Teachers' Views on Digital Literacy and Barriers

In this study, it was aimed to examine teachers' views on digital literacy and its barriers. In the study, mixed method was used because quantitative and qualitative data were used together. In the quantitative part, the Digital Literacy Scale developed by Ng (2012) and adapted into Turkish by Hamutoğlu et al. was used to determine the digital literacy levels of teachers. In the qualitative part, a semi-structured interview form developed by the researcher was used to collect data on digital literacy barriers. While 653 teachers participated in the quantitative part of the study, 36 teachers participated in the qualitative part. The average values of the digital literacy of the teachers participating in the quantitative part of the study were found to be at the level of agree, and no significant difference was found when the digital literacy levels of the teachers were compared with the variables of attitude, technical, cognitive and social factors and gender, branch and educational status. When teachers' digital literacy levels, attitude, technical and cognitive factors and teachers' professional experience and time spent on digital platforms in a day were compared according to the variable, no significant difference was found between them. However, a significant difference was found between the social factor and these variables. When teachers' views on the barriers to digital literacy were analyzed in terms of the attitude factor, the majority of teachers emphasized the barriers of not liking and being interested in using technology and not being able to learn technology easily. When analyzed in terms of the technical factor dimension, the majority of teachers emphasized the barriers of lack of knowledge about technology and inability to use technology. When analyzed in terms of the cognitive factor, the majority of the teachers emphasized the lack of knowledge about technology.