Teachers' Perceptions of Digital Skills

Abstract

In this study, teachers' perceptions of digital skills were analysed. The research was conducted with mixed research methodology. The study group of the research consists of a total of 18 teachers working at primary, secondary and high school levels. The study group of the research was formed by purposeful stratification method and the school levels where the teachers worked were determined as a stratum. In the quantitative part of the study, teachers' digital competences were measured and then interviews were conducted with the same teachers in the qualitative part based on the results of these measurements. In the qualitative part, which was carried out in the phenomenology design, what teachers understand from digital competence, the views they have about digital competence, the skills they think teachers should have and how well equipped they see themselves according to these skills were analysed. According to the findings, there is no relationship between the type of school teachers work in and their digital skills. In addition, older teachers have less digital skills than younger teachers. Teachers with low digital competence do not see digital skills as important. In addition, it is among the findings that teachers have a perception of course content rather than the concept of digital competence. However, a significant number of teachers state that even if they consider digitalisation in education necessary or somewhat necessary, there should be a balance between digital education and traditional education. Another finding obtained in the study shows that teachers see themselves as weak or slightly equipped due to inadequate digital education, inability to exhibit digital competence as required by the age, generation gap, and advanced age.