levels. Descriptive statistics and parametric tests were used to analyze the data. Findings: The findings of the study revealed that teachers digital competence and digital literacy levels were high. While there was a significant difference in terms of digital literacy according to gender variable, no significant difference was observed in terms of digital competence. ANOVA results revealed that there were no significant differences in terms of digital cognitive and technical literacy sub-dimensions and overall digital literacy level according to the education level of the teachers; however, high school teachers had higher digital competence scores compared to primary school teachers. Correlation analysis showed that there is a strong and positive relationship between digital literacy and digital competence. Simple linear regression analysis showed that digital literacy significantly predicted digital competence and explained 45 of its variance. Highlights: As a result of this study, it is recommended that targeted professional development programs focusing on enhancing digital competence and literacy be implemented for teachers, particularly at the primary school level. These programmes should be implemented especially in regions and education levels where digital technology and digital literacy skills are lower. In order to reduce the digital literacy gap between genders, gender-sensitive digital skills development workshops should be organised for teachers and this gap should be prevented from leading to inequalities in digital education. In the light of the finding that digital literacy significantly predicts digital competence, it is important to make digital literacy training compulsory for all teachers.

 Çalışmanın amacı: Dijital teknoloji yeterliliği ve dijital okuryazarlık arasındaki etkileşimi anlamak, dijital çağda eğitim çıktılarını iyileştirmek açısından önemlidir. Bu çalışmanın amacı, öğretmenlerin dijital teknoloji yeterlilikleri ile dijital okuryazarlık düzeyleri arasındaki ilişkiyi incelemektir. Ayrıca, bu değişkenlerin cinsiyete ve öğretmenlerin çalıştıkları eğitim düzeyine göre anlamlı bir farklılık gösterip göstermediği ve dijital yeterliliğin dijital okuryazarlığı anlamlı bir şekilde yordayıp yordamadığı araştırılmaktadır. Materyal ve Yöntem: Araştırmada korelasyon araştırma modeli kullanılmış ve Türkiyenin farklı bölgelerinden amaçlı örnekleme yöntemiyle seçilen 354 öğretmen örneklem grubunu oluşturmuştur. Araştırma verileri, öğretmenlerin dijital yeterlilik düzeylerini belirlemek için Öğretmen Dijital Yeterlilik Ölçeği ve dijital okuryazarlık düzeylerini belirlemek için Dijital Okuryazarlık Ölçeği kullanılarak toplanmıştır. Verilerin analizinde betimsel istatistikler ve parametrik testler kullanılmıştır. Bulgular: Araştırma bulguları öğretmenlerin dijital yeterlilik ve dijital okuryazarlık düzeylerinin yüksek olduğunu ortaya koymuştur. Cinsiyet değişkenine göre dijital okuryazarlık açısından anlamlı bir fark bulunurken, dijital yeterlilik açısından anlamlı farklılık gözlenmemiştir. ANOVA sonuçları, öğretmenlerin görev yaptıkları eğitim seviyelerine göre dijital bilişsel ve teknik okuryazarlık alt boyutlarında ve genel dijital okuryazarlık düzeyi açısından anlamlı farklar olmadığını, ancak, lise öğretmenlerinin ilköğretim öğretmenlerine kıyasla daha yüksek dijital yeterlilik puanlarına sahip olduğunu ortaya koymuştur. Korelasyon analizi, dijital okuryazarlık ile dijital yeterlilik arasında güçlü ve pozitif bir ilişki olduğunu göstermiştir. Basit doğrusal regresyon analizi ise dijital okuryazarlığın dijital yeterliliği anlamlı şekilde öngördüğünü ve varyansının 45ini açıkladığını göstermiştir. Önemli Vurgular: Bu çalışmanın bir sonucu olarak, özellikle ilkokul düzeyindeki öğretmenler için dijital yetkinlik ve okuryazarlığı artırmaya odaklanan hedefli mesleki gelişim programlarının uygulanması önerilmektedir. Bu programlar, özellikle dijital teknoloji ve dijital okuryazarlık becerilerinin daha düşük olduğu bölgelerde ve eğitim kademelerinde uygulanmalıdır. Cinsiyetler arası dijital okuryazarlık farkını azaltmak için ise öğretmenlere yönelik cinsiyete duyarlı dijital beceri geliştirme atölyeleri düzenlenmeli, bu farkın dijital eğitimde eşitsizliklere yol açmasının önüne geçilmelidir. Dijital okuryazarlığın dijital yeterliliği anlamlı şekilde öngördüğü bulgusu ışığında, dijital okuryazarlık eğitiminin tüm öğretmenler için zorunlu hale getirilmesi önem arz etmektedir.

Makale detayları

Investigating the Relationship Between Teachers’ Digital Technology Competencies and Their Digital Literacy Levels

Yazarlar:

Osman Özdemir

Yayıncı:

Kastamonu University

Ana Başlıklar:

Eğitim Teknolojisi ve Bilgi İşlem

Dergi:

Kastamonu Eğitim Dergisi Vol.33 Issue 3, pp.684-696

Belge Tipi:

Makale

Yayın Tarihi:

7/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001355148

pISSN:

2147-9844

Digital Competence

Digital Literacy

Teacher’s Technology Skills

Correlation Analysis

Education Technology CompetenciesDijital Yeterlilik

Dijital Okuryazarlık

Öğretmenlerin Teknoloji Becerileri

Korelasyon Analizi

Eğitim Teknolojisi Yeterlilikleri

Sayı

Makale detayları

Yazarlar: Osman Özdemir

Yayıncı: Kastamonu University

Ana Başlıklar: Eğitim Teknolojisi ve Bilgi İşlem

Dergi: Kastamonu Eğitim Dergisi Vol.33 Issue 3, pp.684-696

Belge Tipi: Makale

Yayın Tarihi: 7/2025

Belge Dili: İngilizce

Document ID (Org No.): 2001355148

pISSN: 2147-9844

Sayı

Yazarlar:

Osman Özdemir

Yayıncı:

Kastamonu University

Ana Başlıklar:

Eğitim Teknolojisi ve Bilgi İşlem

Dergi:

Kastamonu Eğitim Dergisi Vol.33 Issue 3, pp.684-696

Belge Tipi:

Makale

Yayın Tarihi:

7/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001355148

pISSN:

2147-9844